The author has been working in the field of Science philosophy and research methology for more that a decade.

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https://hsag.co.za/index.php/hsag/article/download/309/298

Understanding Social Research

Dead aid: Why aid is not working and how there is a better way for Africa, by Dambisa Moyo, New York, Farrar, Straus and Giroux, 2009, 188 pp., including notes, US$24.00 (hardcover), ISBN-13: 978-0...

Dead aid: Why aid is not working and how there is a better way for Africa

The work of Kurt Lewin dominated the theory and practice of change management for over 40 years. However, in the past 20 years, Lewin's approach to change, particularly the 3-Step model, has attracted major criticisms. The key ones are that his work: assumed organizations operate in a stable state; was only suitable for small-scale change projects; ignored organizational power and politics; and was top-down and management-driven. This article seeks to re-appraise Lewin's work and challenge the validity of these views. It begins by describing Lewin's background and beliefs, especially his commitment to resolving social conflict. The article then moves on to examine the main elements of his Planned approach to change: Field Theory; Group Dynamics; Action Research; and the 3-Step model. This is followed by a brief summary of the major developments in the field of organizational change since Lewin's death which, in turn, leads to an examination of the main criticisms levelled at Lewin's work. The article concludes by arguing that rather than being outdated or redundant, Lewin's approach is still relevant to the modern world.

Kurt Lewin and the Planned Approach to Change: A Re-appraisal

It contains the statement of R&D works undertaken, achievement made and the expenditure by the laboratory during the financial year 2013-2014.

Annual Report 2013-2014

Inclusive education as a global movement emerged over the past 30 years to ensure quality mainstream education for all learners. Since 1994 the newly democratic South Africa also had expectations a...

The idealism of education policies and the realities in schools: the implementation of inclusive education in South Africa

The study explored the understanding and implementation of inclusive education in an independent Jewish community school; a school with a community ethos of care and belonging, whose context is, by definition,  exclusionary on the grounds of a particular social category – religion. However, this exclusionary agenda positioned  the school as inclusive on the grounds of strong communal values. Nevertheless, the school struggled with difference and diversity despite its purportedly strong communal spirit and religious culture. Further, it is arguable that the  challenges encountered by the school may be indicative of the emergent economic context of South Africa where  aspiration is often thwarted by economic realities. This study relied on qualitative methods of data generation such  as insider interviews, personal accounts and document analysis. The participants were drawn from four stakeholder  groups, namely, teachers, parents, middle managers and top managers. Guided by Lewin’s theory of planned  change, the study identified four belief systems which influenced the way inclusive education was both understood  and practised in this school. The study argued for the recognition of the importance of different belief systems in the implementation of inclusion in South Africa. Keywords : conditional inclusion, emergent economic contexts, inclusive education, Jewish community school, Kurt Lewin’s theory of planned change

/pdf/inclusive-education-a-case-of-beliefs-competing-for-r0m6f4e93x.pdf

Inclusive education: a case of beliefs competing for implementation

The article explores doctoral attrition in South Africa, investigating and comparing the attributions of attrition of doctoral students and PhD programme leaders. The article is based on secondary data analysis of two large studies on doctoral education in South Africa. The main point of the article is that the different understandings of the students and the PhD programme leaders, as well as the gaps in the narratives of both groups, are an indication of a lack of in-depth understanding of the actual causes of doctoral attrition. Using attribution theory, the article suggests that this lack of understanding may contribute to further attrition and calls for further research on the topic.

Obstacles to success - doctoral student attrition in South Africa

The purpose of this paper is to discuss both the status of the PhD in South Africa and the feasibility of the country's aspiration to increase by fivefold the production of PhDs by 2025. Based on the first empirical studies on doctoral education in South Africa, it argues that in order to move towards this target, an expanded and coordinated effort is necessary. This includes the removal of barriers that hinder the expansion of the South African higher education system. In particular the paper highlights insufficient funding, policy that stands in the way of expansion, scarcity of students, limited supervisory capacity and lack of recognition of the value of the doctorate and higher learning, as well as limited and inadequate partnerships. The main question is whether South Africa can achieve the desired outcome by following international trends or whether the expansion target is merely a pipedream.

/pdf/expanding-doctoral-education-in-south-africa-pipeline-or-4megqqu1ro.pdf

Expanding doctoral education in South Africa : pipeline or pipedream?

With globalisation and the rise of the knowledge economy, there has been a worldwide increase in demand for higher education (HE) which has resulted in the proliferation of private higher education institutions (PHEIs). Subsequently, quality assurance (QA) and the management of the QA processes of these institutions have become increasingly important. QA of PHEIs in South Africa is a contested area. On the one hand, it aims at protecting the public from unscrupulous providers, on the other, the complexity of the QA legislative framework has become a major concern to private providers. This qualitative study focused on the experiences of PHEIs in South Africa in the management of QA, while at the same time complying with QA and accreditation processes. Based on the Octet of Quality in Higher Education, a model adapted from Zaki and Zaki Rashidi (2013); the findings identified three major categories related to the barriers and challenges particular to PHEIs as they engage in the management of QA; namely, resources, such as physical and financial resources; capacity development, such as staff roles and responsibilities, academic leadership and development, and research; and programme design, including curriculum design.

/pdf/barriers-and-challenges-private-higher-education-3lp3hpy1cg.pdf

Barriers and challenges private higher education institutions face in the management of quality assurance in South Africa

This paper explores the drive to expand the quantity and quality of PhD's in South Africa and the impact this has had on under‐represented groups, in particular black graduates. Based on both quali...

/pdf/elusive-equity-in-doctoral-education-in-south-africa-49iziw3uh5.pdf

Chaya Herman

Papers

Inclusive education: a case of beliefs competing for implementation

Obstacles to success - doctoral student attrition in South Africa

Expanding doctoral education in South Africa : pipeline or pipedream?

Barriers and challenges private higher education institutions face in the management of quality assurance in South Africa

Elusive Equity in Doctoral Education in South Africa.