Teaching and learning is often understood to be a neutral activity, where ‘good practice’ can be transferred across institutional contexts. But there is ample research that indicates that teaching practice emerges from the interplay of academics and students with a mass of structural and cultural mechanisms. This project looks in particular at the way in which teaching and learning practices emerge from the nature of the institution. The term 'Institutional Differentiation' in this project relates to a number of kinds of difference from institutional type (traditional, comprehensive and university of technology) through to institutional history (original construction, historical funding, programme qualification mix, institutional processes) and institutional purpose (academic goals, aims, vision and mission).

This NRF-funded project was launched in 2014 and continues the focus on social inclusion by looking specifically at the role played by Institutional Differentiation. The project 7 PhD scholars: Kevin Ncube, Renee Morrison, Puleng Motshoane, Nomathemba Ngcobo, Amanda Mphahlele, Temwa Moyo, and Evelyn Muthama. Temwa Moyo and Evelyn Muthama have both graduated and the rest are completing their studies.

Last Modified: Wed, 10 Apr 2019 13:13:16 SAST