The focus of this study is the emergence of distinctive graduate attributes in flagship programmes at Universities of Technology in South Africa. The theoretical framework chosen for this study, Legitimation Code Theory (Maton 2014), offers an explanation of the underlying knowledge principles that make different kinds of thinking, doing and being possible. This article studies how favourable graduate attributes were achieved, identifies similarities across underpinning structures, and highlights the challenges faced by universities of technology in creating environments in which desired graduate attributes might be developed. The article offers a means of understanding the potential for the emergence of graduate attributes across undergraduate programmes in vocational and professional higher education contexts.
In the past, adoption of the learning management system (LMS) has been voluntary with a limited amount of training at the micro level within a particular university of technology. From discussions with academic staff it emerged that across the entire institution approximately 10-15 per cent of academic staff used a particular LMS with only about 5 per cent actively engaged. As the particular university progresses its broader plans for teaching and learning enhanced by technology, the LMS will become increasingly important as a tool to help realise the university's goals. The aim of the article is to gain a clear understanding of the potential barriers and obstacles encountered when implementing an LMS at a macro and meso level where the information technology system is weak. The article includes a discussion on a framework in support of the development of the LMS at a macro and meso level within a university of technology.
PurposeThe purpose of this evaluative study is an attempt to understand the bridging programme by drawing on the work of Wadsworth and to prove that a place still exists for bridging programmes within the University of Johannesburg and the higher education sector in South Africa.Design/methodology/approachThe research study is both quantitative and qualitative in nature. An interpretative naturalistic approach is used to understand the thinking and experiences of the students in the bridging programme.FindingsThis study reveals, first that a causal relationship exists between the length of the bridging programme and how long students take to successfully complete the national diploma in engineering. Second, that bridging programmes can contribute to the success of engineering students who want to successfully complete their engineering studies within the designated timespan. Third, that, if designated staff are utilized in the teaching of the bridging programmes, students are able to receive the necessary support which enables them to successfully complete the national diploma in engineering.Originality/valueThis research reveals that bridging programmes, implemented over an extended period, are valuable because they allow student access to higher education and lay a solid foundation by equipping them with the knowledge and skills necessary for success in mainstream diplomas such as the national diploma in engineering. These programmes put into practice the shift of policy emphasis from “access” to “success”, which has implications not only for the University of Johannesburg but also for the higher education sector in South Africa.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.