Suchergebnisse

Die Bewertung/Rangfolge der wirtschaftswissenschaftlichen Fakultäten an den Universitäten ist in den USA Standard geworden. Sowohl für Professoren wie für Studenten hat diese Rangfolge im Hinblick auf ihre Lehrtätigkeit/Forschung wie für die späteren Berufschancen eine große Bedeutung. In Südafrika ist bisher noch kein Versuch einer solchen Bewertung unternommen worden. Dieser Beitrag ist der Versuch eines Weges dahin, indem der Zustand der wirtschaftswissenschaftlichen Fakultäten an den Hochschulen einer genauen Analyse unterzogen wird. Dies betrifft den Lehrkörper (Zahl, Qualifikation, Zahlenverhältnis Lehrer/Student), angebotene Kurse und Curricula, Forschungsaktivitäten, Dissertationen. Unter 21 entsprechenden Fakultäten schälten sich als vorläufiges Ergebnis die folgenden fünf besten (in dieser Rangfolge) heraus: Cape Town; Witwatersrand; Stellenbosch; Pretoria; Natal-Durban. (DÜI-Hlb)

A University must grow from seed. It cannot be transplanted from England or Germany in full leaf and bearing … When the American University appears, it will not be a copy of foreign institutions but the slow and natural outgrowth of American social and political habits.This quotation from C. W. Eliot, who was President of Harvard University nearly 100 years ago, provided Sir Eric Ashby with the starting text for his recent Godkin Lectures at Harvard, which have since been published under the title African Universities and Western Tradition. Ashby is concerned with the process through which the universities in Africa, still very much western transplantations, will develop into genuine national universities. He seeks to extend Eliot's prophecy to the universities of Africa, to test there its applicability and its implications.

This article addresses the challenges encountered by doctoral supervisors as they interact with their doctoral students in the contexts of South African universities. In a qualitative study of seven doctoral (PhD) supervisors and six PhD students, data was collected using interviews to examine the challenges supervisors experience as they supervise doctoral students. The PhD students were included in this study in because their responses would confirm or refute supervisor's views/opinions that emanated from their experiences in a social, cultural, and political context. Data analysis showed that doctoral supervisors experienced multiple challenges including overworking, time, and a set of academic characteristics of PhD students. Overall, the results of this study suggest that certain aspects among doctoral students who have completed doctorates in South African context, and their supervisors in different parts of the world would provide a starting point in the understanding of the implications of these aspects and their effect on the selection of doctoral students and the ongoing research in doctoral supervision in the South African context. doctoral supervision.

This paper is concerned with the role and responsibilities of Americans who go to African universities to profess, and with the rationale of such undertakings.In some ways, this may seem to be a threadbare topic. The values to be achieved from such transcultural experiences have long been assumed. At least since World War II and Senator Fulbright's great initiatives, teaching abroad has been a favored activity. Yet recently we have taken a more skeptical view. The Fulbright and other programs are in some disarray in Africa today, and there is no longer much enthusiasm, in official "development circles," for exporting university teachers.

Much literature focusing on the academy is concerned with the spread of neo-liberalism into the university sector. We argue that universities in Canada are operating in an era of "accountability governance," with ideologies, discourses, and practices centred on quality, accountability, and efficiency. We explore the interplay between accountability governance as a regime of power and the work of faculty associations, especially as they strive to preserve faculty members' professional autonomy and control over their academic work. Using in-depth qualitative interviews with executive members of several Ontario university faculty associations, we explore themes of neo-liberalization and corporatization of the university, shrinking faculty budgets, program reviews, and strategic mandates. While opportunities for action and resistance for faculty unions arise, particularly at the level of senate, more militancy and radicalism are not favoured by many members, as political action is often seen as "unprofessional." ; De nombreuses recherches sur l'université étudient la propagation du néo-libéralisme dans le milieu universitaire en général. Nous soutenons que les universités canadiennes opèrent sous un régime de « gestion responsable » avec des idéologies, des discours et des pratiques centrés sur la qualité, l'imputabilité et l'efficacité et nous analysons les effets des régimes de gestion actuels sur le corps professoral universitaire ontarien et sur les façons dont leurs syndicats résistent à l'empiétement de leur autonomie professionnelle. À partir d'entrevues qualitatives avec des dirigeants de plusieurs associations de professeurs universitaires ontariens, nous explorons les thèmes de la néo-libéralisation et de la corporatisation de l'université, de la réduction des budgets, des révisions de programme et des mandats stratégiques. Alors que des possibilités d'actions et de résistance, particulièrement au Sénat, se présentent aux syndicats, plusieurs membres ne sont pas favorables à une augmentation du militantisme et du radicalisme, considérant souvent l'action politique comme « non professionnelle ».

This Association was founded in 1958 as a meeting point for all American scholars seriously interested in African affairs, and it is now one of the most active organisations in the field. African study in the United States started much earlier, with the pioneering field work of Melville Herskovits, the interest of Lincoln University in the education of young Africans, and the first steps by W. E. B. Du Bois to create a Pan-African movement. During World War II, there were attempts to organise an international conference on Africa. Most academic interest, however, dates from the late 1940's, when the Carnegie Corporation of New York extended its programme of grants to universities for area studies to include the African field, gave funds for fellowships and sent groups of mature scholars to Africa for 'look-see' tours. In the 1950's, the Ford Foundation made major grants to Northwestern, Boston, and Howard Universities, and established a field training fellowship programme under which a majority of the younger Africanists now active in the United States have been trained. Other university programmes have followed; there are now more than 20.