The shrinking professoriate: Academic promotion and university teaching

Subbaye, Reshma

doi:10.20853/31-3-831

Cited by 11 publications

(12 citation statements)

References 17 publications

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“…A worrying phenomenon raised by some of the programme coordinators is the internal loss of expertise as teaching staff retire, resign, or migrate out of academia without students being retained within the field of academia as future educators. The ‘brain drain’ described by one programme coordinator holds direct implications for the scope of the curriculum since coordinators are forced to reduce the scope of that content area (Dube & Ngulube, 2013; Subbaye, 2017; Tettey, 2009). This situation questions the institutional succession planning, remuneration, and recruitment strategies that aim to ensure that academic departments are sufficiently equipped to provide high quality, relevant, and appropriate skills and knowledge to their students.…”

Section: Resultsmentioning

confidence: 99%

“…However, the sample of respondents in Rascher’s (2016) work was relatively small ( n = 122), which may not reflect the trends among the larger population of graduates. However, the participant clearly echoes the concerns of authors such as Altbach (2002), Mamdani (2011), and Subbaye (2017) who challenge the systematic loss of expertise from the academic, non-governmental organisation (NGO), and public research sectors into the commodified private sector.…”

Section: Findings and Discussionmentioning

confidence: 98%

“…The argument above is further contextualised by the same programme coordinator who goes on to state that in academic research practice, certain specialised or advanced techniques such as structural equation modelling are less frequently used compared to more common inferential techniques. While the participant focuses their argument on the need for the training, the comment above highlights the concerns about academic staff retention expressed by Subbaye (2017), Tettey (2009), and Theron et al (2014). The systematic loss of expertise from higher education will ultimately lead to programme coordinators being forced to curtail their programmes to fit existing capacity as opposed to the established course outcomes.…”

Section: Findings and Discussionmentioning

confidence: 99%

“…While the South African Higher Education sector has seen substantial growth among the number of Black academics entering the system, the number of new academics in general has not been sufficient to accommodate the sharp rise in students accessing the sector (Tettey, 2009; Theron, Barkhuizen, & Du Plessis, 2014). Subbaye (2017), therefore, highlights the systematic loss of expertise as academic staff retire or resign to pursue careers outside of the academy as an additional factor that increases the workload of those who remain within the academy.…”

mentioning

confidence: 99%

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Teaching Research Psychology in South Africa: reflections by programme coordinators

Fynn

Walt

2019

South African Journal of Psychology

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This article explores the experiences of Master’s programme coordinators in Research Psychology with the purpose of gaining an understanding of the planning and implementation of programmes that are directed at training Research Psychology students. The practical significance of the study was to investigate the course curricula of Research Psychology programmes within the South African context to grasp an understanding of the course structure and the challenges that accompany curriculum development. This article aims to elaborate on underlying tensions and considerations that programme coordinators encounter in structuring and implementing training for Master’s programmes that lead to registration with the Health Professions Council of South Africa. Six of the eight programmes that lead to registration with the Health Professions Council of South Africa were included in this study. Data were collected using semi-structured interviews and analysed using qualitative content analysis. The reflections by the programme coordinators showed a shared pedagogical philosophy of active learning in which students are expected to take ownership of their learning and to participate actively in shaping and constructing the learning process. Reflections on the Research Psychology programmes revealed seven broad content areas concerned with the development of curricula in Research Psychology, namely applied research, ethics, foundational concepts and skills, language and report writing, and project management and micro-skills development within qualitative and quantitative methodological approaches. Programme coordinators also expressed the tensions inherent in attempts to establish neutral ground between the demands of the discipline and the demands of the employers.

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Section: Resultsmentioning

confidence: 99%

Section: Findings and Discussionmentioning

confidence: 98%

Section: Findings and Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

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Teaching Research Psychology in South Africa: reflections by programme coordinators

Fynn

Walt

2019

South African Journal of Psychology

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“…That is why for a PhD holder to become a Professor, there are certain requirements to be met. Amongst these include the number of post-graduate (Hons, Master's and PhD) research students (Subbaye, 2017). But in this article, I have adopted emerging young researchers inclusive of Master's and PhD candidates who have an immense interest in research.…”

Section: Various Challenges To Young Emerging Researchersmentioning

confidence: 99%

[Un] Silencing the Genuine Voices of Young Emerging Scholars on Challenges Facing Young Academics in South African Universities

Rapanyane

2021

KOERS

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There is a clear systemic motive to silence and undermine the genuine voices of young academics in comprehensive South African universities. The foregoing manifests in various ways including gate-keeping publishing techniques. Senior academics do not emphasize the significance of ‘publish or perish’ mantra as needed and on time for young emerging academics. This continued invidious practice is further perpetuated by the circulating scholarly reports and the media-alike which intentionally do not pay too much attention to this ongoing injustice. Where such is reported, it is often not given too much attention, or rather side-lined and even critiqued. This research article seeks to revisit all the various challenges facing young emerging scholars in South African universities. Due to complicated ethical reasons, the author does not dwell much on pin-pointing universities one by one. Also, this is because the problem seems to be a country-wide systemic instigation to undermine the new emerging voices of young emerging scholars who were previously marginalized and kicked out of the apartheid research system. I, therefore, adopt Afrocentricity as a theoretical lens to challenge the perpetuation of this continued intentional and discriminatory practice against publishing whilst young.

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Social Justice and Education in the 21st Century

Miller¹

2021

Diversity and Inclusion Research

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translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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The shrinking professoriate: Academic promotion and university teaching

Cited by 11 publications

References 17 publications

Teaching Research Psychology in South Africa: reflections by programme coordinators

Teaching Research Psychology in South Africa: reflections by programme coordinators

[Un] Silencing the Genuine Voices of Young Emerging Scholars on Challenges Facing Young Academics in South African Universities

Social Justice and Education in the 21st Century

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