Research Publications (Academic Support)
Permanent URI for this collectionhttp://ir-dev.dut.ac.za/handle/10321/211
Browse
5 results
Search Results
Item Student engagement as pathway for deterritorialising curriculum internationalisation in higher education(Horizon Research Publishing Co., Ltd., 2020) Fomunyam, Kehdinga GeorgeThis paper explores the concept of curriculum internationalisation in higher education. It recognises and articulates the fact that the curriculum internationalisation process needs to be deterritorialised and the best approach to this is ensuring student engagement. In discussing this in detail, the paper theorises student engagement and the different perspectives on and of engagement, discusses curriculum internationalisation and deterritorialisation. The paper then focuses on deterritorialising curriculum internationalisation through student engagement. The paper concludes with four key thoughts on curriculum internationalisation on the platform of student engagement in a deterritorialised context. The paper recommends that curriculum internationalisation should be contextual in nature. Also, deterritorialisation of the institution and the curriculum internationalisation process and the curriculum itself are key to successfully internationalising the curriculum and give students the best educational experience. Thirdly, for the curriculum internationalisation process to be successful, there is a need for a practical framework. And lastly, student engagement is critical in the internationalisation process and for the success of curriculum internationalisation itselfItem Rationalising the teaching intention of international postgraduate student lecturers(Horizon Research Publishing Co., Ltd., 2021) Matola, Noluthando; Fomunyam, Kehdinga George; Khoza, Simon BhekiHigher education students around the globe have continually searched for opportunities to further their education abroad, looking beyond the provisions of their home country in pursuit of quality education. Most of these students are either tutors, teaching assistants, or in lecturing roles within the university environment. Using a qualitative case-study approach, this paper investigates the teaching intention of international postgraduate student lecturers at a university in KwaZulu-Natal, South Africa. This is in a bid to understand why these students choose to become involved in the teaching and learning process as lecturers. Participants were purposefully selected from a sample population of registered international postgraduate students at the university; and these participants were chosen in an order which ensured representation. Semi-structured interviews and observation methods were used, and data generated were analysed using grounded analysis. Findings reveal that international postgraduate students in this university chose lecturing, owing to the financial preconditions of undertaking postgraduate studies, to improve their interpersonal, communication, and cross-cultural skills, and also owing to legal restrictions. This paper therefore concludes that these reasons are valid and recommend several ways of helping these student lecturers function both effectively and efficiently.Item Transforming the teaching and learning process in South African higher institutions(Horizon Research Publishing Co., Ltd., 2022) Matola, Noluthando; Fomunyam, Kehdinga George; Moyo, SibusisoTeaching and learning is a complex process, which deals with different individuals with different expectations from diverse backgrounds, with different cultural and social capital involved in this process. The teaching and learning process in most South African institutions of higher learning has been plagued by several challenges over the last decade. In this research, the experiences of international postgraduate student lecturers teaching at a university in KwaZulu-Natal were examined. Utilizing the curricular spider web as its framework, it evaluates the experiences of international students lecturing at a university in KwaZulu-Natal, in order to identify the challenges faced by students in this institution during the teaching and learning process, and create a transformation path that can be adopted by other South African institutions of higher learning. This framework utilizes ten different components, each answering some key questions, and all stemming from the rationale for teaching and learning. Using a qualitative case study approach, this research conducted semi-structured interviews involving six participants who were pursuing different postgraduate degrees at the University. Interviews with each participant were conducted in English, lasted about 60 minutes each, and were digitally recorded and transcribed afterwards. Data were analyzed using an open coded process and findings reveal that transforming the teaching and learning process at these institutions of higher learning will largely involve making major changes to the curriculum content, learning activities, and learning resources.Item Theorizing international postgraduate student lecturers' experiences in South Africa(2021-06-01) Kehdinga, George Fomunyam; Noluthando, MatolaThe internationalisation and globalisation of our current world has led to the mobility of students across borders in the pursuit of quality education. South Africa has become a popular choice destination for some of these students who intend to further their studies by undertaking postgraduate programs in different fields. For variety of reasons, these students take up part time jobs whilst studying, and some continue to tow the education line by becoming part time lecturers. This paper explores the experiences of postgraduate student lecturers in South Africa. Using a qualitative case study research approach, this paper adopts a purposeful sampling strategy to generate data from participants who were pursuing their postgraduate degrees at masters and PhD levels. Findings reveal that the major challenges faced by postgraduate student lecturers in South Africa include culture shock, technological barrier, inadequate academic resources to work with, and the struggle to create a study-work-life balance. This paper recommends that international postgraduate students lecturing be trained and taught the basics of some South African cultures before they are allowed to handle students in the classroom. The learning environment should be made conducive enough to facilitate effective teaching and learning because, overcrowded classrooms affect both lecturers and students. Lastly, these student lecturers should be offered training in the use of technologies used for delivering their lectures, and all learning resources needed to ensure a seamless teaching and learning process should be made availableItem Evaluating black women's participation, development and success in doctoral studies : a capabilities perspective(Stellenbosch University, 2016-01-01) Loots, S.; Ts'ephe, Lifutso; Walker, M.Although black women show an increased presence in doctoral study, the probability of intersecting gendered and racial disadvantage is often overlooked through relying on separate numerical transformation progress indicators for gender and race. To take a more active approach to furthering social justice for this marginalised group, we need to explore more holistic ways of mapping transformation. In this sense, we argue for the application of the capabilities approach as an evaluative framework which allows for an assessment of freedoms or capabilities students are able to make use of in pursuing the lives they have reason to value. Furthermore, factors impacting on students’ capability formation are also considered, thus providing a multidimensional, ethically individualistic exploration of lives. The experiences of seven black women speak of barriers they have experienced throughout their doctoral journeys, but the data also create a sense of optimism as the potential of capability expansion is addressed.