REPORT ON UKZN’s 8th ANNUALutlo.ukzn.ac.za/Files/2014 TLHEC_Report.pdfUKZN TLHEC 2014 REPORT 3...
Transcript of REPORT ON UKZN’s 8th ANNUALutlo.ukzn.ac.za/Files/2014 TLHEC_Report.pdfUKZN TLHEC 2014 REPORT 3...
2014
Compiled by: Reshma Subbaye &
Rubby Dhunpath
UTLO
REPORT ON UKZN’s 8th ANNUAL TEACHING & LEARNING IN HIGHER
EDUCATION CONFERENCE
UKZN TLHEC 2014 REPORT
1
CONTENTS
Introduction ............................................................................................................................................................... 2
Conference Attendance and Participation ...................................................................................................... 3
Conference Presentations ..................................................................................................................................... 4
Pre-conference Proceedings ................................................................................................................................ 5
Welcome ................................................................................................................................................................... 6
Opening Address ..................................................................................................................................................... 6
Keynote Speakers .................................................................................................................................................... 8
Plenary Discussion .................................................................................................................................................. 11
Workshops ................................................................................................................................................................ 12
UTLO TV ..................................................................................................................................................................... 13
Special Interest Group: Early Career Academics ............................................................................................ 14
Conference Gala Dinner and Cocktail Evenings ............................................................................................ 15
Media Coverage ................................................................................................................................................... 16
Conference Evaluation ........................................................................................................................................ 16
Acknowledgements .............................................................................................................................................. 17
Alternation (special conference issue) - call for papers ................................................................................ 18
COMING SOON: Conference book on curriculum in higher education .................................................... 18
UKZN 9th Annual Teaching and Learning IN Higher Education Conference (2015) .............. ……………19
UKZN TLHEC 2014 REPORT
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INTRODUCTION
The Annual Teaching and Learning in Higher Education Conference (TLHEC) is a gathering of
academics, researchers and policymakers to showcase innovations, discuss issues and debate
challenges relevant to teaching and learning in Higher Education.
In 2014, the conference explored “Comparative
Perspectives on Higher Education Systemic
Change, Curriculum Reform, Quality Promotion
and Professional Development” through
engagement with 10 thematic strands. These
were:
1. Comparative continental and global
perspectives on curriculum reform in
higher education
2. Quality promotions & assurance as a
driver of curriculum reform and
institutional change, including the South
African council on higher education
undergraduate curriculum reform
proposal.
3. Funding higher education – new
challenges, opportunities and prospects
4. Mergers, de-mergers and differentiation
in higher education
5. Professional development in higher
education: models, practices and
innovations
6. Learning technologies (including
MOOCs), blended learning and
technology leadership
7. Alternative paradigms and emerging
directions in the scholarship of teaching and learning in higher education
8. Language policy planning and implementation in higher education: comparative national &
international trends and noteworthy practices
9. Responsive and innovative pedagogies, methodologies, technologies, learning tools and
resources in higher education
10. Advancing the professionalization of the management, administrative and support sectors in
higher education
THE CONFERENCE ATTRACTED 336 DELEGATES FROM SOUTH AFRICA
AND ABROAD.
SOURCE: CONFERENCE REGISTERS AND VIDEO-STREAMING STATS
UKZN TLHEC 2014 REPORT
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CONFERENCE ATTENDANCE AND PARTICIPATION
UKZN’s 8th annual TLHEC was held at the Main Tutorial
Building on Edgewood campus (Pinetown); from the
25-27 September 2014. The event was organised and
co-ordinated by the University Teaching and
Learning Office (UTLO).
The conference was attended by 268 delegates from
across South Africa and abroad. In addition 68 staff
across UKZN viewed the keynote addresses and
workshops which were live-streamed.
In this report, the conference is evaluated using data
generated from the conference handbook, registers,
evaluation forms and post-conference email
messages.
It is generally acknowledged that various sectors and
stakeholders bring differing strengths, resources and
capacities to a conference. This variety enables the
development of policies and the dissemination of specialized research which addresses higher
education challenges and priorities. Another important outcome is the development of transnational
research networks and institutional linkages.
Table 1: Participant’s by institution (source: conference register)
Institution No of delegates
Anadolu University (Turkey) 2
Botho University(Botswana) 2
College of Education Igueben (Nigeria) 2
Martin Luther University Halle-Wittenburg (Germany) 2
Mauritius Institute of Education 3
Monash University Malaysia 1
National University of Lesotho 1
National University of Science and Technology (Namibia) 1
Sudan University 1
University of Bayeruth (Germany) 1
University of Dar-Es-Salaam (Tanzania) 1
University of South Australia 1
University of Swaziland 5
Sub-total (international) 23
Cape Peninsula University of Technology 8
Durban University of Technology 3
HSRC 1
MANCOSA 1
Mangosuthu University of Technology 1
National School of Governance 1
Nelson Mandela Metropolitan University 1
North West University 3
Parliament of RSA 1
Prince Mshiyeni Campus 1
Stellenbosch University 3
University of Johannesburg 4
University of Fort Hare 2
University of South Africa 5
University of Cape Town 5
UKZN TLHEC 2014 REPORT
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University of Free State 5
University of KwaZulu-Natal 177
University of Limpopo 3
University of North West 1
University of Pretoria 2
University of the Western Cape 5
University of Venda 1
University of Witwatersrand 3
University of Zululand 4
Vaal University of Technology 4
Sub-total National 245
Grand Total 268
Two-thirds (66%) of conference delegates were from UKZN. It is interesting to note that 25% of
delegates were from other South African institutions and a further 9% were from abroad.
CONFERENCE PRESENTATIONS
A total of 199 abstract submissions were received. These abstracts were peer-reviewed and in the final
tally 142 submissions for oral presentations and 4 submissions for workshops were accommodated in
the conference programme. In addition there were 3 keynote addresses and a plenary discussion
(featuring 2 presenters). The Table below highlights the number of presentations by country.
Country No.
Australia 2
Canada 2
Lesotho 2
Mauritius 1
Mozambique 1
Namibia 2
Nigeria 3
South Africa 130
Turkey 1
United Kingdom 1
United States 4
Zimbabwe 2
Grand Total 151
UKZN TLHEC 2014 REPORT
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PRE-CONFERENCE PROCEEDINGS
The preconference proceedings provided participating delegates with an opportunity to present their
full papers, with the aim of getting critique and feedback at the conference. Initially abstract
submissions were reviewed and a call for the submission of full-papers was made. Thirty-four papers
were received and peer-reviewed. Finally 23 were selected for publication.
Papers published featured a variety of Disciplines and topics on teaching and learning in higher
education. International submissions were also featured which suggests that the TLHEC’s profile
continues to progress beyond the South African borders.
CONFERENCE PROCEEDINGS
EDITOR
DR JAYA NAIDOO
TABLE OF CONTENTS
Proceedings review team:
Prof Sarah Bansilal, Dr Ronicka Mudaly, Dr Vinodhani
Paideya and Dr Shakila Singh
UKZN TLHEC 2014 REPORT
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WELCOME
Dr Dhunpath welcomed delegates by reminding them that critical
thinking and a literate public have become dangerous to those who
want to celebrate orthodoxy over dialogue, emotion over reason
and ideological certainty over thoughtfulness. He went on to
elaborate that the purpose of this year’s conference was to bring
together a tapestry of comparative perspectives on how institutions
are responding to challenges in higher education, by deploying
responsive and innovative pedagogies and exploring alternative
paradigms in the scholarship of teaching and learning.
OPENING ADDRESS
Prof Vithal stated that teaching and learning in South African
universities is firmly on the agenda with the launch of the
Quality Enhancement Project (QEP) by the Council of Higher
Education (CHE) in February this year. One outcome of such
a move is that it opens opportunities for higher education
institutions themselves to direct their research knowledge and
expertise to their own terrain and their work. She reiterated
Ernest Boyer’s (1990) words, “The time has come to move
beyond the tired old “teaching versus research” debate and
give the familiar and honourable term “scholarship” a
broader, more capacious meaning one that brings legitimacy
to the full scope of academic work. From this perspective Prof
Vithal, outlined the scope of scholarship of teaching and
learning (SoTL) at UKZN:
A Teaching and Learning Competitive Research
Grant was established in 2009 to encourage
academics to undertake research in educational
aspect of their disciplines; and a Teaching Innovation
and Quality Enhancement Grant followed in 2010. In
the past five years, of the 236 proposals received by
the University Teaching and Learning Office (UTLO) for
these two grants, 118 projects were funded to the value of R5.8m benefitting 345 staff.
Recipients of these funds reported outputs of 69 conference papers and 60 accredited
articles. Projects on students and learning dominate, accounting for approximately 40% of the
funded projects.
DVC: TEACHING & LEARNING
UKZN
PROFESSOR RENUKA
VITHAL
CONFERENCE CONVENOR &
CHAIRPERSON
DIRECTOR: TEACHING & LEARNING
OFFICE
DR RUBBY DHUNPATH
… BRING TOGETHER A TAPESTRY OF
COMPARATIVE PERSPECTIVES ON HOW
INSTITUTIONS ARE RESPONDING TO
CHALLENGES IN HIGHER EDUCATION...
UKZN TLHEC 2014 REPORT
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The Higher Education Training and Development unit created in the DVC: T&L portfolio initiated
a Higher Education PhD programme in partnership with the School of Education. Following a
cohort model of supervision, 12 academics registered in 2011 in the first cycle and another 19,
which include candidates from other African universities, enrolled this year.
In a major continuous professional development initiative, the University Education Induction
Programme was introduced in 2012, requiring all academics to take mandatory modules of 20
hours each in Teaching and Learning, Curriculum, Assessment and Supervision, with
exemptions for academics at the rank of senior lecturer and above, on the basis of having a
teaching portfolio assessed as Strength. Some 766 academics have attended these modules.
In an analysis of academic promotions at UKZN from 2009 to 2013 presented to Senate this
year, it was found that of the 136 successfully promoted candidates (79 or 58%) were
promoted on the basis of excellence in teaching (excluding those promoted to full professor
who demonstrated in excellence in both teaching and research).
At the annual teaching and learning in higher education conferences hosted by UTLO an
average 145 papers are presented each year and the conference is attended by
approximately 300 delegates; and in addition UTLO hosts on average 12 university-wide
seminars, colloquia and symposia each year. A full cycle of research support is provided from
grant proposal development and reviewing; abstract writing and conference presentation to
workshops on producing articles for publication.
In the past five years an estimated 178 accredited publications may be attributed to the
activities and support provided by the DVC: T&L portfolio.
Collectively all these initiatives have created a growing interest in SoTL and contributed to an
emergent critical mass of SoTL expertise across disciplines within Schools and Colleges and
within some of the professional services. It has encouraged an evidence-based and research-
informed approach to teaching and learning policies, programmes and interventions. It has
embedded a more scholarly discourse in teaching and learning deliberations. And it has
enabled a more reflective and creative thinking about teaching and learning in attempting
to find solutions to the many challenges confronting universities in providing a quality
education. In effect SoTL is being institutionalised at UKZN.
.
SOTL AT UKZN HAS ENCOURAGED AN EVIDENCE-BASED AND
RESEARCH-INFORMED APPROACH TO TEACHING AND LEARNING
POLICIES, PROGRAMMES AND INTERVENTIONS. IT HAS EMBEDDED A MORE
SCHOLARLY DISCOURSE IN TEACHING AND LEARNING DELIBERATIONS.
AND IT HAS ENABLED A MORE REFLECTIVE AND CREATIVE THINKING
ABOUT TEACHING AND LEARNING IN ATTEMPTING TO FIND SOLUTIONS TO
THE MANY CHALLENGES CONFRONTING UNIVERSITIES IN PROVIDING A
QUALITY EDUCATION...
UKZN TLHEC 2014 REPORT
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KEYNOTE SPEAKERS
Humanities, Democracy and the Politics of Knowledge in
Higher Education
Chair: Dr Nyna Amin. UKZN, RSA
How can the humanities produce the intuitions of democracy in
the broadest possible race-, class-, and gender-diversified sector
of the population? What is it to teach the humanities? What is the
in-built a prioria of democracy? What is the role of the state and
constitutionality in the current global formation? How do we
confront the inevitable corporatization of the entire education
system? Why is it not enough to compartmentalize “higher
education?” What is the role of the curriculum? Of new textbooks?
What are the limits of economic empowerment? How are we to
approach indigenous knowledge systems? How do we gauge
“authenticity” in knowledge? What is the relationship between
quality in education and the democratic imperative? What is the
relationship between class, race, and liberal education in our
countries? Between a will to social justice and enforcement?
What is it to interpret a history of violence and use it without
accusation or excuse within the broadest interpretation of the
academy? Why is national liberation not a revolution? What is the role of epistemological change
clustered within education in notions of identity and the broader public? How do we combat the
anthropocene?
COLUMBIA UNIVERSITY, USA
PROFESSOR GAYATRI C.
SPIVAK
“PROF. SPIVAK’S IDEAS AND ARGUMENTS WERE
THOUGHT PROVOKING AND INTELLECTUALLY
ENRICHING. TWO STATEMENTS, IN PARTICULAR,
CAUGHT MY ATTENTION:
LEARNING HOW TO LEARN AND
TEACHING THE COGNITIVELY DAMAGED”.
SOURCE: DELEGATE COMMENT IN CONFERENCE EVALUATION
UKZN TLHEC 2014 REPORT
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What Knowledge is of Most Worth? The Question of Undergraduate Curriculum Reform
Chair: Dr Thabo Msibi, UKZN, RSA
Focusing on the CHE Discussion Document - Undergraduate
Curriculum Reform in South Africa: The Case for Flexible
Curriculum Structure - and referencing both the UKZN Response
and Curriculum Studies in South Africa (a project focused on the
state of curriculum reform, research and development in South
Africa), Prof. Pinar examined the question of undergraduate
curriculum reform, including its relation to national history, culture,
and globalization. Because this multivariate context is crucial in
comprehending what is at stake in curriculum reform, one
element – such as “structure” – cannot be cast as the key
contributor to educational accomplishment. After critiquing the
Proposal – its ahistorical, neoliberal, systemic inflexibility coupled
with evidence-less assertions are among its crippling problems –
he critiqued the UKZN response as well. Among its problems
include its embrace of skills over (especially canonical or
“Western”) knowledge, its inflationary rhetoric (calling for
“emancipatory” higher education when the academic integrity
itself seems at stake), and its concessionary note that with
“proper” management the CHE proposal could be
implemented. After praising UKZN’s endorsement of institutional
autonomy, its critique of commodification, its affirmation of
indigenous languages and knowledges, and its cautionary note
concerning systemic school reform, Prof. Pinar concluded with associated concepts from curriculum
research and development in South Africa that can reconceptualise the question of undergraduate
curriculum reform.
UNIVERSITY OF BRITISH COLUMBIA,
CANADA
PROFESSOR WILLIAM
PINAR
“I FOUND THE SESSION ON CURRICULUM
REFORM [BY PROF. PINAR] VERY USEFUL. THIS
SEEMS TO BE A NEGLECTED AREA OF THEORY
AND PRACTISE IN SA”
SOURCE: DELEGATES COMMENTS FORM CONFERENCE EVALUATION
UKZN TLHEC 2014 REPORT
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Universities as Learning Organizations … Are We There Yet
Chair: Prof Damtew Teferra, UKZN, RSA
This presentation was based on a qualitative study that
examined the how the intersection of gender, socio-
cultural factors, and organizational culture impact
professional experiences of women academics at a
selected public university in Ghana and South Africa.
Given the glaring absence of women in academic
positions across many African universities, particularly at
academic ranks beyond the entry-level, junior-lecturer or
lecturer positions, this presentation provided an
understanding of challenges and opportunities that
influence the upward mobility of women academics and
the strategies these women have employed to succeed
in professional contexts that are not always supportive.
The presentation particularly interrogated the role of
universities, especially as these institutions of higher
learning (in developing countries) undergo significant
transformation in this era of globalization.
MICHIGAN STATE UNIVERSITY, USA
PROFESSOR REITU
MABOKELA
“PROF. MABOKELA’S KEYNOTE ADDRESS WAS WELL
DELIVERED”
“HER WORKSHOP WAS VIBRANT AND VALUABLE
AND MOTIVATED ME”
SOURCE: DELEGATES COMMENTS FORM CONFERENCE EVALUATION
UKZN TLHEC 2014 REPORT
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PLENARY DISCUSSION
Languages and Indigenous Knowledge (Prof Matsinhe)
The top-down exogenous models of development informed and inspired by the desire to have one
solution to poverty reduction across the globe regardless of the socio-cultural realities obtaining in the
countries where they are applied, do not appear to yield the desired results. In Africa, for instance,
while economies have officially been recording double-digit growth, levels of poverty do not appear
to change for the better. There have therefore been calls to conduct applied research that would
unearth the wisdom deposited in the indigenous knowledge systems and use it to support endogenous
models of development that would change the lives of the vast majority of Africans for the better.
However, although this is the first step in the right direction, the main challenge is that the African
languages that are the repository and vehicle of indigenous knowledge are not part and parcel of
the research.
On the intellectualization of African Languages for Use in Higher Education and Training
(Dr Langa Khumalo)
It has been persuasively argued that since the end of the Second World War, language became a
new contested centre for global domination. Hitherto English has been parroted as a unifying global
lingua franca albeit to the detriment of other languages particularly African languages. The
staggering effect of the English hegemony in Africa is that despite having over 2000 languages, there
seems to be no single indigenous African language that is used as a medium of instruction beyond
primary education level in disciplines other than specific language courses. Africa still retains English
(and is some parts French and Portuguese) as a language of instruction in education. In recent years,
South Africa has started to be responsive to the yearning need to advance indigenous African
languages consistent with the provisions of her laudably progressive constitution. The University of
KwaZulu-Natal (UKZN) is a case in point and has taken the lead in institutionalizing the
intellectualization of isiZulu as the best strategy in the advancement of indigenous African languages
in Higher Education and Training institutions.
LEFT TO RIGHT: PROF. SOZINHO MATSINHE, DR LANGA
KHUMALO AND PROF. RENUKA VITHAL (PANEL-CHAIRPERSON)
UKZN TLHEC 2014 REPORT
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WORKSHOPS
Workshops of 2-hours each were conducted for the duration of the conference. The table below lists
the topics, presenters and number of workshops conducted.
Da
y 1
No. Workshop name Presenter/s
1 Envisioning and aesthetic education in an era of globalisation Gayatri Spivak
2 Repositioning students as central in curriculum reform: Context,
conviction, incorporation
William Pinar
Da
y 2
3 The PhD and beyond: Building a successful academic career Reitumetse Mabokela
4 Teaching with your mouth shut! Engaged pedagogy and
performative teaching
Maheshvari Naidu
The workshops were
most interesting
because of the
engagement and
sharing of best
practices…especially
useful for a first time
attendee
Delegate’s comments form conference evaluation
Conference delegates
UKZN TLHEC 2014 REPORT
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UTLO TV
Teaching & Learning TV: Video recordings of interview panels with the keynote
speakers, UKZN DVC (Teaching & Learning): Professor Renuka Vithal and various
academics were chronicled during the conference. These sessions were anchored
by Professor Sarojini Nadar (Professor in the School of Religion & Theology) and are
available on http://www.youtube.com/user/utlotv.
T&L TV: Interview panel with Prof. Spivak
The Table below shows the Youtube viewer-analytics for these videos as at 28 October 2014 (one
month after the conference):
VIDEO Number of views
TLHEC8 - Day 1 - Keynote Address by Prof Spivak 207
Teaching & Learning TV - Panel Discussion with Prof Spivak 189
Teaching & Learning TV - Panel Discussion with Prof Pinar 134
TLHEC8 - Day 1 - Workshop by Prof Spivak 120
Teaching & Learning TV - Panel Discussion with Prof Mabokela 60
TLHEC8 - Day 2 - Keynote Address by Prof Pinar 55
TLHEC8 - Day 1 - Welcome, Opening Address 50
TLHEC8 - Day 3 - Keynote Address by Prof Mabokela 40
Teaching & Learning TV - Interview with Prof Vithal 36
TLHEC8 - Day 1 - Workshop by Prof Pinar 32
TLHEC8 - Day 2 - Plenary Panel by Prof Matsinhe and Dr Khumalo 29
TLHEC8 - Day 1 - Welcome, Opening Address 62
TOTAL VIEWS 1014
UKZN TLHEC 2014 REPORT
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SPECIAL INTEREST GROUP: EARLY CAREER ACADEMICS
Early-Career Academics (ECA): A project of the International Network for Higher Education in Africa
(INHEA) at the Higher Education Training and Development (UKZN) commissioned by the Carnegie
Corporation of New York
Context & background
Massive growth in enrolment, surge in diverse providers, increased access to marginal and non-
conventional beneficiaries, and robust delivery modes riding on ICT have been instrumental in
expanding opportunities to African higher education, spawning unprecedented opportunities as well
as chronic challenges for the recruitment, retention and mobility of academics.
While expansion has been laudable, the quality of education and its delivery have been a subject of
considerable discussion—and concern—as academics on the continent are aging escalating the
need for preparing the next generation of academic staff. In Sub-Saharan Africa, qualified human
capital remains scarce compared to the continent’s development needs. Recent studies have
identified the direct relationship between approaches to pedagogy; the attitudes of academic staff;
the skills of academic staff in teaching and assessment practices (also referred to as staff ‘under-
preparedness’); pressures on the time and energy of academic staff; and staff demotivation by rapid,
and unfavourable, changes in the university. It is against the background of this premise that this study
explores and analyses the experience and expectations of early-career academics, in their induction
to the teaching profession in higher education institutions.
Early-Career Academics: Teaching Expectations and Experience
Higher education in Africa has afforded little or no attention to the state of teaching skills of academics
in institutions. Most academics are not known to have been trained to teach; and most are expected
to acquire competence in the context of their practice.
The ECA study examines how early-career academics in African universities learn to teach; how they
are conducted to the academic profession; and the extent of requisite tools, support, and incentives
that universities provide them in their preparation for teaching and learning.
Methodology and Outcomes
The study was conducted by research teams in seven major African Universities including, Addis
Ababa (Ethiopia), Eduardo Mondlane (Mozambique), Ghana, Ibadan (Nigeria), Kwazulu-Natal,
Makerere (Uganda), and Wits.
The conference provided the ECA project teams ECA an opportunity and space in which to
deliberate on their work. It envisaged that the project will have both practical as well as academic
outcomes serving diverse constituencies including academics, policy makers, development
agencies, institutional leaders/managers and (educational) researchers.
UKZN TLHEC 2014 REPORT
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Highlights of the conference
included the cocktail evening
and gala dinner and:
Prof Damtew Teferra
shared the newly launched
International Journal of
African Higher Education
with delegates.
Dr Dhunpath announced
the arrival of the UKZN
Teaching & Learning
Report (2013)
Delegates were treated to
live music by the George
Marie Band and Mpume
and the Band.
CONFERENCE GALA
DINNER AND
COCKTAIL EVENINGS
UKZN TLHEC 2014 REPORT
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MEDIA COVERAGE
Several conference presentations
were profiled in newspapers across
the country (Daily News, Mercury,
Natal Witness etc.). Prof Reitu
Mabokela’s presentation on day 3
of the conference was profiled on
SABC news.
CONFERENCE EVALUATION
Conference delegates were required to rate different aspects of the conference viz. pre-conference
administration, registration processes, venue and catering quality. A 5-point Likert scale was used,
where 1=Poor...5=Excellent. The evaluation forms were also made available on http:
http://click.ukzn.ac.za/survey.php?keyword=tlhec2014. Figure 1 below shows the average ratings for
various aspects of the conference. Based on these ratings, the conference achieved an overall score
of 4.1.
Figure 1
0 1 2 3 4 5
Quality of the food
Overall impressions of the catering
Overall impressions of the venue and catering
Seating arrangements
Service during meal and tea times
Overall impression of the venue
Audio-visual provisioning
Efficiency of the conference secretratariat in managing the…
Location and access to the venue
Quality of reception and registration at the conference
Adequate and secure parking
Overall Conference Ratings
Poor Excellent
“YOUR CONFERENCE BROUGHT OUT THE BEST IN ME.
THANK YOU.”
PROF GAYATRI SPIVAK.
SOURCE: EMAIL CORRESPONDENCE TO DR DHUNPATH
UKZN TLHEC 2014 REPORT
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ACKNOWLEDGEMENTS
Special thanks to:
Ms Sli Mchunu and Ms Nondumiso Cele for logistical management for the conference
Ms Corlia Ogle for assembling the conference programme
Mr Ebrahim Adam for his tireless efforts in ensuring the success of Teaching and Learning TV
Dr Jaya Naidoo for reviewing and publishing our pre-conference proceedings
Prof Saroj Nadar for anchoring the panel interviews with our keynote speakers
Mrs Nokwanda Mazibuko-Mngidi for roving photography
Mr Siya Ntombela for uploading conference photos onto our website in real-time
Mr Ruben Murugan, Mr James Naicker and the team for their timeous delivery of excellent
quality T&L TV videos.
Our student assistants who helped delegates throughout the conference
Last but definitely not least we would like to thank the conference organising committee and
abstracts review panel members who have supported our efforts to strengthen and enhance
the conference in terms of quality. Your spirit of volunteerism is greatly valued.
Acknowledgements:
Teaching and Learning Staff
UKZN ICS - Audio visual support, Live streaming & Internet access,
UKZN Corporate Relations – profiling the conference and media relations
Edgewood Campus Building Management
UKZN TLHEC 2014 REPORT
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ALTERNATION (SPECIAL CONFERENCE ISSUE) - CALL FOR PAPERS
Alternation is an international journal which publishes interdisciplinary contributions
in the fields of the Arts and Humanities in Southern Africa. The guest editors for the
special issue of Alternation (ISSN 123 1757) will select papers presented at the
conference and will contact authors to see if they are interested in their papers
being published in the journal. The editors will be looking for original and insightful
papers on teaching and learning in higher education (and linked to 2014
conference themes.
COMING SOON: CONFERENCE BOOK ON CURRICULUM IN HIGHER
EDUCATION
Contributing authors:
Gayatri Spivak William Pinar Reitu Mabokela Langa Khumalo Sozinho Matsinhe
Renuka Vithal
Thabo Msibi
Randhir Rawatlal
Rubby Dhunpath Nyna Amin
Sarojini Nadar Bala Pillay Damtew Teferra
Kriben Pillay Michael Samuel
UKZN TLHEC 2014 REPORT
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