Videos by Ruth Andrews (Ph.D)
Monitoring and evaluation (M&E) provides ways to engage educators in active learning and reflecti... more Monitoring and evaluation (M&E) provides ways to engage educators in active learning and reflection (Mayana, 2020). By connecting M&E to the Theory of Change (ToC) it becomes possible to evaluate theories motivating programmes and initiatives working for social change. The ToC is focused not just on generating knowledge about whether an intervention is effective, but also on explaining what methods it uses to be effective and how the intervention will lead to expected intended outcomes (Vogel, 2012).Monitoring may be defined as “an ongoing process by which stakeholders obtain regular feedback on the progress being made towards goals and objectives. Monitoring is an important source of information for experiential learning evaluation. Evaluation is defined by Patton (2017) as “the systematic collection of information to make judgments, improve program effectiveness and/ or generate knowledge to inform decisions about future programs.” 36 views
The Stellenbosch University Teaching & Learning Policy states that holistic development of stude... more The Stellenbosch University Teaching & Learning Policy states that holistic development of students involves integrating the curriculum and co-curriculum. The co-curriculum fulfils a role in graduate attributes acquisition, linking graduate attributes to a competency framework for implementation through in and out-of-class learning experiences for non-degree purposes. Wide varieties of co-curricular activities are available for students’ holistic development.
At SU, co-curricular learning is competency-based, to allow for the development and assessment of capabilities which articulate with the world of work, with society and social justice, and with disciplinary knowledges.
This presentation covers the Co-curriculum Office’s journey from 2018 to present in developing a robust and well researched Competency Framework to further strengthen student capabilities in implementing in-and out-of-class learning experiences to facilitate the acquisition of the graduate attributes. 5 views
Designing for Transformative Experiential Learning - Module Outline, as to what students can expe... more Designing for Transformative Experiential Learning - Module Outline, as to what students can expect in terms of learning methodology and student learning outcomes for the duration of the module. 47 views
The rapid shifts in the world of work are complex, students need to develop competencies skills a... more The rapid shifts in the world of work are complex, students need to develop competencies skills and capabilities for a world that will require virtual intelligence and computational skills. The University is currently developing a Co-Curriculum Competency Framework that will address the developmental needs of our graduates in response to a VUCA world, a world filled with Volatility, Uncertainty; Complexity and Ambiguity. Competencies are carefully aligned to outcomes and activities that will develop transferable knowledge skills and capabilities, dispositions and traits. Students develop understanding and ability to influence global and cultural issues, be able to learn from and work with people of diverse backgrounds, more importantly how to lead ethically and authentically. This fosters development of behaviors and patterns that include caring for the environment and creating social harmony, flexible attitudes and developing a deep appreciation for our shared humanity. 12 views
The Shared Humanity Module (SH Module), conceptualised and piloted in 2019, premises a socially j... more The Shared Humanity Module (SH Module), conceptualised and piloted in 2019, premises a socially just civil society that is able to address the humanitarian challenges of our time, and protect the rights and freedoms of all people as enshrined in the Universal Declaration of Human Rights, The Bill of Rights and the Constitution of the Republic of South Africa, 1996. The Shared Humanity Module is offered as an interdisciplinary module to registered students in the 2nd-year of studies and beyond, with representation from all ten SU faculties. Kahneman (2011) states that the individual’s inherent bias and prejudiced way of seeing the world can be stemmed through the awareness of self and our role in creating the conditions for social justice or injustice to prevail. This conceptual understanding of our embodiment and personal identity as dialectically linked to our expression through actions and projects we take up creates the mechanisms to explore ways of shaping self-awareness. 10 views
Designing for Transformative Experiential Learning - Syllabus
Teaching the principles of desig... more Designing for Transformative Experiential Learning - Syllabus
Teaching the principles of designing for transformative experiential learning via asynchronous and synchronous learning modality. 3 views
Monitoring and evaluation in higher education teaching and learning is often overlooked or only c... more Monitoring and evaluation in higher education teaching and learning is often overlooked or only considered at the end of the implementation phase. Ideally this should be incorporated as part of the learning design phase.Demystifying the jargon for learning partners is crucial to ensure strong collaborative partnership. 37 views
Programmatic monitoring and evaluation is often the step-child of programme design. The Logic Fra... more Programmatic monitoring and evaluation is often the step-child of programme design. The Logic Framework is currently being used in the experiential learning domain at Stellenbosch University as a quality assurance mechanism as well as assuring programmatic impact. 10 views
Higher education practitioners often shy away from competency based education due to the mixed un... more Higher education practitioners often shy away from competency based education due to the mixed understandings of terminology as well as the confusion of competencies in relation to student learning outcomes. This teach-video forms part of the Designing for Transformative Experiential Learning Module at Stellenbosch University, helps to make sense of some of the jargon in the field of competency based education. 64 views
Papers by Ruth Andrews (Ph.D)
ABSTRACT The purpose of the study underpinning this thesis was to explore the tensions experience... more ABSTRACT The purpose of the study underpinning this thesis was to explore the tensions experienced by university leaders as they balance politics, power and the academic project whilst pursuing their ultimate concerns in the world. Universities are undergoing constant change, particularly in the present time of hypercomplexity, where the discourses of globalisation and neoliberalism condition higher education institutions and their leaders. This predisposes universities to operate as a market economy rather than as a public good. University leaders are under immense pressure as they seek to reposition themselves and exercise their agency in steering their institutions in a landscape fraught with complexity and contestation about the very nature of the modern university. The study was located in a traditional university in South Africa, which added another layer of complexity given the history of Apartheid and, the use of education as a means of discriminating against the black majority population, and the subsequent attempts by the government to transform the system following the first democratic election of 1994. Bhaskar’s (1989) critical realism and Archer’s (1998, 2000) social realism were used to frame the study theoretically. Bhaskar argues for the understanding of the world as an ‘open system’ in which experiences and events emerge from the tendential interplay of mechanisms at a layer of reality not directly accessible to empirical observation. Archer’s (2000) social realism draws on critical realism to provide a set of tools that allows an exploration of the social world in more detail. This study draws on the tools of analytical dualism, or the temporary separation of structure, culture and agency for analytical purposes, and Archer’s (1998) morphogenetic framework, which allows for the exploration of change, or non-change, over time. The overarching goal of the study was to explore how leaders at one South African university were enabled and constrained as they exercised their agency in the pursuit of projects they had identified to address their ultimate concerns about the world more generally and higher education in particular. However, the study also sought to explore the construct of leadership itself in a specific context by using Archer’s (2007, 2012) theoretical work on reflexivity. The study drew on in-depth interviews with senior leaders at the institution, including two vice-chancellors. The interviews were subjected to analysis, and the inferential tools of abduction and retroduction were used to identify the interplay of mechanisms located at the level of the Real, the deepest layer of reality posited by Bhaskar (1978), which led to the events and experiences reported by leaders. A literature review was used to identify additional theories that were used in the processes of abduction and retroduction. The study revealed that change, or rather non-change, is often concealed in cultural rhetoric veiled in leadership practices in acts assimilating past ideology and codified rules and practices with new codified rules and practices. Leaders often draw on powerful relational networks as they reflexively exercise their agency, and these networks can also work to constrain change.
Journal of Student Affairs in Africa, Dec 1, 2020
The Universal Declaration of Human Rights states that All human beings are born free and equal in... more The Universal Declaration of Human Rights states that All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of humanity. Covid 19 has revealed deep fissures and inequalities in society with the ever-increasing marginalisation of people groups and communities due to poverty, stigmatisation, and prejudice. The pandemic revealed the injustices that cleave our everyday lives as 9 million economically vulnerable children could not access a single meal a day due to the lockdown and cessation of the National School Nutrition Programme. School closures affected 13 million children as access to technology limited their ability to continue their education. Injustices, in their many forms, continue to relentlessly dismantle the work of collectives who seek the realisation of the ideals of the South African Constitution that calls for a transformed society.
Dear Students and Partners in all things Experiential Learning
Succeeding Academically and Psy... more Dear Students and Partners in all things Experiential Learning
Succeeding Academically and Psychosocially Through Experiential Learning
As you embark on this transformative chapter of your academic life, I want to share with you an invaluable opportunity that has the potential to elevate your learning experience and set you on a path of personal and professional
growth – the Experiential Education Prospectus.
Within the dynamic landscape of education, we recognise that the classroom serves as just one facet of a wholistic learning experience. The SU Experiential Education Prospectus opens the door to a world where theory meets practice, offering a hands-on, real-world dimension to your academic pursuits.
Here are a few compelling reasons why you should consider integrating experiential learning opportunities as part of your tenure at the university:
1. Practical Application of Knowledge: Experience firsthand the application of theoretical concepts in real-world scenarios. This practical approach not only
reinforces your understanding of course material but also hones your problem-solving and critical-thinking abilities.
2. Personal Growth and Confidence Building: Stepping beyond the confines of traditional learning environments fosters personal growth and builds confidence. Embracing experiential learning empowers you to overcome challenges, adapt to new environments, and emerge as a more resilient and self-assured individual.
3. Professional Development: Immerse yourself in internships, co-op programs, and collaborative projects within student communities, the community at large and industry partners. Engaging with professionals in your field provides not only networking opportunities but also valuable insights into the practicalities of your chosen profession.
4. Enhanced Employability: In today’s competitive job market, employers seek candidates with a blend of academic knowledge and practical experience.
Participation in experiential learning opportunities positions you as a candidate with a unique skill set, setting you apart in your future career.
Your university experience is not solely about earning a degree; it is a journey of preparation for a dynamic and fulfilling future.
This Experiential Education Prospectus serves as a resource to unlock doors to a world of possibilities and personal growth.
I encourage you to seize this opportunity, embrace the challenges, and embark on a journey that will enrich your academic experience and shape the person you are becoming.
Should you have any questions or need further information, please feel free to reach out to the team in the Unit for Experiential Learning within the Centre for Student Life and Learning, we are here for you.
Wishing you a successful and enriching experiential learning journey.
🙌We acknowledge all who contributed towards the Experiential Education Prospectus 2024 publication. Your contributions are valued and appreciated🙌
Journal of Student Affairs Africa, 2020
Experiential Education as Pedagogy for Social Justice, Praxis and Practice for Shaping 21st‑Centu... more Experiential Education as Pedagogy for Social Justice, Praxis and Practice for Shaping 21st‑Century Global Citizen Leaders
Stellenbosch University’s Division Student Affairs, Centre for Student Leadership, Experiential Education end Citizenship’s Co-curriculum Office, presented the Stellenbosch University Experiential Education Conference (SUEEC) from 10 to 11 November 2020. This was Stellenbosch University’s first online conference and a first in South Africa and Africa focusing on experiential education and social justice. This two-day virtual higher
education conference was designed with experiential educators in civil society, university student affairs practitioners, and academics from across the world.
The conference theme of ‘Experiential education as pedagogy for social justice: praxis and practice for shaping 21st-century global citizen-leaders’ emerged even more pertinent at a time of mass global upheaval, uncertainty, and humanitarian crises. The intention of the SUEEC was to spotlight emerging trends and transitions in the higher education experiential learning domain and the intersections thereof with social justice and the formation of the global citizen leader. To accomplish the above entailed inviting world-renowned keynote speakers and subject matter experts, and to call for abstracts, master classes
and exemplars (examples of best practice in experiential education).
This thesis explores the Where Leaders Learn slogan of Rhodes University. It does this bymeans of... more This thesis explores the Where Leaders Learn slogan of Rhodes University. It does this bymeans of an analysis of discourses constructing leadership and leadership developmentwithin the institutional context. The discourse analysis was made possible as a result of interviews with a range of people involved in leadership and leadership development at theUniversity. The analysis revealed that leadership development is constructed as taking place within ahighly structured system that enables instructional and managerial leadership butconstrains transformational leadership. The discourses that give meaning andunderstanding to the construct of leadership draw heavily on position within a hierarchy.The discourse of functional efficiency is enabled through practices related to reward,recognition, succession planning and mentorship which all serve to replicate the existingleadership structures creating more of the same and in essence stifling the potential for emancipatory leadership.The analysis also shows that a discourse of collegiality serves to create a false sense of acommon understanding of leadership in the light of evidence of uncertainty andcontestation around the meaning of the slogan Where Leaders Learn and, by association,the very construct of leadership. The discursive process of understanding leadership and developing an institutional theoryfor the purposes of infusing this into a curriculum poses many challenges. Barriers to newways of thinking reside within the researchers' ontological and epistemologicalcommitments. This amplifies the need for a more reflective ontology towards leadershipand its consequences, especially so in a multidisciplinary environment such as RhodesUniversity.
Teaching Documents by Ruth Andrews (Ph.D)
Designing for Transformative Experiential Learning
The Designing for Experiential Learning teaches the art of designing experiential learning opport... more The Designing for Experiential Learning teaches the art of designing experiential learning opportunities that are transformative to the learner, educator, and context.
Designing for social justice advocacy is a 6-step process taught to the 4th Year medical students... more Designing for social justice advocacy is a 6-step process taught to the 4th Year medical students at the Stellenbosch University Faculty of Medical Health Sciences. Students engage in the process of design thinking using story telling as methodology.
Shared Humanity Module - Elements of critical thinking model
Shared Humanity Module Learning Journey
Co-Curriculum Academic Transcript Recognition
When Elon University in the US opted to combine cur... more Co-Curriculum Academic Transcript Recognition
When Elon University in the US opted to combine curriculum and co-curriculum achievements on one academic transcript, the response from students as well as employers was overwhelmingly positive. Not only does the singular transcript provide credibility for co-curricular achievements, it reflects a holistic view of the student learning and development experience. Employers state that they are more willing to employ a student that had experiential learning on their academic transcript .
At SU, the Co-curriculum Recognition Committee chaired by the Registrar, is tasked with applying the same rigorous academic quality assurance principles to all co-curriculum programmes and activities as well as its related assessment processes. Activities must meet academic quality assurance criteria in order to be considered for recognition on the SU curriculum transcript. Students are able to have selected co-curriculum programmes and activities formally recognised on their academic transcript along with their academic qualification. The academic transcript recognition process certifies the acquisition of competencies and validates student engagement and wholistic development. It serves to assure employers that the same measures for degree acquisition is followed in terms of assessing and evaluating co-curriculum competencies and skills. Acknowledging student co-curricular achievements on the Academic transcript therefore becomes a key motivator in creating a culture of engagement as students take ownership of their educational journey at the University.
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Videos by Ruth Andrews (Ph.D)
At SU, co-curricular learning is competency-based, to allow for the development and assessment of capabilities which articulate with the world of work, with society and social justice, and with disciplinary knowledges.
This presentation covers the Co-curriculum Office’s journey from 2018 to present in developing a robust and well researched Competency Framework to further strengthen student capabilities in implementing in-and out-of-class learning experiences to facilitate the acquisition of the graduate attributes.
Teaching the principles of designing for transformative experiential learning via asynchronous and synchronous learning modality.
Papers by Ruth Andrews (Ph.D)
Succeeding Academically and Psychosocially Through Experiential Learning
As you embark on this transformative chapter of your academic life, I want to share with you an invaluable opportunity that has the potential to elevate your learning experience and set you on a path of personal and professional
growth – the Experiential Education Prospectus.
Within the dynamic landscape of education, we recognise that the classroom serves as just one facet of a wholistic learning experience. The SU Experiential Education Prospectus opens the door to a world where theory meets practice, offering a hands-on, real-world dimension to your academic pursuits.
Here are a few compelling reasons why you should consider integrating experiential learning opportunities as part of your tenure at the university:
1. Practical Application of Knowledge: Experience firsthand the application of theoretical concepts in real-world scenarios. This practical approach not only
reinforces your understanding of course material but also hones your problem-solving and critical-thinking abilities.
2. Personal Growth and Confidence Building: Stepping beyond the confines of traditional learning environments fosters personal growth and builds confidence. Embracing experiential learning empowers you to overcome challenges, adapt to new environments, and emerge as a more resilient and self-assured individual.
3. Professional Development: Immerse yourself in internships, co-op programs, and collaborative projects within student communities, the community at large and industry partners. Engaging with professionals in your field provides not only networking opportunities but also valuable insights into the practicalities of your chosen profession.
4. Enhanced Employability: In today’s competitive job market, employers seek candidates with a blend of academic knowledge and practical experience.
Participation in experiential learning opportunities positions you as a candidate with a unique skill set, setting you apart in your future career.
Your university experience is not solely about earning a degree; it is a journey of preparation for a dynamic and fulfilling future.
This Experiential Education Prospectus serves as a resource to unlock doors to a world of possibilities and personal growth.
I encourage you to seize this opportunity, embrace the challenges, and embark on a journey that will enrich your academic experience and shape the person you are becoming.
Should you have any questions or need further information, please feel free to reach out to the team in the Unit for Experiential Learning within the Centre for Student Life and Learning, we are here for you.
Wishing you a successful and enriching experiential learning journey.
🙌We acknowledge all who contributed towards the Experiential Education Prospectus 2024 publication. Your contributions are valued and appreciated🙌
Stellenbosch University’s Division Student Affairs, Centre for Student Leadership, Experiential Education end Citizenship’s Co-curriculum Office, presented the Stellenbosch University Experiential Education Conference (SUEEC) from 10 to 11 November 2020. This was Stellenbosch University’s first online conference and a first in South Africa and Africa focusing on experiential education and social justice. This two-day virtual higher
education conference was designed with experiential educators in civil society, university student affairs practitioners, and academics from across the world.
The conference theme of ‘Experiential education as pedagogy for social justice: praxis and practice for shaping 21st-century global citizen-leaders’ emerged even more pertinent at a time of mass global upheaval, uncertainty, and humanitarian crises. The intention of the SUEEC was to spotlight emerging trends and transitions in the higher education experiential learning domain and the intersections thereof with social justice and the formation of the global citizen leader. To accomplish the above entailed inviting world-renowned keynote speakers and subject matter experts, and to call for abstracts, master classes
and exemplars (examples of best practice in experiential education).
Teaching Documents by Ruth Andrews (Ph.D)
When Elon University in the US opted to combine curriculum and co-curriculum achievements on one academic transcript, the response from students as well as employers was overwhelmingly positive. Not only does the singular transcript provide credibility for co-curricular achievements, it reflects a holistic view of the student learning and development experience. Employers state that they are more willing to employ a student that had experiential learning on their academic transcript .
At SU, the Co-curriculum Recognition Committee chaired by the Registrar, is tasked with applying the same rigorous academic quality assurance principles to all co-curriculum programmes and activities as well as its related assessment processes. Activities must meet academic quality assurance criteria in order to be considered for recognition on the SU curriculum transcript. Students are able to have selected co-curriculum programmes and activities formally recognised on their academic transcript along with their academic qualification. The academic transcript recognition process certifies the acquisition of competencies and validates student engagement and wholistic development. It serves to assure employers that the same measures for degree acquisition is followed in terms of assessing and evaluating co-curriculum competencies and skills. Acknowledging student co-curricular achievements on the Academic transcript therefore becomes a key motivator in creating a culture of engagement as students take ownership of their educational journey at the University.
At SU, co-curricular learning is competency-based, to allow for the development and assessment of capabilities which articulate with the world of work, with society and social justice, and with disciplinary knowledges.
This presentation covers the Co-curriculum Office’s journey from 2018 to present in developing a robust and well researched Competency Framework to further strengthen student capabilities in implementing in-and out-of-class learning experiences to facilitate the acquisition of the graduate attributes.
Teaching the principles of designing for transformative experiential learning via asynchronous and synchronous learning modality.
Succeeding Academically and Psychosocially Through Experiential Learning
As you embark on this transformative chapter of your academic life, I want to share with you an invaluable opportunity that has the potential to elevate your learning experience and set you on a path of personal and professional
growth – the Experiential Education Prospectus.
Within the dynamic landscape of education, we recognise that the classroom serves as just one facet of a wholistic learning experience. The SU Experiential Education Prospectus opens the door to a world where theory meets practice, offering a hands-on, real-world dimension to your academic pursuits.
Here are a few compelling reasons why you should consider integrating experiential learning opportunities as part of your tenure at the university:
1. Practical Application of Knowledge: Experience firsthand the application of theoretical concepts in real-world scenarios. This practical approach not only
reinforces your understanding of course material but also hones your problem-solving and critical-thinking abilities.
2. Personal Growth and Confidence Building: Stepping beyond the confines of traditional learning environments fosters personal growth and builds confidence. Embracing experiential learning empowers you to overcome challenges, adapt to new environments, and emerge as a more resilient and self-assured individual.
3. Professional Development: Immerse yourself in internships, co-op programs, and collaborative projects within student communities, the community at large and industry partners. Engaging with professionals in your field provides not only networking opportunities but also valuable insights into the practicalities of your chosen profession.
4. Enhanced Employability: In today’s competitive job market, employers seek candidates with a blend of academic knowledge and practical experience.
Participation in experiential learning opportunities positions you as a candidate with a unique skill set, setting you apart in your future career.
Your university experience is not solely about earning a degree; it is a journey of preparation for a dynamic and fulfilling future.
This Experiential Education Prospectus serves as a resource to unlock doors to a world of possibilities and personal growth.
I encourage you to seize this opportunity, embrace the challenges, and embark on a journey that will enrich your academic experience and shape the person you are becoming.
Should you have any questions or need further information, please feel free to reach out to the team in the Unit for Experiential Learning within the Centre for Student Life and Learning, we are here for you.
Wishing you a successful and enriching experiential learning journey.
🙌We acknowledge all who contributed towards the Experiential Education Prospectus 2024 publication. Your contributions are valued and appreciated🙌
Stellenbosch University’s Division Student Affairs, Centre for Student Leadership, Experiential Education end Citizenship’s Co-curriculum Office, presented the Stellenbosch University Experiential Education Conference (SUEEC) from 10 to 11 November 2020. This was Stellenbosch University’s first online conference and a first in South Africa and Africa focusing on experiential education and social justice. This two-day virtual higher
education conference was designed with experiential educators in civil society, university student affairs practitioners, and academics from across the world.
The conference theme of ‘Experiential education as pedagogy for social justice: praxis and practice for shaping 21st-century global citizen-leaders’ emerged even more pertinent at a time of mass global upheaval, uncertainty, and humanitarian crises. The intention of the SUEEC was to spotlight emerging trends and transitions in the higher education experiential learning domain and the intersections thereof with social justice and the formation of the global citizen leader. To accomplish the above entailed inviting world-renowned keynote speakers and subject matter experts, and to call for abstracts, master classes
and exemplars (examples of best practice in experiential education).
When Elon University in the US opted to combine curriculum and co-curriculum achievements on one academic transcript, the response from students as well as employers was overwhelmingly positive. Not only does the singular transcript provide credibility for co-curricular achievements, it reflects a holistic view of the student learning and development experience. Employers state that they are more willing to employ a student that had experiential learning on their academic transcript .
At SU, the Co-curriculum Recognition Committee chaired by the Registrar, is tasked with applying the same rigorous academic quality assurance principles to all co-curriculum programmes and activities as well as its related assessment processes. Activities must meet academic quality assurance criteria in order to be considered for recognition on the SU curriculum transcript. Students are able to have selected co-curriculum programmes and activities formally recognised on their academic transcript along with their academic qualification. The academic transcript recognition process certifies the acquisition of competencies and validates student engagement and wholistic development. It serves to assure employers that the same measures for degree acquisition is followed in terms of assessing and evaluating co-curriculum competencies and skills. Acknowledging student co-curricular achievements on the Academic transcript therefore becomes a key motivator in creating a culture of engagement as students take ownership of their educational journey at the University.
The rapid shifts in the world of work are complex, students need to develop competencies skills and capabilities for a world that will require virtual intelligence and computational skills. The University is currently developing a Co-Curriculum Competency Framework that will address the developmental needs of our graduates in response to a VUCA world, a world filled with Volatility, Uncertainty; Complexity and Ambiguity. Competencies are carefully aligned to outcomes and activities that will develop transferable knowledge skills and capabilities, dispositions and traits. Students develop understanding and ability to influence global and cultural issues, be able to learn from and work with people of diverse backgrounds, more importantly how to lead ethically and authentically. This fosters development of behaviors and patterns that include caring for the environment and creating social harmony, flexible attitudes and developing a deep appreciation for our shared humanity.
PERSONAL SKILLS:
Skills that demonstrate the ability to act responsibly towards others and self, showing respect; adaptability; care; understanding the humanity of others
Emotional Intelligence (Bar-on Model)
Resilience: the ability to self-regulate one’s emotions. In rapidly changing unpredictable environments highly resilient individuals are able to maintain a positive emotional state. Resilient people are able to influence converse situations towards constructive outcomes.
PEOPLE SKILLS
The ability to leverage off diversity and to engage well within a broad spectrum; being able to manage culture and diversity through building effective relationships.
This capability feeds directly into social intelligence through the ability to take cross-cultural differences into account when leading and working with diverse groups of people.
APPLIED KNOWLEDGE
Interactive team cognition and adaptive style thinking - moving towards a world where technology is a team member. Sense-making skills will become crucial in a world with mechanical systems and algorithms as key decision-making instruments.
WORKPLACE SKILLS
Media literacy requires the ability to mediate messages or information conveyed by media in the digital age. Core will be social media and communications on multiple platforms.
Design Mindset is an approach to problem solving for real-world situations as well as intangible services. Described as the actuation of thoughts and beliefs into organisational processes. Also considered as human-centered capability, requiring new insights and solutions to problems
Transdisciplinary Approaches is the integration of disciplines such as health sciences; law; engineering etc. Considered an important tool for life-long learning.
Stellenbosch University (South Africa) have taken a different approach, and have developed their own in-house tools to assess the impact of their activities.
This session will present both case studies, and enable attendees to understand the tools available for measuring intercultural competencies.
Grounded in Dewey’s conceptions of authenticity in instructional activities (Dewey, 1916; Dewey, 1938) and Vygotsky’s notions of social learning (Vygotsky, 1978), experiential learning overtly connects knowledge development to interaction and environmental experiences (Kolb, 1984).•The need for formal education to be transformed in order to address the pressing challenges of the 21st century. (Scott, 2015; Saavedra & Opfer, 2012; Robinson, 2006).
The Rationale for Experiential Education as Pedagogy
•The pressing need for a pedagogical innovation. (Romano et al. 2017)
•Experiential education and active learning approaches can increase student engagement and deepen learning. (Druckman and Ebner 2008 ; Levintova et al. 2011)
•Experiential learning approaches have also been found to be effective pedagogical tools for teaching about the complexity and multidimensionality of conflicts (Elias 2014 ; Powers and Kirkpatrick 2013 ; Shaw 2004 ; Sjostedt 2015 ).
This paper explores higher educational leadership through the lenses of Social Realism and its explanatory theory of Analytical Dualism
[1] The renowned Leadership theorist Burns (1978), describes leadership as activity directed towards the ‘accomplishment of goals established by or for a group/organisation/society’ the leader forms part of (Price, 2006: 96).
[2] Ethical leadership for the purposes of this study is defined as a demonstration of “normatively appropriate conduct through personal actions and interpersonal relationships” as well actively encouraging ethical behavior “in followers through communication, reinforcement and decision-making” (Brown, 2007: 141).
[3] Ethics, derivative from the Greek traditional philosophical word Ethikos or Ethos refers to the character of a human and the ability to distinguish right from wrong (Fox, 2010)
The presentation, A snapshot of students and educators in experiential learning: Through the lens of MERL (Monitoring, Evaluation, Research and Learning), was presented at a Division: Student Affairs Research Morning at Stellenbosch University. The presentation focuses on the work done to develop systems and processes for the out-of-classroom student experience as evidence-based knowledge and skills acquisition. Students completing experiential learning initiatives that are formally assessed receive academic transcript recognition.
The experiential learning competency framework comprises 7 domains or clusters of competencies that are benchmarked at the industry level as the top 21st-century skills every student needs to have the opportunity to develop before graduation. The competency framework has progression scales that ensure a developmental pathway for skills acquisition can be mapped throughout a 3-year degree and beyond.
A Transformative Student Experience
Institutional goals to achieve a transformative student experience
•Provide a unique, personalised student experience that serves as a catalyst for transformational change amidst opportunities for engagement and development through a first-class academic offering, which prepares graduates to lead and excel in a diverse world.
•Develop our students’ graduate attributes so that they can be 21st-century citizens and achieve their full potential.
•Strengthen strategic enrolment management to enhance access and inclusivity.
•Enhance our student success rate through educational innovation.
•Deliver comprehensive, premium-quality support services to our student community.
•Enhance and expand engagement opportunities for our substantial alumni community.
•Create relevant opportunities for work-integrated learning towards a successful career and positive societal impact.
At Stellenbosch University, co-curricular learning is competency-based, to allow for the development and assessment of capabilities which articulate with the world of work, with society and social justice, and with disciplinary knowledges.
This presentation covers the Co-curriculum Office’s journey from 2018 to present in developing a robust and well researched Competency Framework to further strengthen student capabilities in implementing in-and out-of-class learning experiences to facilitate the acquisition of the graduate attributes as defined by Stellenbosch University. The Co-curriculum Office received FINLO funding in 2020 towards exploring the development of competency assessment tools for use in the co-curriculum as well as the curriculum. Research (e.g. Dreyfus, Miller, Ten Cate, Van der Vleuten, McClelland, Prifti); a series of competency design workshops together with practical work has been over time to develop competency-based assessment skills and tools. This project is a South African first within an academic environment, that will achieve the full integration of curriculum & co-curriculum experiential learning with behavioural assessment rubrics in learning design.
The purpose of the study underpinning this thesis was to explore the tensions experienced by university leaders as they balance politics, power and the academic project whilst pursuing their ultimate concerns in the world.
Universities are undergoing constant change, particularly in the present time of hypercomplexity, where the discourses of globalisation and neoliberalism condition higher education institutions and their leaders. This predisposes universities to operate as a market economy rather than as a public good. University leaders are under immense pressure as they seek to reposition themselves and exercise their agency in steering their institutions in a landscape fraught with complexity and contestation about the very nature of the modern university.
The study was located in a traditional university in South Africa, which added another layer of complexity given the history of Apartheid and, the use of education as a means of discriminating against the black majority population, and the subsequent attempts by the government to transform the system following the first democratic election of 1994.
Bhaskar’s (1989) critical realism and Archer’s (1998, 2000) social realism were used to frame the study theoretically. Bhaskar argues for the understanding of the world as an ‘open system’ in which experiences and events emerge from the tendential interplay of mechanisms at a layer of reality not directly accessible to empirical observation. Archer’s (2000) social realism draws on critical realism to provide a set of tools that allows an exploration of the social world in more detail. This study draws on the tools of analytical dualism, or the temporary separation of structure, culture and agency for analytical purposes, and Archer’s (1998) morphogenetic framework, which allows for the exploration of change, or non-change, over time.
The overarching goal of the study was to explore how leaders at one South African university were enabled and constrained as they exercised their agency in the pursuit of projects they had identified to address their ultimate concerns about the world more generally and higher education in particular. However, the study also sought to explore the construct of leadership itself in a specific context by using Archer’s (2007, 2012) theoretical work on reflexivity.
The study drew on in-depth interviews with senior leaders at the institution, including two vice-chancellors. The interviews were subjected to analysis, and the inferential tools of abduction and retroduction were used to identify the interplay of mechanisms located at the level of the Real, the deepest layer of reality posited by Bhaskar (1978), which led to the events and experiences reported by leaders. A literature review was used to identify additional theories that were used in the processes of abduction and retroduction.
The study revealed that change, or rather non-change, is often concealed in cultural rhetoric veiled in leadership practices in acts assimilating past ideology and codified rules and practices with new codified rules and practices. Leaders often draw on powerful relational networks as they reflexively exercise their agency, and these networks can also work to constrain change.
The Rhodes University leadership developmental processes and practice is located with a highly structured system that enables instructional and managerial leadership but constrains transformational leadership. The discourses that give meaning and understanding to the leadership structures is located within position and hierarchy. The discourse of functional efficiency is enabled through the discourses of reward, recognition, succession planning and mentorship which all serve to replicate the existing leadership structures creating more of the same and in essence stifling the potential for emancipatory leadership.
The discourse of collegiality serves to create a false sense of a common understanding of leadership in the light of evidence of the uncertainty and contestation of the meaning of the slogan 'Where Leaders Learn' and by association the very construct of leadership. The silent discourses of race and gender encultured in the hidden curriculum, add to the complexity and challenge to the understandings of leadership at Rhodes University. The disparate views of leadership structure being hierarchical or flat fuels the hegemonic dynamic of power-as-transaction discourses.
The potential for transformational leadership merge from tensions located within managerial and academic discourses. Institutional identity, learning leadership and communication as discourses offer opportunity for leadership emancipation from the existing structures at the University.
Rhodes University finds itself in a Kairos moment in time as the urgency surrounding the understandings leadership and the construct thereof is amplified institutionally, nationally and globally as Rhodes University markets itself as a place 'Where leaders learn'. The value-rich motto of Strength Courage Truth combined with the slogan of Where leaders learn' carries within the DNA of structural emancipation leading to transformational leadership. The tipping point and chance to turn the tide is upon us, it is our imperative embrace this moment as an act of giving to the future, a world worthy of inheriting.