Papers by Windsor Garraway
paradigms University, curriculum and society through a scenario analysis lens
… in Education: Higher …, 2006
Abstract: Extracted from text ... Perspectives in Education, Volume 24(3), September 2006 vii Edi... more Abstract: Extracted from text ... Perspectives in Education, Volume 24(3), September 2006 vii Editorial Higher education and work CHRIS WINBERG, PENELOPE ENGEL-HILLS, JAMES GARRAWAY, CECILIA JACOBS AND TERRY VOLBRECHT Higher education ...
Journal of Education
Change laboratories (CLs) are formative problem-solving initiatives that have been used extensive... more Change laboratories (CLs) are formative problem-solving initiatives that have been used extensively in Europe but have only recently been applied in African contexts. This review thus offers an original insight into their use and value in African contexts. The laboratories are classified into partial, classic, or augmented varieties-all of which are shown to assist participants learning to work with pressing local problems. Some CLs have expanded their remit to addressing grand societal challenges, such as sustainable practices and responses to climate change, which are particularly pressing issues on the continent. Our findings suggest that CL work in Africa, besides contributing overall to understanding the efficacy of the CL methodology, may also be taking a leading role in addressing some of the grand challenges affecting societies, globally.
Critical Studies in Teaching and Learning
The roots of universities of technology can be traced back to technical colleges, which required ... more The roots of universities of technology can be traced back to technical colleges, which required compliance with industry standards, and the rule of labour markets. Universities of technology thus entered the university space, largely without an established critical tradition in teaching, learning, and research. This is the issue that we address in this paper, which is intended to inform potential authors in technical, vocational, and professional higher education who would like to publish their educational research studies in Critical Studies in Teaching and Learning (CriSTaL). The issue is important as universities of technology in South Africa are increasingly taking on the mantle of professional education, particularly in the fields of health, engineering, and applied sciences. In this paper, we discuss examples of published educational research that critique some of the ‘taken-for-granted’ ideas that have shaped the practices and aspirations of universities of technologies. The...
Critical Studies in Teaching and Learning
Following Clark’s early work, the concept of the entrepreneurial university has been circulating ... more Following Clark’s early work, the concept of the entrepreneurial university has been circulating for a number of years. Being entrepreneurial entails that staff develop the sort of open-ended, problem-solving, and innovative solution-generating thinking underlying the concept. This manner of thinking may be important as an orientation to working life both inside and outside the university, not only in the commercial sense, but also in dealing with societal issues. Although there are guides as to what areas a university should develop to become entrepreneurial, there is little guidance as to how staff may explore and develop their own entrepreneurial thinking. This article suggests that the problem and solution generating approach of the change laboratory, underpinned by the theory of expansive learning (and transformative agency), may provide such guidance. Furthermore, forwarding this approach may support the critical developmental and transformative role that universities can play...
The focus of this study is a development course for academic staff that is informed by activity t... more The focus of this study is a development course for academic staff that is informed by activity theory and transformative agency. It is intended to help vocational and professional educators to link academic curricula to current work practices. The course content first helped the participants to develop a systematic understanding of the different purposes and contexts of educational institutions and workplaces. After that, these contradictory elements were harnessed in order to develop innovative boundary-crossing concepts and practices. The process in which participants engage in developing new possibilities for practice is termed ‘expansive learning’. Through expansive learning, participants may develop ‘transformative agency’ for dealing sustainably with challenges in times of change. The study traces how transformative agency developed among the course participants. It argues that activity theory provides an innovative, sustainable approach to the academic development of vocatio...
Nancy Fraser and Participatory Parity, 2020
African Journal of Health Professions Education, 2019
Short Research Report Mentorship in health sciences education and thus in prehospital emergency m... more Short Research Report Mentorship in health sciences education and thus in prehospital emergency medical care should be a nurtured, guided venture led by an experienced mentor. In most instances, mentees from higher education institutions are placed on the clinical platform in emergency medical services, hospitals and clinics, where they are mentored by qualified, registered healthcare practitioners. Recent research indicates that there are problems with mentor/mentee relationships in health sciences education. The relationship between mentees and mentors as analysed within an activity system illustrated the difficulties within clinical mentorship.
Being Scholarly - Festschrift in honour of the work of Eli M Bitzer, 2016
The focus of this paper is a study of the attainment of graduate attributes by a ‘flagship’ progr... more The focus of this paper is a study of the attainment of graduate attributes by a ‘flagship’ programme at the Cape Peninsula University of Technology in South Africa. While many graduate attributes projects have tended to produce ‘wish lists’ that are de-contextualised and therefore difficult to implement or attain (Barrie, Andrews, Dean & Heimanis 2010), this study considered graduate attributes from the ‘opposite end’, as it were, by analysing a diploma programme that had already produced notable graduate attributes and trying to understand the structural and contextual features that enabled the graduates to attain success in terms of academic performance and post-qualification employability. This paper is based on work undertaken by the ‘Attaining Graduate Attributes in Universities of Technology’ project; a three-year study funded by the South African Department of Higher Education and Training through a National Collaborative Teaching Development Grant. The project understands graduate attributes as the outcomes of a programme; thus what is put into a programme (in terms of decision-making, resources, world-views, values, curricular selection, sequencing, pacing, and assessment) will strongly influence the graduates that emerge from it. All programmes produce graduates with attributes, but the achievement of desired graduate attributes will be dependent on more thoughtful and systemic programme ‘inputs’ in support of students’ development.
Curriculum Inquiry in South African Higher Education, 2010
Universities of Technology in South Africa emerged relatively recently from technical college-lik... more Universities of Technology in South Africa emerged relatively recently from technical college-like institutions, known as Technikons. Technikons had a distinct workplace-oriented identity, while Universities of Technology lack such clarity of identity. This paper thus explores the vexing question of what constitutes the identity of Universities of Technology. In conducting the exploration, the researchers drew on Activity Theory to structure the exchange of ideas and narratives about what a future University of Technology might be. In so doing, the researchers discovered fundamental contradictions between current practices and the desirable vision. The most significant contradictions were, firstly, between the rigid, rule-bound culture and the projected need for greater organisational flexibility, and secondly between the current, highly-boundaried university to one that should embrace intra- and inter-organisational collective action. The researchers conclude that the resolution of...
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Papers by Windsor Garraway