Open AccessJournal Article
Validating a pre-formed identity or unsettling prior experience? Experiences of working students entering studies in management : research article
TLDR
The authors explored the recalled learning experiences of adult learners with work experience, but no prior completed academic qualifications, who were admitted to post-graduate study at a particular stage of South Africa's history.Abstract:
Contextual studies of learning experiences as recalled by working, adult learners entering
post-graduate studies in higher education are not widely reported in higher education
research. The purpose of this study was to explore the recalled learning experiences of adult
students with work experience, but no prior completed academic qualifications, who were
admitted to post-graduate study at a particular stage of South Africa's history. The study was
designed as a qualitative, interpretive study using in-depth, semi-structured interviews with
former students. The focus is on recalled experiences of learning and how the students talk
about these incidents, particularly in relation to their knowledge gained through work
experience. Former students give glimpses into meanings they attached to knowledge acquired
through experience, the ways that experience, working with experience and received
curriculum conceptions of experience, play out in a higher education context of continuing
professional education. Learning in this context is experienced as non-linear, relational and
individual processes of building confidence and coming to terms with different ways of
knowing. In this process students perceive that the learning gained from experience needs to
be "fine-tuned" and made more rigorous, more scientific more "refined" and given names in
terms of established categories called theory but, for the most part, not unsettled. Where this
learning is unsettled, it seems that it is the ways of behaving and demonstrating knowledge
that are unsettled not the theory of action or the knowledge base itself.read more
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Dissertation
Doctoral education in South Africa: models, pedagogies and student experiences
TL;DR: Thesis (Ph.D., Faculty of Humanities, School of Education, University of the Witwatersrand, South Africa, 2009 as mentioned in this paper, Section 5.1].
Dissertation
Recontextualising knowledge in the curriculum in public management
TL;DR: Thesis (Ph.D.) as discussed by the authors, University of the Witwatersrand, Faculty of Commerce, Law and Management, Graduate School of Business Administration, 2013, as discussed by the authors.
Journal ArticleDOI
From Practitioner to Researcher: Designing the Dissertation Process for Part Time Coursework Masters Students
Corrinne Shaw,Kate le Roux +1 more
TL;DR: In this paper, a systemic design to improve student reading and writing practices in the transition from professional work practice and Masters coursework to the research dissertation is proposed, and the proposal is illustrated using a block release coursework coursework Masters program in Management at a South African university.
Journal ArticleDOI
Employee perceptions of the influence of diversity dimensions on co-worker interactions and daily organizational operations
Journal ArticleDOI
Employee perceptions of the influence of diversity dimensions on co-worker interactions and daily organizational operations
TL;DR: In this article, the authors assesses employee perceptions of the influence of diversity dimensions (race, gender, religion, language, sexual orientation, attitudes, values, work experience, physical ability, economic status, personality) on their interactiions with co-workers as well as on their organization in its daily operations.