Trends in the publication output of women at South African universities

Mouton, Johann; Lill, Milandré van; Prozesky, Heidi; Redelinghuys, Herman

doi:10.17159/sajs.2022/14606

Cited by 9 publications

(22 citation statements)

References 8 publications

(5 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Most of the respondents were older than 35, with only 7% between 25–34 years. While Mouton et al. (2015) report an average age of 39 years for doctoral students in the South African context, in this study 63% of respondents are older than 44.…”

Section: Resultscontrasting

confidence: 57%

“…In terms of ethnicity, there has been progressively more participation by African students with a current enrolment of 70%. This is much higher than the national average of 47% participation by African students (Mouton et al., 2015).…”

Section: Resultsmentioning

confidence: 59%

“…In terms of gender, 70% of the respondents were male, which is much higher than the national average of 56% male enrolments (Mouton et al., 2015). This could be contributed to the various responsibilities that females have such as family obligations and being employed, which makes it challenging to continue with doctoral studies (Mouton et al., 2015).…”

Section: Resultsmentioning

confidence: 75%

See 2 more Smart Citations

Persistence in Doctoral Education: A Part-Time Research Student Perspective in a Developing Context

Massyn

2021

Journal of College Student Retention: Research, Theory & Pr

View full text Add to dashboard Cite

Ample literature on the retention of undergraduate students is available. However, information on the retention of postgraduate students in doctoral research is not abundant, especially when the population comprises working adult students studying on a part-time basis. This article aims to explore factors that influence retention in this group of students. The literature identified various factors that could affect the retention of these students. Besides the academic and social integration identified by Tinto, environmental factors (finances, family and employment) and time constraints also play a role in their persistence. The data was collected from PhD students at a Business School in South Africa. The results from the survey confirm the influence of these factors on retention. The inclusion of qualitative responses as part of the survey led to recommendations that consider the finer nuances of the support needed by this group of heterogeneous students.

show abstract

Section: Resultscontrasting

confidence: 57%

Section: Resultsmentioning

confidence: 59%

Section: Resultsmentioning

confidence: 75%

See 1 more Smart Citation

Persistence in Doctoral Education: A Part-Time Research Student Perspective in a Developing Context

Massyn

2021

Journal of College Student Retention: Research, Theory & Pr

View full text Add to dashboard Cite

show abstract

“…These accelerated approaches are more typical at undergraduate level, and often at odds with longer term processes for developing scholarly research capacity and dispositions required at postgraduate level. This is combined with increasing pressure on staff to improve completion times, both locally (Mouton et al, 2015) and globally (McCormack, 2004). In the South African context of this study, the 2008 master’s degree postgraduate completion rate over 3 and 5 years was only 33% and 47%, respectively, across disciplines and levels of study.…”

Section: Teaching Research Methods In Public Management and The Socia...mentioning

confidence: 99%

Preparing public management students for mixed methods research

Hewlett

Werbeloff

2022

Teaching Public Administration

View full text Add to dashboard Cite

Mixed methods approaches are increasing advocated for researching complex problems in the social sciences, but they are not widely used by postgraduate students of public management. This article describes a study where qualitative and quantitative methods lecturers worked collaboratively to design and teach both methodology courses in an integrated way to encourage public management master’s students to see the two methods as complementary, and thus possibly be more open to consider using the mixed methods approach in their research. A multi-method research design was used in this study. Students’ prior studies of qualitative and quantitative research methodology were not found to predict their summative course marks significantly on qualitative and quantitative components, respectively, but initial cognitive competence in the study of statistics correlates with summative performance in the quantitative component. Qualitative and quantitative summative scores correlate strongly, with those students with higher qualitative and higher quantitative summative scores tending to score higher on a task where they reflect on the value of both approaches to their own proposed research. However, students with lower scores, who comprise the majority of the sample, are not able to demonstrate appreciation of the possibilities or status of applying both methodologies to their own research. They tend to misunderstand foundational concepts when applied to their research design and/or show limited ability to apply their understanding to design their own work accurately or in a workable way. This study suggests that, where postgraduate students have prior limited exposure to research methods, improving the quality of student research and their engagement with mixed methods may require more mastery of both methods and methodologies than the scope and pacing of taught master’s programmes usually allow.

show abstract

“…Fataar, 2018;Ndofirepi & Gwaravanda, 2019); disrupting ethical 'clearance' assumptions (Keane, 2021); career pathing, industry partnerships and graduate attributes; the SA research enterprise (e.g. Mouton et al, 2015); institutional culture and context; and the pedagogy of supervision and gender and the 'leaky' postgraduate pipeline.…”

Section: Discourses and Debates About Decolonisation And Iks In South...mentioning

confidence: 99%

Indigenous Knowledge Systems in South Africa and Australia: transforming doctoral education

et al. 2023

View full text Add to dashboard Cite

While there is a great deal of support for the integration of Indigenous Knowledge Systems (IKS) into higher education, there is still a significant amount of work to be done to move beyond tokenism. Intensive dialogue and robust conceptual outlooks are required. In this paper, this international team of South African and Australian scholars engage in a transcultural and transdisciplinary dialogue in order to chart how discourses and debates about IKS are understood in the different historical and cultural contexts of South Africa and Australia. They combine the theoretical approaches of de Sousa Santos (2014; 2018a and b) about epistemic justice with the theories of Odora Hoppers (2021), Visvanathan (2009), and First Nations Australian scholars Williams, Bunda, Claxton, and McKinnon (2018) about an Indigenous knowledges global decolonisation praxis framework. This dialogue is deliberately jarring and polyvocal because of our desire to go beyond tokenism. The South African team have chosen to apply Bacchi’s (2009) approach of problem formulation and policy as change proposal to discourses about IKS in South African policy documents. The Australian First Nations team have demonstrated how Aboriginal and Torres Strait Islander knowledge systems work through the power of stories. Purposely adopting a polyvocal, multimodal approach, the Australian section includes ethnographic policy analysis and narratives that illustrate how IKS might operate in higher education.

show abstract

Trends in the publication output of women at South African universities

Cited by 9 publications

References 8 publications

Persistence in Doctoral Education: A Part-Time Research Student Perspective in a Developing Context

Persistence in Doctoral Education: A Part-Time Research Student Perspective in a Developing Context

Preparing public management students for mixed methods research

Indigenous Knowledge Systems in South Africa and Australia: transforming doctoral education

Contact Info

Product

Resources

About