Beyond the Entrepreneurial University: The Potential Role of South Africa’s Historically Disadvantaged Institutions in Reconstruction and Development

GİRİŞİMCİLİK EKOSİSTEMLERİNİ MEYDANA GETİREN FAKTÖRLERE AİT KAVRAMSAL ÇERÇEVENİN BİBLİYOMETRiK ANALİZ İLE TESPİTİ

“…Benzer şekilde ekosistemin ihtiyaç duyduğu kalitede girişimcilerin ortaya çıkabilmesi için gerekli olan eğitimin bir kısmı üniversitelerde verilebilmektedir. Ayrıca günümüz üniversitelerinin bilgiyi üretmek ve yaymaktan başka uygulama görevi de bulunmaktadır (Subotzky, 1999). Bu kapsamda sanayi-devlet-üniversite işbirliği sayesinde, üniversiteler üretilen bilgiler, ekonomik uygulamalarda kullanılabilmektedir.…”

What Knowledge is Needed in the New Millennium?

“…Key South African institutions, for instance, have eagerly embraced these ideas and have shifted to transdisciplinary programmes. Further, some South African analysts have recognized the potential of a Mode 2 orientation to enhance the effectiveness of programmes directed towards national development goals (Kraak and Watters, 1995;Kraak, 1997;Subotzky, 1998). However, if funding and other incentive regimes were to incentivize a wholesale move to Mode 2, the meagre Mode 1 base on which it all rests could easily collapse.…”

“…Literature reviews, surveys and case studies reveal a growing array of community service and CSL programmes (Perold and Omar, 1997;Subotzky, 1998). Predictably, the most developed of these are in health and the other professional fields which contain practical components, but many also now incorporate interdisciplinary elements.…”

“…These challenges are compounded for South Africa's historically black and disadvantaged institutions. While they exhibit close links with and explicit mission orientation towards surrounding communities, as well as some excellence in community-oriented programmes, the multiple effects of apartheid have left them generally weakened, under-resourced and, as a result, comparatively lacking in quality (Subotzky, 1998). Ironically, perhaps, historically white universities (and especially the Afrikaans-speaking institutions which were historically more supportive of apartheid and whose future in the new South Africa depends on demonstrable transformation) have rapidly developed innovative community-oriented initiatives as part of their strategic positioning within the new, increasingly competitive policy and planning environment.…”

Implementing Teaching Reforms at a New University in South Africa

“…The findings presented in this article add to the paucity of literature that systematically examines learner-centered curriculum reforms and their implementation at former HDTs. This study is informed by three studies that provided important foundation information: first, Reynolds's (2001) examination of curriculum and teaching reforms at HDTs; second, Tedrow and Mabokela's (2005) analysis of the challenges and benefits of international partnerships aimed at advancing teaching reforms at HDTs; third, Subotzky's (1999) exploration of the positive role HDTs can play in the reconstruction and community development initiatives using the new reform philosophy.…”