Late Entrants into the Academic Profession: Conceptual Constructions of Hope in a Faculty of Education

Autor/inn/en	Bitzer, E. M.; Albertyn, R. M.
Titel	Late Entrants into the Academic Profession: Conceptual Constructions of Hope in a Faculty of Education
Quelle	In: South African Journal of Higher Education, 25 (2011) 1, S.70-84 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1011-3487
Schlagwörter	Higher Education; Qualitative Research; Foreign Countries; Professional Development; Black Studies; Computer Mediated Communication; Transcripts (Written Records); Professional Identity; Personality Development; Postsecondary Education as a Field of Study; Mail Surveys; Transfer of Training; Educational Benefits; Graduate Surveys; College Outcomes Assessment; South Africa + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Qualitative Forschung; Ausland; Computerkonferenz; Personalilty development; Persönlichkeitsbildung; Persönlichkeitsentwicklung; Erhebungsinstrument; Training; Transfer; Ausbildung; Bildungsertrag; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Professional development of generic black academic staff in South African higher education is viewed against the background of increased emphasis on open dialogue and concern for upward mobility in academe. Open dialogue and liberation create new expectations and challenges for staff. This article describes professional development of academics that embarked on advanced studies in the field of higher education. Using in-depth e-mail conversations with academic staff participating in M.Phil. and Ph.D. programmes, qualitative research was employed to explore developmental experiences. A conceptual framework emerged which reflects the context, process and outcomes of programme participation in formal higher education qualifications. The framework could be the basis for developmental strategies of academic staff--particularly in research-oriented universities with late entrants from a variety of non-traditional backgrounds. Benefits will impact on delivery of quality higher education to the student body and thus contribute to the broader transforming education context in South Africa. (Contains 1 figure.) (As Provided).
Anmerkungen	Unisa Press. Preller Street, P.O. Box 392, Muckleneuk, Pretoria 0003, South Africa. Tel: +27-24-298960; Fax: +27-24-293449; e-mail: sajhe@vodamail.co.za; Web site: http://www.sajhe.org.za
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10