Transcript Slide 1

SIU
Bergen, June 2012
• Reflecting on the role of academics/intellectuals in the struggle
(Habermas)
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Muller and Cloete. 1987. The white hands: academic social scientists,
engagement and struggle in South Africa'. Social Epistemology, 1,2, 141-154
Cloete and Muller. 1991. Social scientists and social change in South Africa.
International Journal of Contemporary Sociology, 28, 3-4, 171-192.
Muller and Cloete. 1993. Out of Eden: modernity, post-apartheid and
intellectuals. Theory, Culture and Society, 10, 3, 155-172
• From protest to policy
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National Education Crisis Committee (Wikipedia – Internal resistance to
apartheid (1987)
Education policy units (Wits, Natal , UWC- 1989 – activists on campus )
National Education Policy Investigation (NEPI) – restructuring SA higher
education started with NEPI (web)
Union of Democratic University Staff Associations -1991(back to the street
UDUSA Policy Forum (1993) – prepared for NCHE
National Commission For Higher Education – Mandela appointed participatory
policy framework
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• Capacity building without a theory – Strengthening HE Governance (1997)
(building the boat on the sea)
• Reviewing first 5 years of post Apartheid HE (2001) – performance
indicators
• Policy formation has been SA local/Global (Manuel Castells – The Rise of
the Network Society , 2000)
• Finding the rest of Africa – Higher Education Research and Advocacy
Network in Africa (HERANA) (2009)
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• Loosely and tightly coupled networks
• High profile Board, two person office, outsourced services (pay for
services) and commissioned experts (academics work for little – no
consultants – must be employed elsewhere) and designated project
managers
• Service providers
• Publishing: Compress/African Minds
• News: University World News
• Events: Millennium Travel
• IT: Tenet
• Financial Support services: CHEC
• Construct research programmes with historical/new networks – local and
global
• Connect capacity building – empirical research - training - advocacy
• See Herana slide
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HERANA
Higher Education Research & Advocacy Network in Africa
RESEARCH
ADVOCACY
Higher Education and Development
Investigating the complex relationships
between higher education and economic
development, and student democratic
attitudes in Africa
The HERANA Gateway
An internet portal to research on higher
education in Africa
The Research-Policy Nexus
Investigating the relationship between
research evidence and policy-making in
selected public policy sectors in South
Africa
University World News (Africa)
Current news and in-depth investigations
into higher education in Africa
Nordic Masters in Africa (NOMA)
Collaborative research training by the
Universities of Oslo, Makerere, Western
Cape, and CHET
FUNDERS
Carnegie, Ford, Rockefeller, Kresge, DFID, Norad
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• Seminars are strategically inclusive
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10 to 15 seminars per annum over 1 or 2 days
includes multiple system levels, i.e. supra-national, government, university
management, academics, funders
Includes experts, university representatives and policy-makers
• Informational Development and Human Development: Creative Synergy or
Mutual Destruction (August 2010)
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Participants – Castells, 2 NEC members of ANC (coordinator of policy), 3
academic economists who advise minsters or Presidency, Deputy Director
General of Budget in Treasury, 2 serious capitalists (Africa’s richest woman), 2
VC’s, 2 environmentalists ( SANBI), 2 ICT (researcher and director general), 6
academics and a political commentator (Mbeki’s brother)
Main outcomes: why ICT failed and R300million grant to Sanbi
Differentiation: Diversity and Stratification (January 2012)
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7 senior officials from DHET, 1 National Development Plan (Presidency), 1 Higher
Education SA, 3 university directors of planning, 8 Chet network
Outcome: DHET ask Chet to organize Differentiation Implementation meeting
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“Covert and overt political and ideological agendas will always be there,
but data is the starting point for a dialogue
Leads to “empirical independence” of the organisation rather than it
being an ideological hand-maiden (of government or others)
CHET adds value to raw data collected by government and/or universities
by cleaning, verifying and analysing source data
Data is made public and focused presentations are made to government
on key issues (e.g. differentiation; doctoral output, etc.) as well to the
universities
In doing so CHET
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fills the capacity void in the ministry of HE and in many of the universities’
planning departments
provides government and institutions with an empirically-based picture of postsecondary education in South Africa
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1. UWN Special Africa editions and fortnightly Africa newsletters
launched in 2008 in collaboration with the HERANA project.
2. More than 27 000 people in 150 countries receiving the weekly
global edition.
3. Of UWN’s total of 27 026 registered readers, 13 280 receive the
Africa edition.
4. More than 6 000 of UWN’s readers are based in Africa, in 29
countries.
(Figures as at December 2010)
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Origins and Goals of HEMA
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HEMA  Higher Education Masters in Africa
programme
Builds on previous masters programmes at UWC,
UIO and MU
Main goal: “to build research capacity and expertise in
higher education studies in Africa”
Research-focused degree
Targeted at current and future researchers, policy
makers, managers with interest in higher education in
Africa
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HEMA degree programme structure
Higher Education Master in Africa (HEMA) programme
Semester
1
2
Location
UiO
UWC
3
4
5
Home country / field work
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UWC / Home country
Doing course work
Programme
Component
Proposal & instrument development
Conducting field work
Data analysis
Writing up
Exam (by
Thesis)
.
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HEMA Programme
Description of Component
Compulsory; counts 100% of your overall assessment. You
have to write a dissertation of 40,000 words under the
supervision of academics attached to HEMA
Compulsory course; counts towards academic progress
HEMA Introduction to Higher
Education Studies @ University (credits certified by UiO); Introduction to the field of higher
education studies
Master’s Dissertation
of Oslo
HEMA Higher Education &
Development @ UWC
HEMA Research Design &
Methods @ UWC
CHET Dialogue Series &
HERANA Workshops
Higher Education Seminar
Series at CSHE @ UWC
Education Postgraduate
Students’ Methodology
& PET Workshops
Compulsory course; counts towards academic progress; indepth introduction into the history of higher education in
Africa and the nexus of higher education and (economic,
political, social) development in Africa.
Compulsory course; counts towards academic progress;
introduces students to the basic steps and the practical
methods of conducting empirical research, along with the
development of a research proposal.
Highly recommended; opportunities to engage with African
and inter-national HE researchers; workshops on specific
HERANA projects
Highly recommended; seminar presentations and
discussions on current research topics in HE.
Highly recommended; weekly sessions on research
methods and proposal development jointly with Master’s
and Doctoral candidates of the Faculty of Education &
Workshops organised by PET on Social Research Methods.
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HEMA Degree Programme at UWC
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Cohort 1: Jan. 2008 (10 students)
Cohort 2: Aug. 2009 (6 students)
Cohort 3: Aug. 2011 (5 students)
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5 graduates
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(2 cum laude)
Picture:
Cohort 3 at University of Oslo (Helga
Engs Huis), August, 2011.
Randall, Ntimi, Lineo, Thierry (coord.),
Theo, Agnes.
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HEMA Students: Dissertations & Progress (1)
Cohort 1 (started January 2008)
Graduated:
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Samuel N. FONGWA, Cameroon - Contribution of Higher Education to Regional Socio-economic
Development: A case study of the University of Buea in the Fako Region, Cameroon (2010, cum laude)
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Angolwisye M. MWOLLO-NTALLIMA, Tanzania - Higher Education and Democracy:A
study of students’ and student leaders’ attitudes towards democracy in Tanzania (2011, cum laude)
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Hanitra RASOANAMPOIZINA, Madagascar – HE Policy changes in Madagascar and the
Government’s Approach to Steering these Changes During the Last Two Decades (1990-2008) (2011)
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Pam WATSON, South Africa - Contextual and Policy Positioning of Higher Education for
Development: a Comparative Study of two Southern African Countries (2011)
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Francois VAN SCHALKWYK, South Africa - Responsiveness and its Institutionalisation in
Higher Education (graduated 2011)
Finishing:
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Biko GWENDO, Kenya - Human Capital Formation in Kenya; the Interconnectedness Between the
State, Higher Education Institutions and the Labour Market
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Jennifer Sarah HUGOW, South Africa - The Dynamics of Policy Implementation: How Internal
Visions Shape Faculty Responses To Steering In South African higher education
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Nita CHIVWARA, Malawi - Governance of Higher Education Demand And Supply In Malawi
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Wanangwe D. WANJIKU, Kenya - The Provision of Access and Skills Development by Private
Universities in Kenya
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HEMA Students: Dissertations & Progress (1I)
Cohort 2 (started August 2009)
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Daniel CHIHOMBORI, Zimbabwe –Cost-Sharing in Higher Education Financing in Zimbabwe,
1957-2009: A Historiography (Proposal)
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Lucky KGOSITHEBE, Botswana – Higher Education and Democracy: Attitudes and behaviours
of students and student leaders towards democracy in Botswana (Data Analysis)
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Domingos Jaime LANGA, Mozambique – Understanding the process of defining the roles of
public universities in Mozambique: The cases of Eduardo Mondlane University and Pedagogical
University (Editing final)
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Doreen Nakasaga LWANGA, Uganda – Investigating the extent to which Institutionalization of
Donor Funding Strengthens the Academic Core at Makerere University Kampala (Proposal)
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Keitumetse Gofaone LEBOTSE, Botswana - Organisational assessment of the Tertiary
Education Council in Botswana (Data Analysis)
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Refiloe Moratuoa MOHLAKOANA, South Africa - Students’ Experiences of the WorkStudy Programme at the University of the Western Cape (Data Collection and Analysis)
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HEMA Students: Dissertations & Progress (1II)
Cohort 3 (started August 2011)
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Lineo KOLOSOA, Lesotho – (Proposal) Responding to challenges of knowledge production
in
Southern Africa: the comparison of Botswana and Lesotho
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Randall Stephen LANGE, South Africa – (Proposal) Student engagement with Citizenship at
UCT: The contribution of curricular, co-curricular and community involvement
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Agnes LUTOMIAH, Kenya -
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Ntimi MTAWA, Tanzania – (Proposal) Knowledge Connectivity, Academic Core and Pact in
(Proposal) An examination of incentive and reward structures for
knowledge production : the case of the University of Nairobi
Community Engagement: The models of Sokoine University of Agriculture inTanzania and Stellenbosh
University in South Africa
Next Cohorts / Plans
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Planned Master’s Intake 2013 (Cohort 4)
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Planned Extension of HEMA to a Doctoral Programme (HE – PhD)
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Other plans: HEMA Summer School 2013; Post-doctoral Fellows
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HEMA Evaluation Survey 2011 - Objectives
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Conduct a critical and holistic self-evaluation of the
current operation of the HEMA programme at UWC
Evaluating the programme against the goals of HEMA
and NOMA
Review of programme documents
Survey staff and student perceptions and experiences
(Conduct in-depth interviews with staff and students;
- still to be completed).
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Conceptualisation and Methodology
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Is the HEMA programme achieving its main objective of
increasing higher education research capacity and producing a
new generation of HE researchers in Africa?
Formative evaluation improvement focus
Critically reflexive practice  subjectivity!
Asking pertinent questions about:
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Programme structure
Student and staff experiences
Research training, course work, supervision, management,
Quality and outcomes
Resourcing and programme sustainability
NB. Qualitative dimension still to be completed
(in-depth interviews with students and staff)
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Student respondents to HEMA survey
Student respondents by
 Cohort 1: 6 (of 10)
 Cohort 2: 5 (of 6)
 Cohort 3: 5 (of 5)
3
2
1
0
by international mix
by gender:
 Males: 10 (of 10)
 Females: 6 (of 11)
6
10
male
female
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Staff respondents to HEMA survey
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13 staff respondents
◦ permanent and part-time
teaching staff.
◦ 10 academic, 3 admin
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All academic staff/tutors
have PhD or are PhD
candidates (4).
2 professors of HE
Studies
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4
3
3
2
2
2
2
1
0
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Goal Achievement: Programme Overall
Is the HEMA programme achieving its main goal of
building research capacity and expertise in higher
education in Africa?
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6
7
6
5
5
Cohort 1 and 2
4
3
Academic staff
2
1
2
1
0
1
Admin staff
1
0
0
Agree/ strongly agree
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It's too early to tell /
Disagree/ strongly
Don't know
disagree
Almost all staff respondent are very positive about
the achievement; half of student respondents DK yet.
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Quality: Programme Overall
On the whole, how would you rate the academic quality of
the HEMA programme?
10
9
8
8
Cohort 1 and 2
6
4
Academic staff
2
2
0
1
1
2
Admin staff
0
0
0
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Excellent/good with
It's too early to tell /
Good, with major
minor problems
Don't know
problems
Therefore: very positive overall evaluations.
All except one student and all academic staff say they would
recommend the programme to students.
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Research training
Learning outcomes: Are students successfully acquiring
key research skills through HEMA?
10
9
10
8
6
8
6
4
students
8
5
staff
4
5
5
4
2
0
Design/
Literature
Design/
Collect/
Do desktop/
conduct
reviewing
manage a
analyse policy
archive
research
data
research
survey/
interviews
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Supervision
Is the co-supervision model a strength or a weakness?
5
5
4
4
4
3
3
2
Cohorts 1 and 2
2
Academic staff
1
0
0
It's a strength
Neither a strength
It's a weakness
nor weakness
Responses from senior students and staff are mixed on the
merits of the co-supervision model.
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Student-Supervisors relationship
How do students perceive their relationship with their
supervisors?
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10
Students (cohorts 1 &
11
10
2)
10
9
8
Academic staff
4
5
4
4
0
Supervisors are
Supervisors have
Supervisors have
Supervisors give
well-engaged in
empathy
expertise in my
timely comments
research
topic
Most students perceive their supervisors in a very positive light; while
supervisors themselves are more critical of their ‘empathy’, expertise
etc.
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Relevance of Coursework
Is the HEMA course work / seminars at UiO/UWC
relevant to prepare students for research?
10
8
6
5
2
3
1
Cohort 1 & 2
0
0
Agree/ strongly
Neither agree
Disagree/
agree
nor disagree
strongly
Academic staff
disagree
Most students (8 of 11) and academic staff (6 of 9) indicate that they
consider the course work relevant.
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Quality of Course material
Is the HEMA course material and additional academic
resources of high quality?
15
11
Cohort 1 and 2
10
5
5
3
Academic staff
0
0
Excellent/ good with minor problems
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Don't know
All student respondents considered course material as “excellent” or
“good with minor problems”;
Some academic staff (5) answered they “don’t know” while the other
three academic staff respondents also consider course material and
additional academic resources to be of high quality.
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Presenting, publishing and networking
6
6
5
Student
4
Presenting & publishing
as learning opportunities
and outcomes?
4
3
2
Staff
1
1
1
1
1
1
0
Present to
Present to
Write/ co-
Publish online
Publish in
students
academics/
write
(e.g. ahero)
peer reviewed
policymakers
conference/
journal(s)
journal paper
Are HEMA network
links considered as
strengths of the
programme?
10
10
8
8
9
8
Students
8
7
7
8
6
7
Staff
6
4
2
0
HERANA
CHET
UWC
Broader
Network
UIO
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Where to from here?
Expected graduate destinations
9
9
8
7
6
5
4
3
2
1
0
9
5
5
4
3
3
3
Students
Staff
PhD
Researcher/
Teacher/
Admin/
Policy
Lecturer
Managerial
Advisor
Some possible improvements
15
10
11
6
4
6
5
Students
Staff
0
Add PhD Programme
From Full Thesis to
Coursework &
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Summary and Conclusions
HEMA programme seems to be doing well overall & quality
from staff and student perspective (self-evaluation)
Staff seems to be more critical than students
Research training overall seems to be working (key skills)
Need to look at
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Overall programme structure / examination
Co-supervision model
Financial sustainability & resourcing
Look at partnerships
Institutionalisation in academic core of UWC is NB.
Regular review and continued reflection
Track graduate destinations
Consider developing a Doctoral-level programme
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Thank you.
Please
Save
Our
Planet.
University of the Western Cape
Centre for the Study of Higher Education
Dr Thierry M. Luescher-Mamashela
Coordinator HEMA 2012
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