Basic HTML Version
UCT Research Report '11
574
Associate Professor Suellen Shay
Developing an understanding of assessment as a
socially-situated practice; understanding the formative
influences on curriculum which influence what is valued
in assessment; the relationship between disciplinary
knowledge and curriculum; curriculum differentiation and
progression.
Contact Details
Postal Address: Centre for Higher Education Development,
Suite 7.38 PD Hahn Building, North Lane, Upper Campus,
University of Cape Town, Private Bag X3, Rondebosch,
7701
Tel: SA (21) 650-3351
Fax: SA (21) 650-5045
E-mail: jeff.jawitz@uct.ac.za
Web: http://www.haesdu.uct.ac.za/
Research Output
Chapters in books
Cooper, L.H. and Ismail, S. 2011. ‘Resistance from the
periphery?’ A case study of attempts to widen access to
adult learners at a South African university. In L. Thomas
and M. Tight (eds), International Perspectives on Higher
Education Research, pp. 29-55. UK: Emerald Group
Publishing Limited. ISBN 978-0-85724903-6.
Gamble, J. and Hoadley, U.K. 2011. Positioning the
regulative order. In G. Ivinson, B. Davies and J. Fitz (eds),
Knowledge and identity: concepts and applications in
Bernstein’s sociology, pp. 157-175. UK: Routledge. ISBN
978-0-415582-09-4.
Shay, S.B., Oosthuizen, M., Paxton, P. and van der
Merwe, R. 2011. Towards a principled basis for curriculum
differentiation – lessons from a comprehensive university.
In E. Bitzer and N. Botha (eds), Curriculum Inquiry in South
African Higher Education – Some Scholarly Affirmations
and Challenges, pp. 93-112. Stellenbosch: SUN MeDIA.
ISBN 978-1-920338-64-0.
Articles in Peer-reviewed Journals
Cooper, L.H. 2011. Activists within the academy: the
role of prior experience in adult learners’ acquisition of
postgraduate literacies in a post-apartheid South African
university. Adult Education Quarterly, 61(1): 40-56.
Ismail, S. 2011. Researching transformation at a South
African university - ethical dilemmas in the politics of
representation. Studies in Higher Education, 36(3): 275-
289.
McMillan, J.M.E. 2011. What happens when the university
meets the community? Service learning, boundary work
and boundary workers. Teaching in Higher Education,
16(5): 553-564.
Shay, S.B. 2011. Curriculum formation: a case study from
History. Studies in Higher Education, 36(3): 315-329.
Walters, S. and Cooper, L.H. 2011. Learning/work: turning
work and lifelong inside out. International Review of
Education, 57: 27-38.
CENTRE FOR OPEN LEARNING
Director: Medeè Rall
Centre Profile
The Centre for Open Learning comprises three divisions:
the Third Term, the Public and Continuing Education
Division, and the Centre for Extra-mural Studies. The
Centre for Extra-Mural Studies is responsible for the annual
Summer School programme. This programme encourages
a diverse community of students to enjoy adult study by
making University research available to the general public,
by drawing on different disciplines and by stimulating
debate about important issues. The Centre also makes
focused interventions in the adult education and cultural
sector, working with other partners. The Public and
Continuing Education Division offers continuing education
opportunities to the general public, work-related courses
aimed at career development and customised courses
designed for specific organisations. The Third Term
Division offers University accredited courses to local and
international students during the University’s winter and
summer vacations. This division draws on the University’s
academic resources for its courses.
Centre Statistics
Permanent and long-term contract staff
Professor
1
Senior Lecturers
2
Technical and Support Staff
1
Administrative and Clerical Staff
9
Total
13