Undisciplining Knowledge Production: Development Driven Higher Education in South Africa

Winberg, Christine

doi:10.1007/s10734-004-6378-5

Cited by 41 publications

(17 citation statements)

References 11 publications

(8 reference statements)

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“…There is rhetorical support for transdisciplinary and other cross-disciplinary iii approaches, including within universities and from government (Grigg et al 2003;King 2004;Winberg 2006). However, considerable structural and cultural obstacles to the development of transdisciplinary research and education exist, owing to the strength of disciplines in structuring universities (Russell 2005;Boucher et al 2004).…”

mentioning

confidence: 99%

Double degrees: double the trouble or twice the return?

2007

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Double degrees (also called joint or combined degrees) -programs of study combining two bachelor degrees -are increasingly popular in Australian universities, particularly among women. A case study using qualitative and quantitative surveys of current and past double degree students is presented. The study indicates that double degrees benefit students in providing a broad education and increasing skills and options. However, benefits are not fully realised because of administrative difficulties, lack of support and absence of 'learning communities'. These problems arise because double degrees sit outside the disciplinary structure of universities. As such, however, double degrees have potential to provide transdisciplinary education. We suggest initiatives that would improve the experience, performance and persistence of double degrees students. They would also build the skills of integration, boundary work, communication and teamwork associated with transdisciplinarity. These skills not only equip students for a range of employment; they are sorely needed in society. AbstractDouble degrees (also called joint or combined degrees) -programs of study combining two bachelor degrees -are increasingly popular in Australian universities, particularly among women. A case study using qualitative and quantitative surveys of current and past double degree students is presented. The study indicates that double degrees benefit students in providing a broad education and increasing skills and options. However, benefits are not fully realised because of administrative difficulties, lack of support and absence of 'learning communities'. These problems arise because double degrees sit outside the disciplinary structure of universities. As such, however, double degrees have potential to provide transdisciplinary education. We suggest initiatives that would improve the experience, performance and persistence of double degrees students. They would also build the skills of integration, boundary work, communication and teamwork associated with transdisciplinarity. These skills not only equip students for a range of employment; they are sorely needed in society.

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confidence: 99%

Double degrees: double the trouble or twice the return?

2007

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“…The major themes that emerged combined: (i) notions of individual and collective learning and awareness of developments in science and technology and sci-tech policy (Arocena and Sutz, 2003); (ii) the need for opportunities to apply learning and an institutional setting or ecology (UN, 2005) that enables education and training to be diverse, context-based and knowledge producing (Kearney, 2009;Winberg, 2006); and (iii) links to collective action and the prospects for very different kinds of universities, curricula, pedagogies and research agendas (Arocena and Sutz, 2010;Kearney, 2009;López Cerezo and Verdadero, 2003;UN, 2005).…”

Section: Resultsmentioning

confidence: 99%

Developmental education for innovation: lessons from an experience in Kenya

Adwera

Hanlin

Johnson

2013

IJTLID

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Promoting innovation through education is a challenge for both advanced industrial and developing economies. The linkages between public and private investment in education, the kind of education that is needed and sources of social and economic dynamism are all-important. These linkages are particularly challenging in the Global South, where many types of dynamism and social need are 'below the radar'. This is the backdrop to a practice-based project that used training in technology policy and innovation research to promote employability and innovation capability in key sectors in Kenya. We use findings from surveys, interviews, workshops and stakeholder meetings to rethink the role of education and training in supporting innovation that focuses on social need. We contribute to debate by arguing for a developmental education system based on a multi-sector and multi-organisational approach, and which combines different types of education, training and learning in collaboration with public and private sector enterprise.

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“…Focusing research on the university-community interface or 'transaction space' as a unit of analysis can take on some of these challenges; however, it has received scant attention in the higher education literature until more recently. Winberg (2006) talks about the usefulness of understanding transaction spaces in the South African higher education context. She argues that they are key to understanding the 'articulations between higher education and its contexts in the South African situation' and 'emergent transaction spaces ' Winberg (2006, 165) are important sites for negotiation between participants from a range of academic and non-academic contexts.…”

Section: Part 1: Service Learning As Social Practice Within An Activimentioning

confidence: 99%

[We] have to be interpreters to negotiate : service learning and boundary workers

McMillan

2016

SAJHE

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Drawing on qualitative case study research of two service learning courses, this article uses the framework of activity theory to present service learning as an activity system and a form of 'boundary work' in higher education. To view service learning as an activity system, it is necessary to locate the analysis in the 'boundary zone' at the nexus of the university and community, and to explore the roles of various actors in the system. In particular, the author argues that the role of the service learning educator needs to be explored and made visible. Using activity theory, the experiences of two educators' playing the role of 'boundary worker' are explored. What activity theory makes clear is that this role is intimately tied up with issues of identity, authority and knowledge. Going forward it would be useful to explore activity theory as a framework in the service learning curriculum and the professional development of educators.

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Undisciplining Knowledge Production: Development Driven Higher Education in South Africa

Cited by 41 publications

References 11 publications

Double degrees: double the trouble or twice the return?

Double degrees: double the trouble or twice the return?

Developmental education for innovation: lessons from an experience in Kenya

[We] have to be interpreters to negotiate : service learning and boundary workers

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