Academic Research at a South African Higher Education Institution: Quality Issues

Autor/in	Schulze, S.
Titel	Academic Research at a South African Higher Education Institution: Quality Issues
Quelle	In: South African Journal of Higher Education, 22 (2008) 3, S.644-661 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1011-3487
Schlagwörter	Learning Theories; Participant Observation; Incentives; Job Security; Social Theories; College Faculty; Foreign Countries; Context Effect; Scientific Research; Ethnography; Case Studies; Interviews; Travel; Time; Institutional Environment; South Africa + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Teilnehmende Beobachtung; Anreiz; Arbeitsplatzsicherheit; Gesellschaftstheorie; Fakultät; Ausland; Ethnografie; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Travelling; Reisen; Reise; Zeit; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The aim of the research was to critically analyse how a university context influences the quality of academics' research output. Wenger's social theory of learning was used as theoretical framework. The investigation involved an ethnographic case study of the research culture at one college at the institution. Data collection was mainly by means of participant observation, interviews and document analysis. In the light of Wenger's theory, the findings revealed that certain institutional practices facilitated high-quality research. These included financial incentives, some training programmes and travel opportunities to interact with other researchers. Practices that inhibited the delivery of quality research related to lack of job security, research support and uninterrupted time as well as excessive institutional control. Training that was disconnected from research practice did not stimulate quality research. (As Provided).
Anmerkungen	Unisa Press. Preller Street, P.O. Box 392, Muckleneuk, Pretoria 0003, South Africa. Tel: +27-24-298960; Fax: +27-24-293449; e-mail: sajhe@vodamail.co.za; Web site: http://www.sajhe.org.za
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10