2023-09-28 14:46:10 +00:00
|
|
|
abstract: 'Disruptions create both new opportunities and challenges in higher
|
|
|
|
|
|
|
|
|
|
education. In settled times, education systems plod along with an
|
|
|
|
|
|
|
|
|
|
assumed and uncritical acceptance of normalcy of the status-quo. When
|
|
|
|
|
|
|
|
|
|
the status quo is disrupted, suddenly the patched-up cracks reveal the
|
|
|
|
|
|
|
|
|
|
depth and magnitude of the simmering problems of the sector in graphic
|
|
|
|
|
|
|
|
|
|
ways.Access and success are arguably the two most poignant indicators of
|
|
|
|
|
|
|
|
|
|
the performance of higher education systems. In post-colonial societies
|
|
|
|
|
|
|
|
|
|
such as South Africa, access is used to estimate progress in broadening
|
|
|
|
|
|
|
|
|
|
participation in higher education, particularly to young people from
|
|
|
|
|
|
|
|
|
|
previously disadvantaged communities. Access has two broad meanings:
|
|
|
|
|
|
|
|
|
|
increased enrolments and enhanced epistemological impact. Success, on
|
|
|
|
|
|
|
|
|
|
the other hand is measured variously but mainly through graduation and
|
|
|
|
|
|
|
|
|
|
progression rates across different socio-economic higher education
|
|
|
|
|
|
|
|
|
|
students groups and also on the quality of their performances.In this
|
|
|
|
|
|
|
|
|
|
article we provide a theoretical discussion of the notions of
|
|
|
|
|
|
|
|
|
|
disruptions and their impact in higher education; examine the questions
|
|
|
|
|
|
|
|
|
|
of access and success in higher education; and conclude that the chasm
|
|
|
|
|
|
|
|
|
|
lying between access by participation and access by success requires
|
|
|
|
|
|
|
|
|
|
substantial transformation of a knowledge system that is alien to the
|
|
|
|
|
|
|
|
|
|
cultural context of the country; rebalancing and recalibrating the
|
|
|
|
|
|
|
|
|
|
broader ideological environment that privileges liberalism while paying
|
|
|
|
|
|
|
|
|
|
token attention to social justice and inclusion beyond mere symbolism;
|
|
|
|
|
|
|
|
|
|
and a persistent refocusing on emancipatory pedagogies, designed to
|
|
|
|
|
|
|
|
|
|
liberate rather than subjugate graduates into pigeon holed choices in
|
|
|
|
|
|
|
|
|
|
the labour market which are designed to serve the needs of owners of
|
|
|
|
|
|
|
|
|
|
capital as the primary motive of employment.We conclude by identifying
|
|
|
|
|
|
|
|
|
|
critical factors that appear to lead to a failure by universities to
|
|
|
|
|
|
|
|
|
|
bridge the gap between access by participation and access by success or
|
|
|
|
|
|
|
|
|
|
epistemological access.Most of these tend to be structurally embedded in
|
|
|
|
|
|
|
|
|
|
the fabric of higher education institutions and the sector and include,
|
|
|
|
|
|
|
|
|
|
a persistent coloniality of the sector, disjuncture between the intended
|
|
|
|
|
|
|
|
|
|
ideological framework guiding national development and the operating
|
|
|
|
|
|
|
|
|
|
economic models and institutional inertia to move beyond the canonical
|
|
|
|
|
|
|
|
|
|
bases of higher education based on western epistemes.'
|
|
|
|
|
affiliation: 'Maringe, F (Corresponding Author), Univ Witwatersrand, Leadership \&
|
|
|
|
|
Policy Studies, Johannesburg, South Africa.
|
|
|
|
|
|
|
|
|
|
Maringe, F., Univ Witwatersrand, Leadership \& Policy Studies, Johannesburg, South
|
|
|
|
|
Africa.
|
|
|
|
|
|
|
|
|
|
Chiramba, O., Univ Johannesburg, Fac Educ, Johannesburg, South Africa.'
|
|
|
|
|
author: Maringe, F. and Chiramba, O.
|
|
|
|
|
author_list:
|
|
|
|
|
- family: Maringe
|
|
|
|
|
given: F.
|
|
|
|
|
- family: Chiramba
|
|
|
|
|
given: O.
|
|
|
|
|
da: '2023-09-28'
|
|
|
|
|
doi: 10.20853/36-4-5382
|
|
|
|
|
eissn: 1753-5913
|
|
|
|
|
files: []
|
|
|
|
|
issn: 1011-3487
|
|
|
|
|
journal: SOUTH AFRICAN JOURNAL OF HIGHER EDUCATION
|
|
|
|
|
keywords: 'access in higher education; COVID-19 pandemic; disruptions; higher
|
|
|
|
|
|
|
|
|
|
education; success in higher education; teaching and learning;
|
|
|
|
|
|
|
|
|
|
transformation'
|
|
|
|
|
language: English
|
|
|
|
|
number: '4'
|
|
|
|
|
number-of-cited-references: '29'
|
|
|
|
|
pages: 6-20
|
|
|
|
|
papis_id: 4d99b772fc432031496ef65cb8ffd222
|
|
|
|
|
ref: Maringe2022disruptionshigher
|
|
|
|
|
times-cited: '0'
|
|
|
|
|
title: 'DISRUPTIONS IN HIGHER EDUCATION: MITIGATING ISSUES OF ACCESS AND SUCCESS IN
|
|
|
|
|
THE COVID-19 PANDEMIC'
|
2023-10-01 08:15:07 +00:00
|
|
|
type: article
|
2023-09-28 14:46:10 +00:00
|
|
|
unique-id: WOS:000860555400002
|
|
|
|
|
usage-count-last-180-days: '0'
|
|
|
|
|
usage-count-since-2013: '1'
|
|
|
|
|
volume: '36'
|
|
|
|
|
web-of-science-categories: Education \& Educational Research
|
|
|
|
|
year: '2022'
|
