Disciplinary, Institutional, and Individual Factors Affecting Researchers' Depositing Articles in Institutional Repository: An Empirical Analysis

Kim, Youngseek; Oh, Jong Sir

doi:10.1016/j.acalib.2018.09.013

Cited by 3 publications

(1 citation statement)

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“…They all share certain commonalities, including an identified object or subject of research, specific theories and concepts through which the knowledge can be organised, the use of specific terminologies and technical language, the use of specific research methods and a range of subjects through which they are taught. 15,16 Therefore, disciplines have certain content, tend to be taught and evaluated in specific ways, and use certain theories and concepts as a basis for research to advance knowledge in them. Their relevance to larger societal problems tends to be specific and limited and can only provide partial insights into extraordinarily complex contemporary global and societal challenges.…”

Section: Deconstructing Disciplinary Knowledge Systemsmentioning

confidence: 99%

Boundary knowledge in conversation: Imagining higher education through transdisciplinarity and decoloniality

Maringe,

Chiramba

2023

The Journal for Transdisciplinary Research in Southern Africa

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Transdisciplinarity and decoloniality are two ideas that share much in common and which we believe have the potency to underpin meaningful transformation in post-colonial African universities. Transformation in post-colonial higher education sectors in Africa has been a key developmental goal; however, progress in achieving transformation has been slow. While much has been achieved on the continent that evidences the symbolism of change and transformation, we argue in this article that the epistemic and ideological dimensions of transformation have barely been altered. As a theoretical and conceptual input, the article provides a discussion of the theoretical terrain of the idea of boundary knowledge systems and suggests that the higher education systems have developed over the years and continue to do so on the assumptions behind bounded disciplinary knowledge systems. However, as globalisation intensifies, and as the world faces many complex challenges, disciplinary knowledge models have little potential to contribute to an adequate understanding, let alone resolution of these complex challenges. We also argue that we do not yet have truly African universities but universities in Africa, many of which are copycats of Western models of higher education. We provide seven propositions, which we believe can be used as a competent framework for rethinking the future of higher education in Africa.Transdisciplinary contribution: The article explores the concept of transdisciplinarity and its potential contribution to addressing the challenges faced by post-colonial African universities. It also provides a theoretical and conceptual framework for understanding its potential to transform higher education.

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Section: Deconstructing Disciplinary Knowledge Systemsmentioning

confidence: 99%