Literaturnachweis - Detailanzeige
| Autor/inn/en | Tshuma, Nompilo; Bitzer, Eli |
|---|---|
| Titel | Complex Legacies and Future Prospects: Conceptualising Changes in South African Doctoral Education |
| Quelle | In: Innovations in Education and Teaching International, 60 (2023) 5, S.714-724 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Tshuma, Nompilo) ORCID (Bitzer, Eli) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1470-3297 |
| DOI | 10.1080/14703297.2023.2237941 |
| Schlagwörter | Doctoral Programs; Foreign Countries; Higher Education; Global Approach; Educational Change; Educational Trends; Influence of Technology; Racial Segregation; Context Effect; Social Change; Educational Improvement; South Africa |
| Abstract | A number of key drivers are responsible for the major shifts taking place in doctoral education globally, including massification, globalisation, digitalisation and the knowledge economy. While each of these drivers permeates the South African higher education context to some extent, we argue that the country's complex historical legacies provide a unique background and lens through which key drivers of doctoral education can be framed. Thus, our focus is first to outline the complex legacy of apartheid and its implications for the country's transformation agenda and resulting shifts taking place in the South African higher and doctoral education landscape. Secondly, to account for some future prospects, we draw on the outcomes of the recent (2020/21) national review of doctoral programmes in South Africa. We highlight some recommendations that universities need to attend to via their respective doctoral improvement plans as a possible future agenda for driving and improving doctoral education. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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