The Cape Peninsula University of Technology (CPUT) is one of four Universities of Technology established by the South African government in 2005 with a focus on vocational training. This book presents faculty experiences of CPUT’s innovative, work-integrated learning and teaching model, as well as findings from practice-based research being done in the institution. The purpose of this volume is to be a resource for other institutions in South Africa that wish to try similar strategies, as well as a to trigger a community of practice with vocationally oriented institutions outside of South Africa.
Foreword
Preface
Acknowledgements
Introduction
Chapter 1:
Cape Peninsula University of Technology: A Discussion on the Transformation
of Higher Education in Post-Apartheid South Africa Through the Lens of
Governance, Reconstruction and Social Inclusion
Eunice N. Ivala and Chaunda L. Scott
Theme 1: What strategies are being utilized or could be utilized at Cape
Peninsula University of Technology in Cape Town, South Africa to produce
graduates at the undergraduate, masters and doctorate levels with the
knowledge, skills and abilities to contribute successfully in the industry,
the community and globally?
Chapter 2:
Flexible Learning Provision for Architecture in South Africa: Lessons Learned
from
Industry University Collaboration
Jolanda Morkel and Johannes Cronje
Theme 2: What strategies are utilized or could be utilized at Cape Peninsula
University of Technology in Cape Town, South Africa to guarantee fair access
to qualified individuals in management, staffing and student recruitment from
all cultural backgrounds?
Chapter 3:
Student Engagement Strategies in Higher Education: Change, Transition
and Student Leadership
Xena Cupido and Najwa Norodien-Fataar
Theme 3: What approaches are being utilized or could be utilized at Cape
Peninsula University of Technology in Cape Town, South Africa to create and
advance diverse and multicultural teaching practices and programming?
Chapter 4:
Looking Beyond Inequalities: Embracing Transformation in the South African
Higher Education System
Zilungile Sosibo
Theme 4: What strategies have been introduced or could be introduced at Cape
Peninsula University of Technology in Cape Town, South Africa to create and
advance support for quality research and teaching that benefits the
demographic composition of South African academics and students, and the
needs of the South African multicultural society?
Chapter 5:
"They Dont Leave any Room for Humanity: Yet, They Expect you to be Humane"
Cape Town Teachers Respond to the Curriculum Assessment Policy Statements
(CAPS)
Kristian Stewart and Eunice Ivala
Theme 5: What new institutional identities have been developed or could be
developed by a merged university like Cape Peninsula University of Technology
in Cape Town, South Africa to rise above preceding apartheid injustices?
Chapter 6:
Diverse Staff Voices on the Transformation of a Merged South African
University of Technology
Eunice Ivala, Daniela Gachago, and Zilungile Sosibo
Theme 6: What additional policies, practices and initiatives would be
beneficial in further advancing the transformation of higher education at
Cape Peninsula University of Technology and broadly at institutions of higher
education throughout South Africa?
Chapter 7:
Towards Critical Citizenship Education - A Case Study in an Architectural
Technology and Interior Design Extended Curriculum Course
Alex Noble and Daniela Gachago
Chapter 8:
Exploring Decolonization in South Africas Higher Education System
Siya Sabata and Monwabisi K Ralarala
Eunice N. Ivala is an associate professor and the coordinator of the Educational Technology Unit at Cape Peninsula University of Technology in Cape Town, South Africa.
Chaunda L. Scott is an associate professor and in the Department of Organizational Leadership and the diversity and inclusion specialist for the Office of the Dean in the School of Education and Human Services at Oakland University, Rochester, Michigan, USA.
Rohkem infot Taylor & Francis e-raamatute kohta