Scholarship of Teaching and Learning

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Browsing by Subject "Academic staff development"

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    An inter-institutional postgraduate diploma for university teachers: exploring formative feedback data from the position of socially just pedagogies
    (Central University of Technology, Free State, 2016) Winberg, Christine; Bozalek, Vivienne; Cattell, K.
    In January 2014, after many years of preparation, the Postgraduate Diploma in Higher Education Teaching and Learning [PG Dip (HETL)] – a collaboration between the Cape Peninsula University of Technology, the University of Stellenbosch and the University of the Western Cape – was offered. The qualification is a two-year part-time course, and the first cohort of participants graduated in December 2015. The question that this paper seeks to address is whether a collaborative qualification, offered to academic staff across very different institutions, can make a contribution towards socially just teaching and learning in higher education. The study draws on Nancy Fraser's (2003) conceptualisation of social justice, with its three dimensions of redistribution, recognition and representation, as a framework for reflecting on the extent to which the programme contributed towards the development and understanding of socially just pedagogies in professional learning. This paper draws on data collected from participants' and facilitators' formative feedback on the postgraduate diploma over a two-year period (2014 – 2015). We conclude that offering a single PG Dip (HETL) collaboratively across three universities was socially just in that knowledge and resources were shared, differently placed institutions were brought together, with their different attributes being valued, and participants were given opportunities to interact with and learn from one another across differences. Applying the research findings to practice suggests that programmes in support of socially just professional learning should enhance alignment across the redistribution of facilitator and participant resources, recognise and address participants' concerns and build participants' academic voices – elements key to participatory parity.
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    Using the human capabilities approach as a normative framework to evaluate institutional teaching and learning interventions at UWC
    (UNISA, 2013) Bozalek, Vivienne; Dison, Arona
    This article uses the human capabilities approach to evaluate an institutional approach to teaching and learning at the University of the Western Cape (UWC). The human capabilities framework makes it possible to examine the impact of social arrangements and interventions on the expansion of valuable beings and doings in teaching and learning. The institutional approach at UWC which involved the development of a strategic plan for teaching and learning and a case study of the teaching and learning retreats for Heads of Academic Departments is examined using the normative framework of the human capabilities approach. The constraints and opportunities regarding the institutionalisation of teaching and learning are illuminated through an analysis of data from a human capabilities perspective.