Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010. / Bibliography / ENGLISH ABSTRACT: This dissertation is an interpretive analysis of the meanings and understanding of the
construct 'service' in its relation to scholarly engagement with external non-academic
communities at curricular level. The study links to other studies relating to community
engagement in higher education or focusing on internal service to the university community,
but it is unique in its theorising of service with and in external non-academic communities.
The specific aim of the study was to develop a theoretical framework to view, understand,
analyse and evaluate scholarly-related service activities which represent the community
component of experiential learning pedagogies.
The primary data for the study were generated through unstructured interviews with the four
actor groups participating in such activities, namely module coordinators, students,
community organisation representatives and community members. Their responses were
interpreted, analysed and triangulated through grounded theory methodology.
A substantive theory consisting of four interrelated processes, through which these activities
take place, was developed culminating in a theoretical framework that integrates the four
processes into one coherent process of cyclical interchange of social commodities. In this
process there is a reciprocation of scholarly service and community service where the latter
represents the service of the community to the university culminating in the interchange of
tangible and intangible products that represent the commodities. The co-creation of useful
contextual knowledge represents the ultimate outcome of this process through an interchange
of tacit, codified and implicit knowledge of professionals and laymen in society. The
theoretical framework provides a better understanding of the difference between the
relationships with external communities and the actual service actions that take place during
scholarly service activities. Within such understanding the framework suggests rethinking of
how service activities are planned and integrated in community engagement at curricular
level. / AFRIKAANSE OPSOMMING: Hierdie proefskrif is 'n interpretatiewe ontleding van die betekenisse en begripsverband van
die konstruk "diens" op 'n kurrikulêre vlak binne die vakkundige interaksie met eksterne nieakademiese
gemeenskappe. Die studie hou verband met ander studies oor
gemeenskapsinteraksie binne die hoër onderwys asook dié wat fokus op interne diens aan die
universiteitsgemeenskap. Die studie is egter uniek ten opsigte van die teoretisering van diens
binne en in samewerking met eksterne nie-akademiese gemeenskappe. Die spesifieke doel
van die studie was om 'n teoretiese raamwerk te ontwikkel waardeur wetenskapsverwante
diensaktiwiteite wat die gemeenskapskomponent van ervaringsleerpedagogië verteenwoordig
beskou, verstaan, geanaliseer en geëvalueer kan word.
Die primêre data vir die studie is versamel deur middel van ongestruktureerde onderhoude
met die vier groepe wat 'n rol speel in kurrikulumverwante gemeenskapsdiensaktiwiteite,
naamlik module koördineerders, studente, verteenwoordigers van gemeenskapsorganisasies
en lede uit die gemeenskap. Hulle antwoorde is met behulp van die metodologie van
gefundeerde teorie geïnterpreteer, ontleed en deur kruistoetsing geverifieer.
'n Selfstandige teorie, bestaande uit vier verwante prosesse waardeur hierdie aktiwiteite
plaasvind, is ontwikkel wat uiteindelik beslag gekry het in 'n teoretiese raamwerk wat op sy
beurt die vier prosesse in een koherente proses van sikliese verwisseling van sosiale
kommoditeite integreer. In hierdie proses is daar ’n duidelike verwantskap tussen vakkundige
diens en gemeenskapsdiens waar laasgenoemde die diens van die gemeenskap aan die
universiteit verteenwoordig. Hierdie verwisselende verwantskap lei tot die uitruiling van
tasbare en nie-tasbare produkte wat die sosiale kommoditeite verteenwoordig. Die
medeskepping van bruikbare kontekstuele kennis verteenwoordig die uiteindelike uitkoms
van die proses waarin basiese kennis, die geskrewe kennis en die inherente aangeleerde
kennis van kundiges en ongeskoolde persone in wisselwerking tree. Die voorgestelde
teoretiese raamwerk verskaf beter insig in die verskil tussen die verhouding met eksterne
gemeenskappe en die werklike diensaksies wat plaasvind gedurende vak-gebaseerde
diensaktiwiteite. Binne sodanige verstaan stel die raamwerk voor dat die manier wat sulke
aktiwiteite beplan word, herbedink behoort te word.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/5162 |
| Date | 12 1900 |
| Creators | Smith-Tolken, Antoinette Rachèlle |
| Contributors | Bitzer, Eli, Newmark, Rona, University of Stellenbosch. Faculty of Education. Department of Curriculum Studies. Centre for Higher Education |
| Publisher | Stellenbosch : University of Stellenbosch |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | Unknown |
| Type | Thesis |
| Format | x, 200 p. : ill. |
| Rights | University of Stellenbosch |
Page generated in 0.002 seconds