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Academic research at a South African higher education institution: Quality issues

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dc.contributor.author Schulze, Salome
dc.date.accessioned 2009-05-22T08:57:32Z
dc.date.available 2009-05-22T08:57:32Z
dc.date.issued 2008
dc.identifier.citation Schulze, S. 2008. Academic research at a South African higher education institution: quality issues. South African Journal of Higher Education, 22(3):644-661 en_US
dc.identifier.issn 1011-3487
dc.identifier.uri http://hdl.handle.net/10500/192
dc.description.abstract The aim of the research was to critically analyse how a university context influences the quality of academics’ research output. Wenger’s social theory of learning was used as theoretical framework. The investigation involved an ethnographic case study of the research culture at one college at the institution. Data collection was mainly by means of participant observation, interviews and document analysis. In the light of Wenger’s theory, the findings revealed that certain institutional practices facilitated high-quality research. These included financial incentives, some training programmes and travel opportunities to interact with other researchers. Practices that inhibited the delivery of quality research related to lack of job security, research support and uninterrupted time as well as excessive institutional control. Training that was disconnected from research practice did not stimulate quality research. en_US
dc.language.iso en en_US
dc.publisher Unisa Press en_US
dc.relation.ispartofseries South African Journal of Higher Education en_US
dc.relation.ispartofseries 22(3) en_US
dc.subject research output en_US
dc.subject research quality en_US
dc.subject theories of learning en_US
dc.subject case studies en_US
dc.title Academic research at a South African higher education institution: Quality issues en_US
dc.type Article en_US


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