CHAPTER 9: Research Impact at South African UoTs: Stepwise Cognitive Progression in Applied Doctoral Pedagogy
Year: 2024
Type: article
Abstract: The societal impact of new knowledge and the role of Universities of Technology (UoTs) in its generation is the focus of this chapter. It argues that while the roles of UoTs have become more complex, the guiding principles for postgraduate education knowledge generation role has remained rooted in ‘classical university’ pedagogy. The concern of the chapter is that in developing economies there is a growing debate on the relevance of ‘traditional knowledge creation’ versus ‘practical applications’ knowledge creation. By applying the concept of ‘permeable universities’ to make its point, the chapter examines whether UoTs in South Africa have fully embraced the need to revise and reshape their doctoral pedagogies to generate knowledge relevant to their immediate societal contexts.
Source: Axiom Academic Publishers.
DOI: 10.62869/001c.123965
Authors: Hesta Friedrich-Nel, Ryk Lues
Institution: Central University of Technology
Language: English
Subfield: General Health Professions
Field: Health Professions
Domain: Health Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4402931602