NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ936387
Record Type: Journal
Publication Date: 2011
Pages: 15
Abstractor: As Provided
Reference Count: 51
ISSN: ISSN-1011-3487
Late Entrants into the Academic Profession: Conceptual Constructions of Hope in a Faculty of Education
Bitzer, E. M.; Albertyn, R. M.
South African Journal of Higher Education, v25 n1 p70-84 2011
Professional development of generic black academic staff in South African higher education is viewed against the background of increased emphasis on open dialogue and concern for upward mobility in academe. Open dialogue and liberation create new expectations and challenges for staff. This article describes professional development of academics that embarked on advanced studies in the field of higher education. Using in-depth e-mail conversations with academic staff participating in M.Phil. and Ph.D. programmes, qualitative research was employed to explore developmental experiences. A conceptual framework emerged which reflects the context, process and outcomes of programme participation in formal higher education qualifications. The framework could be the basis for developmental strategies of academic staff--particularly in research-oriented universities with late entrants from a variety of non-traditional backgrounds. Benefits will impact on delivery of quality higher education to the student body and thus contribute to the broader transforming education context in South Africa. (Contains 1 figure.)
Unisa Press. Preller Street, P.O. Box 392, Muckleneuk, Pretoria 0003, South Africa. Tel: +27-24-298960; Fax: +27-24-293449; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa