SciELO - Scientific Electronic Library Online

 
vol.74 número3Wolterstorff's critique of the reformational view of scholarship in his essay On Christian learningUsing reflexive photography to study a principal's experiences of the impact of professional development on a school:  A case study índice de autoresíndice de assuntospesquisa de artigos
Home Pagelista alfabética de periódicos  

Serviços Personalizados

Artigo

Indicadores

Links relacionados

  • Em processo de indexaçãoCitado por Google
  • Em processo de indexaçãoSimilares em Google

Compartilhar


Koers

versão On-line ISSN 2304-8557
versão impressa ISSN 0023-270X

Koers (Online) vol.74 no.3 Pretoria  2009

 

Die akademie in Suid-Afrika: 'n Vervullende professie?

 

Academe in South Africa: A fulfilling profession?

 

 

J.L. van der WaltI; C.C. WolhuterI; F.J. PotgieterI; P. HiggsII; L.G. HiggsII; I.M. NtshoeII

IFakulteit Opvoedingswetenskappe, Noordwes-Universiteit, Potchefstroomkampus, Potchefstroom. E-pos: jlvdwalt@aerosat.co.za, Charl.Wolhuter@nwu.ac.za, Ferdinand.Potgieter@nwu.ac.za
IIUniversiteit van Suid-Afrika, Pretoria. E-pos: higgsp@unisa.ac.za, higgslg@unisa.ac.za, ntshoim@unisa.ac.za

 

 


OPSOMMING

Suid-Afrikaanse akademici huldig 'n kollektiewe waardestelsel. Ander waardestelsels beïnvloed egter hulle waardestelsel sowel as hulle akademiese werk. Hulle werk tipies in 'n institusionele, nasionale en internasionale konteks, elkeen met 'n eie waardehiërargie. 'n Teoretiese bespreking van (die rol van) waardes in die akademiese werksomgewing word opgevolg met 'n oorsig van die professionele waardes van Suid-Afrikaanse akademici soos gemeet met behulp van die Changing Academic Profession (CAP)-opname wat in 2008 uitgevoer is. Hierdie opname het aan die lig gebring dat daar byvoorbeeld 'n gaping bestaan tussen die institusionele waardehiërargie en dié van die akademiese professie. Die gevolgtrekking kan derhalwe gemaak word dat baie Suid-Afrikaanse akademici relatief onvervulde professionele lewens lei, onder meer omdat hulle in 'n omgewing (verskeie kontekste) moet werk wat vol teenstrydighede is. Hierdie probleme moet aandag geniet ter wille van die welsyn van sowel die akademiese professie as die hoëronderwyssektor.

Kernbegrippe: akademiese professie; Changing Academic Profession (CAP)-opname; hoëronderwys; werkstevredenheid


ABSTRACT

South African academics possess a collective value system. However, other value systems impact not only on their value system but also on their academic work. They typically find themselves working in an institutional, a national and an international context, each with its own hierarchy of values. A theoretical discussion of (the role of) values in the academic workplace is followed by an overview of the professional values held by South African academics as measured by means of the Changing Academic Profession (CAP) Survey, which was carried out in 2008. The survey revealed, for instance, a rift between the institutional value hierarchy and that of the academic profession. It can therefore be concluded that many South African academics seem to lead relatively unfulfilled professional lives, among others, because they find themselves working in an environment (various contexts) with many contradictions. These problems should be addressed for the sake of the well-being of both the academic profession and of the higher education sector.

Key concepts: academic profession; Changing Academic Profession (CAP) Survey; higher education; job satisfaction


 

 

Full text available only in PDF format.

 

 

Geraadpleegde bronne

ALTBACH, P.G., ed. 1996. The international academic profession: portraits from 14 countries. Princeton: The Carnegie Foundation for the Advancement of Teaching.         [ Links ]

ANDREW, E.G. 1995. The genealogy of values. Lanham: Rowman & Littlefield.         [ Links ]

ASPIN, D.N. & CHAPMAN, J.D. 2007. Values education and lifelong learning: principles, policies and programmes. Dordrecht: Springer.         [ Links ]

BELFIELD, C. & HARRIS, D. 2002. How well do theories of job matching explain variations in job satisfaction across education levels? Evidence for UK. Applied economics, 34:535-548.         [ Links ]

BENDER, K.A. & HEYWOOD, J.S. 2004. Job satisfaction of the highly educated: the role of gender, academic tenure, and comparison income. [Electronic version]. http://www.nber.org/~sewp/events/2004.05.28/Bender-Heywood-Jobsatofthehighlyeducated.pdf Date of access: 15 Jul. 2009.         [ Links ]

BUNDY, C. 2005. Global patterns, local options? Some implications for South Africa of international changes in higher education. Perspectives in education, 23(2):85-98.         [ Links ]

COATES, H., GOEDGEBUURE, L., VAN DER LEE, J. & MEEK, L. 2008. The Australian academic profession: a first overview. (In Research Institute for Higher Education. The changing academic profession in international comparative and quantitative perspectives. Hiroshima: Research Institute for Higher Education, Hiroshima University. p. 179-202.         [ Links ])

D'ADDIO, A.C., ERIKSSON, T. & FRIJTERS, P. 2003. An analysis of the determinants of job satisfaction when individuals' baseline satisfaction levels may differ. Copenhagen: Institute of Economics.         [ Links ]

DE KOCK, M.C. 1971. Die opstel, evaluering en voorlopige toepassing van 'n waardevraelys aan matriekleerlinge. Potchefstroom: PU vir CHO. (M.A.-verhandeling.) (Ongepubliseerd.         [ Links ])

DE MUYNCK, A. & VAN DER WALT, J.L. 2008. Teacher education for responsible senior decision-making. Tydskrif vir Christelike wetenskap, 44(1 & 2):121-138.         [ Links ]

DUVENAGE, B. 1973. Beroepsarbeid. (In De Klerk, W.J., Duvenage, B. & Van Wyk, J.H. 1973. Roeping en werklikheid. Potchefstroom: Herald. p. 354-368.         [ Links ])

FUKUYAMA, F. 1996. Trust: the social virtues and the creation of prosperity. New York: Free Press.         [ Links ]

GALAZ-FONTEZ, J.F., PADILLA-GONZALES, L., GIL-ANTÓN, M., SEVILLA-GARCIA, J.J., ARCOS-VEGA, J.L., MARTINEZ-STAC, K.J., MARTINEZ-ROMO, S., SÁNCHEZ-DE-APARICIO-Y-BENITEZ, G.A., JIMÉNEZ-LOZD, L. & BARRERA-BUSTILLOS, M.E. 2008. Mexican academics at the turn of the twenty-first century: who are they and how do they perceive their work, institutions and public policies (a preliminary analysis). (In Research Institute for Higher Education. The changing academic profession in international comparative and quantitative perspectives. Hiroshima: Research Institute for Higher Education, Hiroshima University. p. 345-3361.         [ Links ])

HALL, M. 2009. Universities do serve communities: but a fresh approach to how community engagement is understood is needed. Mail & guardian: Higher education supplement: 2-3, 17-23 Apr.         [ Links ]

HARTOG, J. & OOSTERBEEK, H. 1998. Health, wealth and happiness: why pursue a higher education? Economics of education review, 17:245-256.         [ Links ]

HATTINGH, L. 1991. 'n Teorie van waardes. Johannesburg: Randse Afrikaanse Universiteit. (D.Ed.-proefskrif.) (Ongepubliseerd.         [ Links ])

JANSEN, J.D. 2004. Changes and continuities in South Africa's higher education system, 1994-2004. (In Chisholm, R., ed. Changing class: education and social change in post-apartheid South Africa. Pretoria: HSRC. p. 293-314.         [ Links ])

JONES, C.Z. 2005. Factors affecting African-American counselors: job satisfaction: a national study. Virginia: Virginia Polytechnic Institute and State University.         [ Links ]

KLUCKHOHN, C. 1951. Mirror for man: the relation of anthropology to modern life. London: Harrap.         [ Links ]

LAFOLLETTE, H. 2007. Ethics in practice. Malden: Blackwell.         [ Links ]

LOCKE, W.D., ed. 2009. Governance and management in higher education: the perspective of the academy. New York: Springer.         [ Links ]

NTSHOE, I.M., HIGGS, P.L., HIGGS, L.G. & WOLHUTER, C.C. 2008. Corporation, managerialism and the new higher education environment in South Africa. South African journal of higher education, 22(2):391-403.         [ Links ]

POSTIGLIONE, G.A. & TANG, H.H.H. 2008. A preliminary review of Hong Kong CAP data. (In Research Institute for Higher Education. The changing academic profession in international comparative and quantitative perspectives. Hiroshima: Research Institute for Higher Education, Hiroshima University. p. 237-249.         [ Links ])

SCOTT, J. & MARSHALL, G. 2009. Oxford dictionary of sociology. Oxford: Oxford University Press.         [ Links ]

SMITH, J.L. 1956. Old fourlegs: the story of the coelacanth. London: Longman.         [ Links ]

SOUTH AFRICA. MINISTRY OF EDUCATION. 2001. Manifesto on values, education and democracy. Pretoria: Department of Education.         [ Links ]

SPARKES, A.C. 2007. Embodiment, academics, and the audit culture: a story seeking consideration. Qualitative research, 7(4):521-550.         [ Links ]

STEYN, H.J. & WOLHUTER, C.C. 2008. The education system and probable societal trends of the twenty-first century. (In Steyn, H.J. & Wolhuter, C.C., eds. Education systems: the challenges of the 21st century. Noordbrug: Keurkopie. p. 1-34.         [ Links ])

TEICHLER, U. 2008. Academic staff in Germany per äsperä or ad astra? (In Research Institute for Higher Education. The changing academic profession in international comparative and quantitative perspectives. Hiroshima: Research Institute for Higher Education.         [ Links ])

VAN DER WALT, B.J. 2007. Transforming power. Potchefstroom: Institute for Contemporary Christianity in Africa.         [ Links ]

VAN ZYL, P. 1975. Opvoedkunde. Dl. 1. Braamfontein: De Jong.         [ Links ]

WARNER, N. 2004. Contextual co-operation with universities in Africa. (In Van der Elst, J. & Wolhuter, C.C., eds. Internationalization and human resource development in the African union: challenges for the tertiary education sector. Proceedings of the 7th International Conference of IEASA, International Education Association of South Africa, Potchefstroom Campus, 3-6 September 2006. Potchefstroom: Platinum Press. p. 262-271.         [ Links ]

WEBSTER, E. & MOSOETSA, S. 2002. At the chalk face: managerialism and the changing academic workplace, 1995-2000. Transformation, 48:59-82.         [ Links ]

WILSON, B. 2008. How Jesus became Christian. London: Phoenix.         [ Links ]

WOLHUTER, C.C. 1999. Sociaal-wetenschappelijke literatuur over onderwijs in Zuid-Afrika: van verzuiling tot eensgezindheid vanuit verscheidenheid. Pedagogische studiën, 76:361-370.         [ Links ]

WOLHUTER, C.C., HIGGS, P., HIGGS, L.G. & NTSHOE, I.M. 2009. Recklessly incorporated by a fifth column: the South African academic profession facing institutional governance. (In Locke, W.D., ed. Governance and management in higher education: the perspective of the academy. New York: Springer.         [ Links ])

ZECHA, G. 2007. Opening the road to values education. (In Aspin, D.N. & Chapman, J.D., eds. 2007. Values education and lifelong learning. Dordrecht: Springer. p. 48-60. (Lifelong learning book series, 10.         [ Links ])

Creative Commons License Todo o conteúdo deste periódico, exceto onde está identificado, está licenciado sob uma Licença Creative Commons