Christopher Klopper

The impact of educators' skills and training on the delivery of music in the learning area Arts and Culture within two districts of the Gauteng province of South Africa

This article is the documentation of a sub-research question of a larger empirical study that employed quantitative methods to identify variables that are impacting on the delivery of musicinthelearningareaArtsandCultureinSouthAfricaextrapolatedfromquestionnaires. Analysis of the data revealed that educators lack specialisation in music and have limited training in any of the art forms. Significant relationships were established between the educator and involvement in music activities within and outside of the school environment.

University lawyers: a study of legal risk, risk management and role in work integrated learning programmes

Work integrated learning (WIL) is in growing demand by multiple stakeholders within the higher education sector in Australia. There are significant and distinct legal risks to universities associated with WIL programmes. University lawyers, along with WIL administrators and university management, are responsible for managing legal risk. This quantitative study of 41 Australian university lawyers offers awareness and insight into their role, the legal risks and their risk management practices with respect to WIL programmes. The results furnish university management, WIL administrators and university lawyers in all jurisdictions with a series of issues related to risk management that warrant further consideration. In particular the authors suggest that the appointment of a dedicated WIL lawyer, a clear delineation of risk management responsibilities through university policy and education and greater collaboration between university lawyers and WIL administrators has the potential to improve institutional risk management in the specific context of WIL programmes.

South-South Comparisons: A Syntegrated Approach to the Teaching of the Arts for Primary School Teacher Preparation in South Africa and Australia.

In light of the tendency to present the arts in an integrated fashion in many education systems worldwide, this article examines the consequences of integration for discrete art forms. In particular, we investigate the advantages of adopting a syntegrated approach to the facilitation of arts in teacher preparation. A specific comparison between the implementation of arts curricula in South Africa and Australia is made. The disjuncture between policy and practice in arts education that has been reported internationally needs constant monitoring. We conclude that the heart of curriculum transfer and transformation lies in the classroom.

Affordances, barriers, and motivations: engagement in research activity by academics at the research-oriented university in Vietnam

ABSTRACT The importance of academics undertaking research and publishing their research results is emphasised by universities. Engagement in research is recognised as an effective means to increase a universitys profile. This study applied a qualitative approach to explore affordances, barriers, and motivations towards the engagement in research experienced by academics at one of the leading universities in Vietnam. Nineteen semi-structured interviews were conducted with academics whose academic rank, discipline, qualification, age, and gender are different. A thematic analysis of the data discovered four institutional factors hindering the engagement in research of academics: financial support for research activities (affordance); teaching load (barrier); research collaboration (motivation); and research policy settings and practices (motivation). The findings revealed that a majority of the respondents were aware of the importance of research but their research productivity is still low because of problems related to such institutional factors. The findings are useful in assisting leaders of the investigated university to understand the research motivation of its academics as well as ascertain barriers to which academics are facing that can be overcome through intervention. Such understanding helps them to improve the policy for research across this university which is predicted to enhance the research productivity of all academics.

Teaching for Learning and Learning for Teaching

Teaching for Learning and Learning for Teaching focuses on the emerging global governmental and institutional agenda about higher education teaching quality. It emphasises the role that peer review of teaching can play through supporting improvements in teaching practice and student learning outcomes.

World sounds through universal fellowship: linking African sounds through collaborative networking

The Pan African Society of Musical Arts Education (PASMAE) initiated the concept of Music Action Research Teams (MAT cells) at the grass-roots level for the collaborative sharing and learning of educators throughout Africa. The current number of 27 cells in Africa is a modest realization of the society’s aims. However, it is strongly felt that if these cells execute the planned intervention strategies, then the number of cells and country representation will grow. This MAT cell concept is linking African sounds through collaborative networking.

The program risks of work-integrated learning: a study of Australian university lawyers

ABSTRACT Work-integrated learning (WIL) is a risky business in higher education. The strategic opportunities that WIL presents for universities cannot be achieved without taking on unavoidable legal risks. University lawyers are involved with managing the legal risks as part of their internal delivery of legal services to universities. It is important to identify the risks that potentially arise, so these can then be managed. A case study involving Australian university lawyers reveals the ‘program risks’ of WIL. Program risk is a type of legal risk that relates to the conduct of universities, host organisations and students before, during and after a WIL placement, as well as the personal characteristics of students that can expose the university to legal risk. The research findings may be applied by university lawyers, academic disciplines and university management to evaluate and improve risk management in WIL programs.

Got ’em on a string: The skills, knowledge and attributes of group string teachers in Queensland

There appear to be considerable differences in the outcomes of group string teaching programs in Queensland. Some teachers appear to be able to generate, manage, and administrate highly efficacious programs; others seem to experience difficulty transferring the knowledge and skills required for students to become successful string players. As a case study with multiple participants, this investigation set out to document the reflections of mid-career group string teachers, observe the outcomes of their programs and teaching methods, and establish a preliminary collective profile of skills, knowledge, and attributes. Key findings include a high degree of overlap in the participant profiles, and the potential for further research into undergraduate training and post-tertiary supervision of group string teachers entering the workforce. Implications of the study include the need to appraise current undergraduate programs preparing group instrumental teachers in Australia, and the necessity for developing strategies to mentor these graduates in their early teaching years.

University Strategic Directions, International Education and WIL: From Policy to Practice

In this chapter we set the scene with respect to work integrated learning (WIL) and international students by looking at the global context and then focussing on the Australian setting. We consider some of the challenges and opportunities afforded by WIL for international education framed by the three pillars of the National Strategy for International Education 2025 (Australian Government, National strategy for international education 2025. Retrieved from https://nsie.education.gov.au/sites/nsie/files/docs/national_strategy_for_international_education_2025.pdf, 2016a) 10-year plan for developing international education in Australia. A glimpse into the way three Australian universities align with the three pillars provides some insight into the strategic direction of these institutions. We then turn to the case of one organisational unit in a university, in this instance in an initial teacher education context, to consider how that unit enacts broader WIL policy. Particular attention is given to recommended strategies that can be adopted to increase WIL participation and improve the general WIL experience for international students.

The potential of music in promoting oracy in students with English as an additional language

The ways in which we are able to communicate are, most of the time, dominated through speaking and listening. The ability to speak, listen and understand speech is the basis of oracy; a necessity within society today. The purpose of this study was to examine the interconnectedness of music and language to identify if music can assist in the promotion of oracy in everyday communicative contexts in students who have English as an additional language (EAL). Through the creation of a purpose specific music program, five primary school participants were taught six Western songs, paired with appropriate questions, over a six-week period to determine their oral capacity. Methods within this action research study included observations, informal interviews and graphic melodic contouring. The results indicate that all participants demonstrated an increase in oracy, but to varying degrees, as well as the improvement of pronunciation and vocabulary acquisition. Recommendations for future studies within this area are discussed.