Prof. Josè Frantz
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| Position: | Dean |
| Faculty: | Faculty of Community and Health Sciences |
| Qualifications: | BSc, MSc, PhD(PT) (Western Cape) |
| My publications in this repository | |
| More about me: | here, and here |
| Tel: | 021 959 2631 |
| Fax: | 021 959 2755 |
| Email: | chs-deansoffice@uwc.ac.za |
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Browsing by Author "De Jongh, Jo-Celene"
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Item Integrating research into teaching: needs assessment for staff development(Health and Medical Publishing Group, 2014) De Jongh, Jo-Celene; Frantz, Jose M.; Rhoda, AntheaBackground: The scholarship of teaching involves the integration of research into teaching activities, critical reflection of practice, and communication, and dissemination of the practice of one’s subject. However, it is not clear what the needs of academics in the Faculty of Community and Health Sciences at the University of the Western Cape, Bellville, South Africa, are with regard to integrating research into their teaching practices. Objective: To present the findings of the views, perceptions and experiences of academics in the abovementioned faculty regarding their understanding and integration of research into their teaching activities. Methods. The study followed a cross-sectional research design. Data were collected by means of an electronic questionnaire to explore the academics’ views and perceptions with regard to the integration of research into their teaching and related experiences. Data were analysed using the first two phases of the Appreciative Inquiry process as a guideline. Results: It was evident that participants had a clear understanding of research. The majority understood that the scholarship of teaching involved both the lecturer and the learner and, most importantly, the conducting of research to share it with others. Conclusion: Findings from the needs assessment can be used as a guideline to assist in strategies for staff development. Academics need to give equal attention to both teaching and research. The scholarship of teaching facilitates this through the integration of research into teaching.Item Using appreciative inquiry to develop a research capacity development programme(Unisa Press, 2013) Frantz, Jose M.; Rhoda, Anthea; De Jongh, Jo-CeleneWith academics struggling to find the balance between research and teaching, there is a need to identify strategies that would assist academics in making the necessary changes to manage their time. Appreciative Inquiry (AI) is a strength-based change process based on the premise that academics are change agents who possess knowledge and experience that can make a difference. This article proposes an AI methodological framework for an academic development strategy focussing on integrating research into teaching. Currently, few measures exist that focus on assisting academics in incorporating research into their teaching and learning practices. The article aims to describe the strategies used to initiate a process that builds on the positive experiences of academics in teaching in an environment where academics may become overwhelmed when focussing only on barriers. The process described focuses on the aims of the academic development programme at each stage as well as the roles of the participants. The AI approach is a novel framework that can be used to initiate research capacity building among academics.