Scholarship of Teaching & Learning Publications (2009)

Year Authors  Journal/Book Volume Issue
2009 Essack, S.Y., Barnes, G., Jackson, L., Majozi, M., McInerney, P., Mtshali, N., Naidoo, I., Oosthuizen, F. & Suleman. F.  South African Journal of Higher Education
Title Maximizing Income via the Higher Education Funding Framework in Health Sciences
Abstract The South African Higher Education Funding Framework uses funding as a lever to achieve equitable student access, quality teaching and research, and improved student retention and success. Maximising a university subsidy from the national Department of Education necessitates innovative strategies at the pre- and post-student admission stages. This paper describes how the resource base of the Faculty of Health Sciences at the University of KwaZulu-Natal was increased by the Academic Development and Student Support project which enabled the Faculty to meet enrolment targets and increase graduation rates.

Year Authors  Journal/Book Volume Issue
2009 Engelbrecht, C., Nkosi Z, Wentzel D, Govender S, McInerney, P. 
South African Journal of Language
Title Nursing students' use of language in communicating with IsiZulu clients in clinical settings in KwaZulu Natal
Abstract Language provides an important means by which humans communicate with one another, and communication plays a pivotal role in the health professions in developing trust and co-operation between the carer and the one being cared for. Little has been written about the importance of language barriers in nursing, although much has been written about the importance of cultural sensitivity in communication in nursing (Bischoff et al., 2003). A qualitative research methodology was implemented to explore and describe the experiences of senior undergraduate nursing students in communicating with isiZulu speaking clients in clinical practice settings. Permission to undertake the study was obtained from the relevant authorities. Data were collected by means of narratives and a focus group discussion and were analysed using Tesch’s method of analysis to identify categories. The category ‘language of colour’ emerged from the descriptions where language was used to illustrate colour or race differences. The category ‘translation and interpretation’ emerged from the students’ direct experiences of having to act as a translator or interpreter. The category ‘walls of language’ emerged from data that described how language can be used to access a group and the privileges of that group. The language that an individual uses can either include or exclude a person from a group – much like walls can create physical boundaries.

Year Authors  Journal/Book Volume Issue
2009 Moodley, D.  Nordic Journal of African Studies
Title Bilingualism Gridlocked at the University of KwaZulu-Natal
Abstract This paper situates itself in the context of proposed bi/multilingual Higher Education policy in post-apartheid South Africa. It provides a descriptive analysis of language-user attitudes toward a bilingual (English-isiZulu) medium of education at the University of KwaZulu-Natal (UKZN). The study postulates a dissonance between proposed bilingual policy and practice at UKZN due to resistance exhibited by the university community. Three objectives are pursued:(1) To report on the new bilingual policy currently implemented at the university, (2) To survey language attitudes prevalent among university affiliates,(3) To relate its conclusions to a re-evaluation of the implementation procedure of bilingual policy of UKZN, in line with the desirability of its constituents. A survey-questionnaire is administered to staff and students, probing the following salient factors: (a) language-use patterns (b) proficiency in isiZulu (c) language preferences (d) language attitudes and (e) awareness of language policy in Higher Education.
Keywords: Bilingualism, English, isiZulu, attitudes, higher-education.

Year Authors  Journal/Book Volume Issue
2009 O'Brien, F. Higher Education
Title In Pursuit of African Scholarship: Unpacking Engagement
Abstract Engagement between higher education and other societal sectors is a key theme in higher education discourse in South Africa, as it is in other countries. In South Africa, however, engagement has gained additional status as an appropriate strategy for pursuing African Scholarship. On the ground, however, inequitable power relationships and erratic participation have posed serious challenges to the effectiveness and sustainability of engagement initiatives. From the experiences of seven South African academics and the local community members and service-providers with whom they engaged in service-learning, three factors emerged as mediating the power/participation dynamic of their engagement. The impact of these factors, namely, structure, meaning, and place and time, are discussed, leading to the conclusions that scholarly engagement requires ideological and practical support from higher education institutions and further study in South African contexts.

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