Doctoral Education in South Africa: Policy, Discourse and Data
Saved in:
| Main Author: | |
|---|---|
| Format: | Electronic eBook |
| Language: | English |
| Published: |
Cape Town
African Minds
2015
|
| Subjects: | |
| Item Description: | Print version record |
| Physical Description: | 1 online resource (296 pages) illustrations |
| ISBN: | 1928331211 9781928331216 |
Staff View
MARC
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| 505 | 8 | |a Worldwide, in Africa and in South Africa, the importance of the doctorate has increased disproportionately in relation to its share of the overall graduate output over the past decade. This heightened attention has not only been concerned with the traditional role of the PhD, namely the provision of future academics; rather, it has focused on the increasingly important role that higher education--and, particularly, high-level skills--is perceived to play in national development and the knowledge economy. This book is unique in the area of research into doctoral studies because it draws on a large number of studies conducted by the Centre of Higher Education Trust (CHET) and the Centre for Research on Evaluation, Science and Technology (CREST), as well as on studies from the rest of Africa and the world. In addition to the historical studies, new quantitative and qualitative research was undertaken to produce the evidence base for the analyses presented in the book. The findings presented in Doctoral Education in South Africa pose anew at least six tough policy questions that the country has struggled with since 1994, and continues to struggle with, if it wishes to gear up the system to meet the target of 5 000 new doctorates a year by 2030. Discourses framed around the single imperatives of growth, efficiency, transformation or quality will not, however, generate the kind of policy discourses required to resolve these tough policy questions effectively. What is needed is a change in approach that accommodates multiple imperatives and allows for these to be addressed simultaneously | |
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Record in the Search Index
| _version_ | 1804177608300036096 |
|---|---|
| any_adam_object | |
| author | Cloete, Nico |
| author_facet | Cloete, Nico |
| author_role | aut |
| author_sort | Cloete, Nico |
| author_variant | n c nc |
| building | Verbundindex |
| bvnumber | BV044360687 |
| classification_rvk | AL 43700 |
| collection | ZDB-4-NLEBK |
| contents | Worldwide, in Africa and in South Africa, the importance of the doctorate has increased disproportionately in relation to its share of the overall graduate output over the past decade. This heightened attention has not only been concerned with the traditional role of the PhD, namely the provision of future academics; rather, it has focused on the increasingly important role that higher education--and, particularly, high-level skills--is perceived to play in national development and the knowledge economy. This book is unique in the area of research into doctoral studies because it draws on a large number of studies conducted by the Centre of Higher Education Trust (CHET) and the Centre for Research on Evaluation, Science and Technology (CREST), as well as on studies from the rest of Africa and the world. In addition to the historical studies, new quantitative and qualitative research was undertaken to produce the evidence base for the analyses presented in the book. The findings presented in Doctoral Education in South Africa pose anew at least six tough policy questions that the country has struggled with since 1994, and continues to struggle with, if it wishes to gear up the system to meet the target of 5 000 new doctorates a year by 2030. Discourses framed around the single imperatives of growth, efficiency, transformation or quality will not, however, generate the kind of policy discourses required to resolve these tough policy questions effectively. What is needed is a change in approach that accommodates multiple imperatives and allows for these to be addressed simultaneously |
| ctrlnum | (ZDB-4-NLEBK)ocn945447290 (OCoLC)945447290 (DE-599)BVBBV044360687 |
| dewey-full | 378 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 378 - Higher education (Tertiary education) |
| dewey-raw | 378 |
| dewey-search | 378 |
| dewey-sort | 3378 |
| dewey-tens | 370 - Education |
| discipline | Allgemeines Pädagogik |
| format | Electronic eBook |
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| illustrated | Illustrated |
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| spelling | Cloete, Nico Verfasser aut Doctoral Education in South Africa Policy, Discourse and Data Nico Cloete, Johann Mouton, Charles Sheppard Cape Town African Minds 2015 1 online resource (296 pages) illustrations txt rdacontent c rdamedia cr rdacarrier Print version record Worldwide, in Africa and in South Africa, the importance of the doctorate has increased disproportionately in relation to its share of the overall graduate output over the past decade. This heightened attention has not only been concerned with the traditional role of the PhD, namely the provision of future academics; rather, it has focused on the increasingly important role that higher education--and, particularly, high-level skills--is perceived to play in national development and the knowledge economy. This book is unique in the area of research into doctoral studies because it draws on a large number of studies conducted by the Centre of Higher Education Trust (CHET) and the Centre for Research on Evaluation, Science and Technology (CREST), as well as on studies from the rest of Africa and the world. In addition to the historical studies, new quantitative and qualitative research was undertaken to produce the evidence base for the analyses presented in the book. The findings presented in Doctoral Education in South Africa pose anew at least six tough policy questions that the country has struggled with since 1994, and continues to struggle with, if it wishes to gear up the system to meet the target of 5 000 new doctorates a year by 2030. Discourses framed around the single imperatives of growth, efficiency, transformation or quality will not, however, generate the kind of policy discourses required to resolve these tough policy questions effectively. What is needed is a change in approach that accommodates multiple imperatives and allows for these to be addressed simultaneously EDUCATION / Higher bisacsh Education, Higher fast Education, Higher South Africa Promotion (DE-588)4175921-7 gnd rswk-swf Südafrika (Staat) Südafrika (DE-588)4078012-0 gnd rswk-swf Südafrika (DE-588)4078012-0 g Promotion (DE-588)4175921-7 s 1\p DE-604 Erscheint auch als Druck-Ausgabe Cloete, Nico Doctoral Education in South Africa Cape Town African Minds 2015 1928331009 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Cloete, Nico Doctoral Education in South Africa Policy, Discourse and Data Worldwide, in Africa and in South Africa, the importance of the doctorate has increased disproportionately in relation to its share of the overall graduate output over the past decade. This heightened attention has not only been concerned with the traditional role of the PhD, namely the provision of future academics; rather, it has focused on the increasingly important role that higher education--and, particularly, high-level skills--is perceived to play in national development and the knowledge economy. This book is unique in the area of research into doctoral studies because it draws on a large number of studies conducted by the Centre of Higher Education Trust (CHET) and the Centre for Research on Evaluation, Science and Technology (CREST), as well as on studies from the rest of Africa and the world. In addition to the historical studies, new quantitative and qualitative research was undertaken to produce the evidence base for the analyses presented in the book. The findings presented in Doctoral Education in South Africa pose anew at least six tough policy questions that the country has struggled with since 1994, and continues to struggle with, if it wishes to gear up the system to meet the target of 5 000 new doctorates a year by 2030. Discourses framed around the single imperatives of growth, efficiency, transformation or quality will not, however, generate the kind of policy discourses required to resolve these tough policy questions effectively. What is needed is a change in approach that accommodates multiple imperatives and allows for these to be addressed simultaneously EDUCATION / Higher bisacsh Education, Higher fast Education, Higher South Africa Promotion (DE-588)4175921-7 gnd |
| subject_GND | (DE-588)4175921-7 (DE-588)4078012-0 |
| title | Doctoral Education in South Africa Policy, Discourse and Data |
| title_auth | Doctoral Education in South Africa Policy, Discourse and Data |
| title_exact_search | Doctoral Education in South Africa Policy, Discourse and Data |
| title_full | Doctoral Education in South Africa Policy, Discourse and Data Nico Cloete, Johann Mouton, Charles Sheppard |
| title_fullStr | Doctoral Education in South Africa Policy, Discourse and Data Nico Cloete, Johann Mouton, Charles Sheppard |
| title_full_unstemmed | Doctoral Education in South Africa Policy, Discourse and Data Nico Cloete, Johann Mouton, Charles Sheppard |
| title_short | Doctoral Education in South Africa |
| title_sort | doctoral education in south africa policy discourse and data |
| title_sub | Policy, Discourse and Data |
| topic | EDUCATION / Higher bisacsh Education, Higher fast Education, Higher South Africa Promotion (DE-588)4175921-7 gnd |
| topic_facet | EDUCATION / Higher Education, Higher Education, Higher South Africa Promotion Südafrika (Staat) Südafrika |
| work_keys_str_mv | AT cloetenico doctoraleducationinsouthafricapolicydiscourseanddata |