Original Research

The (non)-effect of the knowledge era on undergraduate research methodology curricula in the social sciences

Claire Wagner, David J. F. Maree
SA Journal of Industrial Psychology | Vol 31, No 1 | a184 | DOI: https://doi.org/10.4102/sajip.v31i1.184 | © 2005 Claire Wagner, David J. F. Maree | This work is licensed under CC Attribution 4.0
Submitted: 29 October 2005 | Published: 29 October 2005

About the author(s)

Claire Wagner, University of Pretoria, South Africa
David J. F. Maree, University of Pretoria, South Africa

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Abstract

Educational policy reform in South Africa seeks to address the real-life relevance of curricula, and specifically, reformists have turned to proponents of Mode 2 knowledge to inform initiatives for change. This study aimed to explore the extent to which trends in the knowledge production requirements for higher education are reflected in the beliefs held by academics about the way in which they construct under-graduate research courses. It is proposed that the way forward for curriculum construction lies in establishing academic communities of practice where academics share power and are open to the challenges that they face such as negotiating what is accepted as knowledge.

Opsomming
Opvoedkundige beleidshervorming in Suid-Afrika poog om die praktiese toepaslikheid van kurrikula aan te spreek en hervormers beroep hul spesifiek op Modus 2-kennis om verandering te bewerkstellig. Hierdie studie ondersoek die mate waarin tendense in die vereistes vir kennisproduksie vir hoër onderwys gereflekteer word in die oortuigings van akademici oor die manier wat hulle voorgraadse navorsingskursusse saamstel. Dit word voorgestel dat kurrikulumontwikkeling binne akademiese gemeenskappe wat praktykgerig is, gesetel word. Hier kan akademici mag deel en uitdagings, soos wat as kennis gereken kan word, aanspreek.


Keywords

Knowledge era; Undergraduate; Research methodology curricula; social sciences

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