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There has been a resurgence of interest in training programmes for higher education leaders and management (HELM) at African universities in recent times. Although there have been a few cases of evaluation studies of such programmes in Africa, a more systematic review of the lessons learnt through these programmes has not been done. This book aims to document and reflect on the learnings from intervention programmes at three African higher education councils. It is clear that university leaders face many leadership and management challenges. This is the starting point of the book.
Universities and colleges --- Educational leadership --- College administrators --- Aministration. --- Training of --- College officials --- University administrators --- University officials --- College leadership --- Education leadership --- School leadership --- Colleges --- Degree-granting institutions --- Higher education institutions --- Higher education providers --- Institutions of higher education --- Postsecondary institutions --- Leadership --- Public institutions --- Schools --- Education, Higher --- Administration --- Administrators, College --- Administrators, University --- Officials, College --- Officials, University --- School administrators
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This series of publications is the result of research conducted at the Centre for Research on Science and Technology (CREST) at Stellenbosch University.
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Christianity --- Theology, Doctrinal --- Theology --- Congresses --- Congresses --- Methodology --- Congresses
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Organization theory --- arbeid --- Bedrijfsorganisatie --- Organisation des entreprises --- Santé Gezondheid --- Secrétariat Secretariaat --- Productivité Productiviteit --- Stratégies (management) Strategieën (management) --- Leadership Leadership --- 65.012.4 --- Management. Directorate. Technique and methods of management --- 65.012.4 Management. Directorate. Technique and methods of management
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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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Young scientists are a powerful resource for change and sustainable development, as they drive innovation and knowledge creation. However, comparable findings on young scientists in various countries, especially in Africa and developing regions, are generally sparse. Therefore, empirical knowledge on the state of early-career scientists is critical in order to address current challenges faced by those scientists in Africa. This book reports on the main findings of a three-and-a-half-year international project in order to assist its readers in better understanding the African research system in general, and more specifically its young scientists. The first part of the book provides background on the state of science in Africa, and bibliometric findings concerning Africa's scientific production and networks, for the period 2005 to 2015. The second part of the book combines the findings of a large-scale, quantitative survey and more than 200 qualitative interviews to provide a detailed profile of young scientists and the barriers they face in terms of five aspects of their careers: research output; funding; mobility; collaboration; and mentoring. In each case, field and gender differences are also taken into account. The last part of the book comprises conclusions and recommendations to relevant policy- and decision-makers on desirable changes to current research systems in Africa.
Scientists --- Research --- Education, Higher --- Professional employees --- Science --- Science research --- Scientific research --- Information services --- Learning and scholarship --- Methodology --- Research teams --- Education
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