Isaac Ntshoe

Reframing Curriculum and Pedagogical Discourse in Universities of Technology.

This articles aims to demystify curriculum and pedagogical discourses and related practices of sectoral occupational fields and qualifications of universities of technology (UoTs). The article takes issue with the academic tradition which emphasises distinctiveness of UoT as a sector that should focus exclusively on applied knowledge that is fixed to practice. This I do by exploring unconventional theoretical and conceptual epistemes to undergird curricula and pedagogic discourses in UoTs. The article makes a case for a conscious shift towards a knowledge-based approach to embed offerings, curriculum, pedagogy, teaching, learning and assessment. I argue that the current emphasis on the applied knowledge devoid of conceptual knowledge base and the principle of matching in UoTs is one-dimensional. I further argue that competence-and outcomes-based models have inherent shortcomings to drive curriculum change, and therefore propose the conceptual and contextual approach to strengthen the knowledge base of offering and programmes of UoTs. Key words: specialised knowledge; curriculum and pedagogy; conceptual and contextual; universities of technology.

Institutional ranking in a differentiated higher education in South Africa

Ranking institutions on a league table style is explicitly or implicitly used by agencies to determine excellence and performance and reputation of institutions. However, there is a growing concern that this tool tends to encourage drifts of missions, foci, purposes and specialisations of knowledge and skills produced by different higher education institutions globally. This article takes issue with the widely accepted practice of institutional ranking on league table style drawing examples from South Africa. It begins by describing inherent drawbacks of league table approaches and proposes alternative forms of determining performances of institutions. This is followed by discussions on South Africa highlighting the challenges of league table styles to rank institutions in systems where institutions are differentiated in terms of purposes and missions, and how it might subtly encourage mission drift. The third section is devoted to discussions and conclusion.

Essaying purposes and specialisations of institutional types in knowledge production

This article deals with differentiation, diversification and dedifferentiation of purposes and specialisations of institutional types in the post-apartheid setting, using as examples universities of technology created 10 years ago. It examines differentiation, diversification and dedifferentiation in the global context, particularly the specialisation of purposes of institutions as a form of division of labour in knowledge production and dissemination in higher education. It then takes issue with rigid and narrow forms of specialisation, thus projecting more flexible specialisation and specialism in the production and distribution of knowledge and skills. Differentiation in the post-apartheid era is then examined. External influences, competency and outcomes, and their limitations as drivers of curriculum designs are also discussed. Lastly, issues emerging from the discussion are explored and concluding remarks made.

Work-integrated practices in a technology education setting

This study sought to explore emerging university-industry partnerships in technology transfer education, the process for the engagement, and benefits to the learning and teaching experience. Participants were a convenience sample of ten lecturers at a technology university (females = 80%; management sciences = 70%). Data on the scope and nature of industry partnership practices and experiences were collected using semi-structured interview. Thematic data analysis revealed the lecturers to perceive benefits to learning and teaching from the university-industry engagement, including the use of field practice examples, customer service-orientated skills, innovation learning and technology transfer, curriculum enhancement and professional learning. A work-integrated approach to learning appears to be a serviceable model for real-world technology transfer education outcomes.