The idea of a South African university and implication for knowledge production

Imenda, S. N.

doi:10.4314/sajhe.v19i7.50253

Cited by 5 publications

(6 citation statements)

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“…In South Africa, traditional universities offer theoretically oriented university degrees; universities of technology offer vocational oriented diplomas and degrees[8], while comprehensive universities offer a combination of both qualifications (Imenda, 2005). All South African traditional universities are accredited by the SAICA.…”

Section: Methodsmentioning

confidence: 99%

Using university websites to profile accounting academics and their research output

Samkin

Schneider

2014

Meditari Accountancy Research

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Purpose -The purpose of this paper is to examine the profiles of Australian, New Zealand and South African accounting faculty members. Additionally, the study investigates whether there are any differences in research productivity of the accounting faculty between countries as measured by peer-reviewed academic journal output. Design/methodology/approach -This archival study uses details obtained from webpages of Departments of Accounting in the three countries to construct a profile of accounting academics. Findings -Significant differences in the profiles of accounting academics were found that can be attributed to the institutional factors that exist in each country. Staffs at the junior lecturer and lecturer levels are more likely to be female, while senior lecturers and professors in all three countries were more likely to be male. While Australia and New Zealand had a similar percentage of staff holding PhD or equivalent academic qualifications, only a small proportion of the South African faculty held PhD or equivalent qualifications. A greater proportion of the South African faculty was professionally qualified compared to their Australian and New Zealand counterparts. New Zealand accounting faculty was more productive than their Australian colleagues, with South African academics being the least productive. Academics holding a doctoral qualification or equivalent were more productive than those that did not. Research limitations/implications -The research limitations relate to the use of websites as the primary data source. Incompleteness of information, inconsistencies in the type of information presented and a lack of comparability of information across institutions and countries may have led to some errors and omissions. However, given the relatively large sample size of 2,049 academics, this was not deemed to materially affect the final analysis. Originality/value -The paper provides an important contribution to the literature on accounting academics. It is the first of its kind to present a comprehensive "snapshot" of the profiles of accounting academics at the universities in Australia, New Zealand and South Africa.

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Section: Methodsmentioning

confidence: 99%

Using university websites to profile accounting academics and their research output

Samkin

Schneider

2014

Meditari Accountancy Research

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“…Egbu (2006) concedes that knowledge production can occur through a variety of ways, including reflective practice and the transformation and combination of existing knowledge. However, it is widely acknowledged that research is the most common method through which knowledge is produced (Egbu 2006;Imeda 2005). In fact, most published literature discusses knowledge production in terms of research and industrial innovation (e.g., Aeberhard and Rist 2008;Arocena and Sutz 2001;Frenken 2002;Hessels and van Lente 2008;Russell and Rousseau n.d.;Schneider et al 2006;Wessels 2006).…”

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confidence: 99%

“…On her part, Knorr-Certina in Moravec (2007) argues that knowledge is produced through cultural activities or scientific methods. Several authors (Arocena and Sutz 2001;Imeda 2005;Gerber 2005;Moravec 2007) have also connected knowledge production to formal education offered at higher institutions of learning including universities. Egbu (2006) concedes that knowledge production can occur through a variety of ways, including reflective practice and the transformation and combination of existing knowledge.…”

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confidence: 99%

Knowledge production through collaborative research in sub-Saharan Africa: how much do countries contribute to each other’s knowledge output and citation impact?

Onyancha

Maluleka

2011

Scientometrics

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This paper examines co-authorship of research articles in Thomson Reuters citation indexes in order to assess knowledge co-production in selected sub-Saharan African countries. Two indicators, namely publications and citations, were analysed to establish the patterns of knowledge co-production and its scientific impact, respectively. The study found that knowledge production through collaborative research among subSaharan African countries is minimal and contributes only a small percentage when compared to collaboration between sub-Saharan African countries and their foreign counterparts. Similarly, the scientific impact of international collaboration was higher than that of continental collaboration. Countries belonging to the same geographic region contributed to each other's knowledge production more frequently than they did to the countries outside their region. It is recommended that, for knowledge co-production in subSaharan Africa to improve, various measures such as encouraging student and staff exchange, hosting more regional conferences and encouraging research networks need to be put in place.

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“…They fundamentally influence the core business of the HEIs. The implications for HEIs relate to multi-and transdisciplinarity, socially distributed knowledge, dispersion of knowledge production sites, implosion of disciplinary boundaries, applied lifelong learning, and the need for knowledge workers who are highly skilled and productive to provide the competitive advantage to the economy (Aitchison 2004;Bloland 2005;Imenda 2005;Sall et al 2003). Jonathan 2001 has been noted (Andreasson 2006;Horsthemke 2004;Kraak 2004;Jansen 2002;Waghid 2002;Gultig 2000).…”

Section: Role Of Universitiesmentioning

confidence: 99%

Research Within the Context of Community Engagement

Albertyn¹,

Daniels²

2009

Higher Education in South Africa - A Scholarly Look Behind the Scenes

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Community engagement is a concept with a complexity of meanings, approaches and application. Derived from the scholarship of engagement of Boyer, community engagement reflects a commitment to relevance within the context of higher education institutions. The chapter aims to explore the issues that emerge in the continuing debate around engagement with communities. This is done from the perspective of the global era that impacts on knowledge production which is integral to the mission of community engagement. The South African response to engagement also reflects conflicting interpretations and imperatives that influence the application of community engagement in universities. The dichotomies in the conceptualisations of community engagement influence higher educational institutions on three levels: that of management, the academics in their teaching and learning, and the community. The concepts of knowledge and power have implications for all three levels of engagement. These will all impact on efficacy and sustainability of engagement efforts. The issues and challenges on these levels are highlighted for further debate. Possible avenues for research on the level of management, the academic and the community are suggested.

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The idea of a South African university and implication for knowledge production

Cited by 5 publications

References 0 publications

Using university websites to profile accounting academics and their research output

Using university websites to profile accounting academics and their research output

Knowledge production through collaborative research in sub-Saharan Africa: how much do countries contribute to each other’s knowledge output and citation impact?

Research Within the Context of Community Engagement

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