The So-Called Creative PhD

This chapter provides an assessment of trends in institutional and human-resource capacity in Africa's tertiary education sector and, specifically, in its tertiary agricultural education (TAE) sector. Sections 5.2 and 5.3 focus on the changing institutional landscape since the 1970s, including an analysis of whether more recent TAE expansion mirrors overall growth in the tertiary education sector. Sections 5.4 and 5.5 present an overview of growth in enrolments within Africa's tertiary education sector, along with information on student populations for sample countries and institutions for which TAE data are available. Section 5.6 provides an overview of developments in TAE teaching capacity across these sample countries, both over time and by various demographic indicators. The chapter concludes with an analysis of estimated future demand for PhD graduates in TAE compared with the potential supply, followed by a discussion of implications and recommendations.

WHAT IS KNOWN ON THE SUBJECT?: An important step towards improving mental health outcomes is the realignment of tertiary mental health education and research in a way which places strategic value on experience-driven involvement in mental health and addiction-related care. One of the most widely recognized ways of achieving this is by increasing representation of individuals with first-hand experience of mental health and addiction distress (also known or referred to as Experts by Experience or EBE) within the tertiary sector. WHAT THIS PAPER ADDS TO EXISTING KNOWLEDGE?: Benefits of tertiary EBE representation such as improving student's preparedness for practice and the empowerment of mental health consumers are consistently reported throughout the literature. In striving towards these outcomes, it is crucial we remain mindful of relevant and often-reported hurdles such as stigma and improper implementation. By using Aotearoa New Zealand as a case study, the need for approaches to increasing EBE representation which is conscious of diverse cultural contexts, perspectives and identities is highlighted. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: This review draws together a broad range of factors associated with improving clinical practice. These include the potential for EBE representation to improve outcomes for trainee clinicians, and the incorporation of consumer-driven perspectives into evidence-based practice. This review further highlights the need for EBE representation to be implemented in a way which is responsive to the cultural needs and nuances of mental health education and practice in Aotearoa New Zealand, and, similarly in other countries. ABSTRACT: Introduction There is potential value in increasing representation of expert by experience (EBE) involvement in mental health education sectors. This approach to improving mental health outcomes is here explored in the context of Aotearoa New Zealand's tertiary education sector. Aim/Question This review sought to identify potential outcomes, benefits and barriers associated with EBE representation in tertiary institutions, whilst critically analysing these strategies in the context of Aotearoa New Zealand's mental health education sector. Method Data retrieved from electronic databases were subjected to critical appraisal and thematic analysis. The integrative review drew from a final data set of 113 articles. Results An integrative review of our search results indicated that moving towards a tertiary mental health model in which lived experience plays a central role has the potential to benefit both teaching and research in the tertiary sector. Discussion The interplay between contemporary perspectives on tertiary EBE representation and the cultural needs and nuances of Aotearoa New Zealand's tertiary sector highlights the need for critical and careful approaches to EBE representation. Implications for clinical practice Findings surrounding tertiary EBE representation have direct implications for the training of mental health practitioners and the evaluation and development of clinical practice outcomes and procedures.

he provision of tertiary education is regarded by many as being vital to both the achievement of economic success and greater social equity. In recent years the trend in most countries has been to grant government education providers with greater institutional autonomy but at the same time subject them, and private providers, to formal regulation. The impact of this regulation to both government and private providers is little understood by participants and in most countries is still in an evolutionary stage. The collapse in 2003 in New Zealand of two major private tertiary education providers (PTEs) — Modern Age Institute of Learning and Carich Limited — brought into question in that country the manner in which PTEs are regulated. In New Zealand PTEs make up a significant proportion of the tertiary education sector (in July 2003 there were 49,897 students formally enrolled in PTEs or around 15 per cent of formal enrolments; 337,004; Table 1). In New Zealand PTEs are able to offer certificate, diploma and degree level qualifications; both developed by themselves and by the national accreditation authority. In providing these services they must submit themselves to a national regulatory regime that is designed to enforce quality standards; not just of the PTEs but also of a number of government tertiary education providers (GTEs). In New Zealand GTEs include the universities, polytechnics, institutes of technology, colleges of education and wananga. In this paper the term GTE is not applied to the universities but only to the polytechnics, colleges of education and wananga because these institutions fall under the same regulatory regime as the PTEs, which the universities do not. The purpose of this paper is to identify the economic rationale for the regulation of PTEs and discuss whether New Zealand’s regulation of this sector effectively achieves economically rational outcomes. Internationally many countries are opening up their tertiary education sectors to increasing levels of competition; both between government-owned institutions and between private institutions and the government sector. At the same time the creation and operation of formal regulation of the tertiary education sector has become a matter of contention. The regulatory dilemmas facing the New Zealand Government provides a good example of some of the problems faced by governments when they attempt to create a regulatory framework for the tertiary education sector. In the first section the general background to the New Zealand tertiary sector is provided. In the following section a description of the economic rationale for the regulation of the tertiary education sector is given, and in the next section the responsibilities of the New Zealand Qualification Authority (NZQA), which enforces regulation is explained. A discussion of whether NZQA’s regulations Malcolm Abbott is Dean of the School of International Studies at AIS St Helens, a private tertiary education institution in Auckland, New Zealand. T

CHAPTER 2 - Education and Training for the Accountancy and Auditing Professions in Ethiopia

Job performance of the employees in tertiary and vocational education sector is really important since that decides survival of this sector. Also employee attitudes are related to different aspects of human life most importantly the job he/she involved in. These attitudes are rooted in the mind of them and come out from the behaviour of the employee. Thus to sustain within the competition and to achieve the competitive advantage, it is vital to focus on the attitudes and respective job performance of the employees in a significant manner. In Sri Lankan context, there is a need to investigate that how does these employee work related attitudes affect on the job performance of the employees in the tertiary and vocational education sector in Sri Lanka. Therefore the objective of this is to identify the impact of employee attitudes on job performance. The dependent variable was employee job performance and the independent variable was employee work related attitudes consist with three sub variable named; job satisfaction, organizational commitment and job involvement. The reliability of the instruments were tested against the collected data. The purpose of this study was hypotheses testing, the type was correlational study and conducted in noncontrived setting. This study was cross sectional in time and the unit of analysis in this research was individual as the data was collected from the employees working in Tertiary and Vocational Education Sector in Sri Lanka. The questionnaire was developed by the researchers was used to collect data for the study. Findings of the study reveal that 26.7% of the variance of the job performance was significantly explained by three independent variables. Consequently, it can be concluded as that there is a significant impact of employee related work attitudes on job performance of the employees of the tertiary and vocational education of government sector in Sri Lanka.

Zimbabwean teachers constitute the largest group of migrant teachers in South Africa (Department of Higher Education & Training (DHET), 2013). The main reason South Africa welcomes migrant teachers is to ease the country’s own teacher shortage. The purpose of this qualitative study was to explore Zimbabwean teachers’ motives for migration to South Africa and their future career plans. Fifteen migrant Zimbabwean teachers in public high or combined schools (private schools) took part in semi-structured, face-to-face interviews. Several sampling techniques (purposive, quota, convenient and snowball sampling) were used to select the teachers in Gauteng Province. The data was analysed qualitatively using open coding. The findings revealed that the economic and political instability in Zimbabwe (a push factor) played a much stronger role in migration decisions of the migrant teachers than did pull factors such as the close proximity of South Africa, and the existence of a migration network in South Africa. The findings of the study also revealed that some of the migrant Zimbabwean teachers migrated to reunite with their families, as they preferred not to split their immediate families between two countries. Migration networks were effective in assisting the migrants to find employment. The future plans of the majority of the teachers were ambitious. They involved improving their academic qualifications, getting employment in the tertiary education sector, and migrating to other, better paying countries. Migrant teachers are playing a crucial role while balance is being sought between demand and supply of teachers in South Africa. They ought to be given fair contracts that would encourage those who want to stay on, to do so. Keywords: migrants; migration; South Africa; Zimbabwean teachers

Barriers to conducting clinical research in reproductive medicine: Greece

The South African university system consists of 21 universities. These universities serve approximately 400 000 students spanning a wide spectrum of qualifications and educational platforms. However, under the banner of apartheid, South Africa’s past policy of racial segregation led to universities establishing themselves along race-determined lines during the second-half of the 20th Century. Additionally, arbitrary government regulation produced further artificial divides within the education system. By way of example, prior to 1994 South Africa’s tertiary education sector was divided into two distinct parts. These were residential universities, which adopted direct teaching methods and accounted for the bulk of student enrolments, and “open” universities that adopted distance learning as their educational platform. Within this sharply divided educational context, the University of South Africa (UNISA) and Technikon RSA dominated distance-learning programs. The two institutions collectively accounted for the bulk of tertiary education enrolments by distance learners and were responsible for just under 30% of all higher education enrolments in the first-half of the 1990s. The country’s historically White universities, on the other hand, dominated residence-based teaching, accounting for almost two-thirds of student enrolments.

This article reports on the findings of a study that investigated the feasibility of unionizing LIS workers with special reference to the tertiary education sector in South Africa. The primary objectives of the study were to investigate the need for an organisation to address the industrial concerns of LIS employees and to investigate the organization most capable of addressing both the industrial and professional concerns of the sector. The majority of the respondents expressed the view that there is a need for an organisation to address the industrial issues of the LIS sector. The findings also reveal that there is substantial support for the professional association, as opposed to a generic trade union, to address the industrial and professional issues of the LIS sector.

The Web is a powerful, dynamic and flexible information resource interface that fundamentally alters the academic’s research practices and interaction with information due to the additional avenues available to retrieve research and scholarly information. There is a surge in global knowledge production and a massive expansion in scholarly research output. The growth in the availability of fee- and free-based Web information resources, and the ease of access, has led to a phenomenal increase in the use of these information resources. Today’s researcher has virtually unlimited access to a greater number and variety of information resources than ever before (Noam 1997). The Web, as an online information repository, has greatly facilitated information accessibility. As the vastness of the Web grows, so does the potential for accessing previously inaccessible, unpublished and Web-exclusive information in newsgroups, portals, blogs, bulletin boards, electronic archives and Web sites. Hundreds of electronic journals, newsletters and magazines are now 'born digitally' on the Web. The abundant and mobile digital information is automatically pushed to academics via networks, creating an overflow of information (Christensen 1997:6). As the size of the Web continues to expand, the variety of high quality scholarly information resources proliferates. An overwhelming amount of information is available on both the Web (electronic) and in the academic library (print and electronic), resulting in an information content overlap between the two sources. There is a major shift in academic libraries from ownership to access and the focus has been adjusted from the physical size of collections to electronic access. Academic libraries are purchasing access to electronic databases and replacing many print reference and periodical collections with Web-based access for users because the cost of access is more affordable than ownership. In the pre-Web era, trained professional librarians conducted most of the literature retrieval by using online databases and acting as an intermediary and custodian of information. The development of Web search engines spawned a self-service culture where empowered academic end-users execute their searches independently on the Web. Before the dawn of the digital era, the academic operated in a simple linear mode when seeking information in a physical printed world. The Web added an additional dimension to information seeking, performed in a networked virtual electronic mode with open access and a systems environment. The academic is now confronted with a mixed environment of print and e-sources when searching for information and needs to make a format choice between printed physical sources or electronic Web sources. The Web contains a growing amount of peer reviewed scholarly full-text documents available on open access mediums. Open access channels include firstly electronic, refereed open access journals, secondly research or subject specific archive (e-print) servers, thirdly institutional repositories of individual universities (electronic theses and dissertations) and finally self-posting on authors’ home pages (De Beer 2005). Academics are forced to incorporate the new technologies in the research activities of seeking, disseminating and citing of information. As the content of the Web continues to deepen, it becomes an increasingly critical resource for academics. The Web is the largest electronic information resource in the world and cannot be ignored as an information gathering tool (Bane and Milheim 1995:1). There is a high Internet penetration rate among academics in the tertiary education sector in South Africa. Goldstuck (2004:60) estimates that there are in the region of 400000 academic Internet users at higher education institutions in South Africa. Approximately 85% of all

This paper examines current basic nursing education in South Africa and suggests that problems in the secondary school education of Black recruits affect their later training potential as professional nurses. It reports the move towards the transfer of nurse training into higher education from 1986 in South Africa. Black nurses' learning and studying difficulties are considered in the light of their high failure rate in the South African Nursing Council qualifying examinations. It is agreed that in order to prepare the high number of qualified Black nurses required by South Africa within the tertiary education sector from 1986, special attention would need to be paid to secondary education provision for Blacks.

This article provides an overview of the key findings of a recent Accenture Research study on the e-skills shortage in South Africa. Within the context of e-skills demand, the article reveals the challenge of accurate assessment in the face of inconsistent demand data and presents the need for a standardised definition of e-skills demand. It also highlights key factors constraining the supply of e-skills in South Africa and the critical role of education in this regard. To further inform and support the e-skills development context in South Africa, the article offers insights into the necessity and value of collaboration between government, industry and educators. This was identified in interviews with players from the information and communication technology (ICT) industry and tertiary education sector as well as from a benchmarking study on the ICT policies and key learnings of six countries.

Orientation: Workplace bullying is a common occurrence in organisations worldwide, and higher education institutions are no exception.Research purpose: This study was conducted with the aim of determining the perceptions of workplace bullying amongst academic and support staff at a higher education institution in South Africa and to ascertain how they are affected by selected sociodemographic variables.Motivation for the study: Currently, there are limited published research studies reporting on the prevalence and/or experience of workplace bullying at tertiary education institutions in South Africa.Research approach/design and method: The study used a quantitative-based survey design. The research setting was limited to one higher education institution in South Africa. The target population of the study comprised all academic and support staff of the institution. A web-based standardised questionnaire was used to collect the data.Main findings: The results revealed that the respondents experienced negative behaviours related to exclusion the most, followed by managerial misconduct, humiliation and belittlement and hostility the least.Practical/Managerial implications: Understanding and addressing workplace bullying is critical to counteract this problem in organisations. The longer the phenomenon is left unattended, the worse it will become and the more difficult it will be to combat. Employers can play a pre-emptive role in the prevention of and intervention in workplace bullying.Contribution/value-add: The study sheds light on the experiences of bullying at a South African university and adds to the body of literature on bullying in the tertiary education sector in the national context.

This article is concerned with the impact of Covid-19 on the higher education sector. It examines the impact of group work in the discipline ofhistory in remote university teaching and learning set in the context of Covid-19 imposed lockdowns in South Africa. When the pandemic broke out, few were prepared for its worst excesses in terms of lives lost impact on health facilities, economies and higher education. Lockdowns to limit the pandemic's spread were imposed in many countries worldwide, limiting in-person interaction, which affected various aspects of human contact, not least in university education. Taken away from campuses, universities in South Africa, as elsewhere, were forced not only to adapt to online teaching but to be inventive in the methods used to retain student participation and engagement. While technology was heralded as the solution to the global crisis in teaching, other concerns affect the well-being of students that also require attention. By using the research conducted with staff and students in history modules at one South African university, this article considers the pandemic classroom with its online and remote mode of instruction. It takes specific cognisance of what is lost due to this form of engagement in terms of isolation's psychological and emotional impact on students in the tertiary education sector. Within this context, it assesses whether the use of group work within a university environment and, in particular, the discipline of history, is a possible means to try and bridge this digital divide or if this option is merely a case of groping in the digital ditch.

Social Structure, Educational Attainment and Admission to Law School