M.Tech. (Fashion) / Advanced studies in fashion design in South Africa have attracted little interest. Master’s studies are limited and doctoral studies are almost non-existent. This situation has resulted in the academic vulnerability of the discipline as a creative and commercial practice. In order to promote and expand research activities and advanced studies within fashion design at the University of Johannesburg, this study contends that it is necessary to develop a systematic understanding of the theoretical and practicing manifestations of fashion design in relation to the nature and process of design and fashion systems. In order to develop a deeper understanding of the interconnection between theory and practice, this study adopts a thematic style and a qualitative methodological approach to the examination of fashion design from the perspectives of history, theory and practice. The study synthesises key ideas from these areas and applies relevant frameworks to review the South African fashion system and to determine the theoretical orientation of selected advanced studies and research activities pursued over the last decade. The study proposes that considerations for the theoretical grounding of advanced studies in fashion design that could be taken into account include the need to: encourage an approach that accommodates the broader theoretical and practical dimensions of fashion design when engaging in advanced studies and research activities; view fashion design within the constellation of specialist design practices integral to ideas of a unitary discipline which could underpin and enrich advanced studies; adopt forward-oriented theoretical foundations for research and advanced studies which would ensure greater and more meaningful connections to practice; develop third- and fourth-order design theory and thinking in advanced studies in any discipline of design; take cognisance of developments in design theory concerning the nature and context of design problems and ensure an understanding of fashion systems and the multiple positioning of fashion designers within such systems.

The purpose of the study was born out of a perceived need to establish an assessment strategy framework for the fashion programme of one Eastern Cape comprehensive university. The study focused on one Eastern Cape comprehensive university. The programme, National Diploma: Fashion, is offered by the university at two campuses (120km apart). Although this programme is currently offered at both of the sites under the auspices of the university, disparity exists in many of the academic functions within the programme. The most challenging is assessment and the implications of a non-existent standard framework for assessment across both campuses. This research undertook to identify a framework that would best serve the Fashion programme of the researched university. Assessment in the context of this study referred to the process of both gathering evidence of student learning as well as assigning grades to that learning. The lack of an assessment framework affects the quality of assessment. Consistency in the assessment process across both campuses is important. At present assessment is not consistent as it is done independently on each campus. This lack of consistency could prove to favour students at the one campus while marginalizing students at the other campus and vice versa. Inconsistency arises from staff having no common assessment framework to refer to when assessment takes place. This study was a case study. Interviews were conducted with a sample of lecturers and students from both sites. A document analysis of relevant policies was done. The documents included the Higher Education Quality Committee document Criteria for Programme Accreditation, 2004, the South African Qualification Authority document Criteria and Guidelines for Assessment of NQF Registered Unit Standards and Qualifications, 2001, and the South African Qualification Authority document Guidelines for Integrated Assessment, 2005. University policy documents pertaining to assessment were also included in the research.The findings of this study lead to the conclusion that there is no clear assessment framework currently in place for the National Diploma: Fashion at one Eastern Cape comprehensive university. The assessment methods currently in use are not fully understood and comprehended by lecturers or students. The assessment types are limited with little or no variety as to how assessment is practiced. Although continuous assessment is advocated in the department, a lack of understanding by lecturers and students as to the true practice of continuous assessment is evident. Much of the assessment is done at the end of a teaching module, rather than embedded in the teaching module. This means that assessment is done of learning rather than for learning.

This qualitative modified case study was constructed to investigate U.S. facultymembers’ perceptions of cultural differences in the Chinese classroom and how they learn to cope with and adapt to these differences in their teaching practice. The study is based on the following assumptions: (1) U.S. visiting faculty members will not easily share their insights and their personal experiences of teaching in China. (2) Some U.S. faculty might not care to change their teaching methods because of the short-term overseas teaching assignments. (3) U.S. faculty members are willing to embrace different cultures. The study site is at a U.S. fashion college. The primary data sources were collected from an in-depth interview with 22 U.S. faculty members who teach in China and the Philosophical of Adult Education Inventory. This modified case study seeks to understand how U.S. instructors who teach in China on a short-term basis, learn to adapt to an entirely different culture as they confront it in their classrooms. The major findings of this study suggest that the participants were aware of the cultural differences between Chinese classrooms and American classrooms. The participants also encountered substantial cultural-based obstacles in China, which they overcame through the use of new teaching styles. Moreover, the findings identified two dissimilar perspectives: (1) Maintainers, those who do not change or adjust much in their teaching style, (2) Enthusiasts, those who make adjustments to their teaching style in order to accommodate the Chinese students' needs, augmenting the students’ learning outcomes. The overarching recommendation from this study suggests that both the U.S. Apparel University and the China Yifang program administrators are advised to implement an action research study every 4 to 6 years to examine and fine-tune the existing collaboration program.