The interplay between structure, culture and agency on student learning and academic development activities – a trajectory of the University of Namibia
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Date
2018
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
University of Namibia
Abstract
Higher Education Institutions have reached the end of their
lifespans, unless we reinvent them to fit the constantly changing
context. This paper is a reflective piece interrogating the impact of
the context (internationally, regionally, nationally and institutionally)
on student learning and academic development and its implications
for the Higher Education Institutions (HEI) in Namibia. It is part
of a reflective practice required in the Postgraduate Diploma of
Higher Education for Academic Developers at Rhodes University.
The diploma requires that practitioners should develop a greater
self-awareness of the nature and the impact of their performance,
an awareness that creates opportunities for professional growth
and development. The maximum benefits from reflection are said
to occur when participants value their personal and intellectual
growth and they have time to engage in meaning-making
processes using systematic, rigorous and disciplined ways of
thinking rooted in scientific inquiries. The course prescribed
contextual anchors to make this learning episode meaningful.
Consequently, a sociology theoretical framework that explains
the interrelations of social structure, culture, and human agency,
has been utilized as a lens for this reflective analysis. For that
reason, data is based on empirical experiences and observations
(culture), the actual legislations and policies of Higher Education
Institutions (HEIs) (structure), and documents analysis by an
academic developer (human agent). In the light of analysing
the context, the constraining and enabling factors for academic
development and student learning are exposed. The discussion
ends with a proposal of a new agenda to enhance student learning
and academic development at HEIs in Namibia.
Description
Keywords
Academic development, Trajectory, Student learning
Citation
Shalyefu, R.K. (2018). The interplay between structure, culture and agency on student learning and academic development activities – a trajectory of the University of Namibia. Namibia CPD Journal for Educators, 4(1), 69-87.