Transforming While Transferring: An Exploratory Study of How Transferability of Skills Is Key in the Transformation of Higher Education

Autor/inn/en	Bazana, Sandiso; McLaren, Logan; Kabungaidze, Trust
Titel	Transforming While Transferring: An Exploratory Study of How Transferability of Skills Is Key in the Transformation of Higher Education
Quelle	In: Transformation in Higher Education, 3 (2018), Artikel 35 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2415-0991
Schlagwörter	Transfer of Training; Higher Education; Educational Change; Social Change; Racial Segregation; Foreign Countries; College Faculty; Age Differences; Teacher Retirement; Teacher Attitudes; Whites; Organizational Culture; Labor Legislation; Human Resources; Universities; Mentors; Faculty Development; South Africa + Suchen Sie Ihr Suchwort? Training; Transfer; Ausbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsreform; Sozialer Wandel; Rassentrennung; Ausland; Fakultät; Age; Difference; Age difference; Altersunterschied; Lehrerverhalten; White; Weißer; Unternehmenskultur; Labor law; Arbeitsrecht; Humankapital; University; Universität; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The importance of skills within the transformation of higher education is a crucial factor that has been insufficiently considered. Transformation in terms of higher education forms a fundamental part of the post-apartheid South African society. This transformation movement seems to exclude the possible role and contributions of the older generation of academics. Using a social constructionist viewpoint, this qualitative study sought to bring to the debate of transformation of higher education the important question of skills transferability between older generation academics and the new generation. From interviewing five retired white academics, the study found that institutional culture and implementation of labour legislation through the Human Resources department by the university in question affect the transferability of skills and that proper programmes of voluntary mentorship should be put in place as to allow the growth of both the older generation and new generation academics. The use of new generation academics' perspectives could yield more results and findings that can further this area of study, as well as allow a more diverse and richer understanding of the perception of skills transferability within the transformation of higher education institutions. This further understanding for research is needed to emphasise the importance of knowledge production through the integration of both young academics' as well as older academics' perspectives. This is to be achieved by engaging with other universities and academics, so that a broader analysis of skills transferability within higher education can be understood. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01