Add wos sample results library

02-data/intermediate/wos_sample/f8f5601721e15ab94a84b81c96bf2dba-maringe-f.-and-chir/info.yaml

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+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'
+type: Article
+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'