Asserting academic legitimacy: the influence of the University of Technology sectoral agendas on curriculum decision-making

References

• Ashwin, P. 2009. Analysing Teaching-Learning Interactions in Higher Education. Accounting for Structure and Agency. London: Continuum.
   Google Scholar
• Badat, S. 2009. “Theorising Institutional Change: Post 1994 South African Higher Education.” Studies in Higher Education 34 (4): 455–467. doi:10.1080/03075070902772026.
   Web of Science ®Google Scholar
• Barnett, M. 2006. “Vocational Knowledge and Vocational Pedagogy.” In Knowledge, Curriculum and Qualifications for Further Education, edited by M. Young and J. Gamble, 143–157. Cape Town: HSRC Press.
   Google Scholar
• Barton, D., and M. Hamilton. 1998. Local Literacies. London: Routledge.
   Google Scholar
• Barton, D., and M. Hamilton. 2000. “Literacy Practices.” In Situated Literacies. Reading and Writing in Context, edited by D. Barton, M. Hamilton, and R. Ivanič, 7–15. London: Routledge.
   Google Scholar
• Bernstein, B. 1975. Class, Codes and Control. Vol. 3. Towards a Theory of Educational Transmissions. London: Routledge.
   Google Scholar
• Bernstein, B. 1996. Pedagogy, Symbolic Control and Identity : Theory, Research, Critique. London: Taylor & Francis.
   Google Scholar
• Bernstein, B. 2000. Pedagogy, Symbolic Control, and Identity : Theory, Research, Critique. Revised Ed. Lanham, MD: Rowman & Littlefield Publishers.
   Google Scholar
• Boughey, C. 2004. “Higher Education in South Africa: Context, Mission and Legislation.” In Teaching and Learning in Higher Education, edited by S. Gravett and H. Geyser, 1–21. Hatfield: Van Schaik Publishers.
   Google Scholar
• Boughey, C. 2010. “Analysing Teaching and Learning at the Universities of Technology: A Tribute to Terry Volbrecht.” Paper presented at the RITAL conference, Cape Town, December 8.
   Google Scholar
• Coleman, L. 2012. “Incorporating the Notion of Recontextualisation in Academic Literacies Research : The Case of a South African Vocational Web Design and Development Course.” Higher Education Research & Development 31 (3): 325–338. doi: 10.1080/07294360.2011.631519
   Web of Science ®Google Scholar
• Coleman, L. 2013. “Literacy Practices and the Curriculum Context: Exploring the Production of Assignments in a South African Vocational Higher Education Institution.” PhD diss., The Open University.
   Google Scholar
• Coleman, L. 2015. “How Drawing Is Used to Conceptualise and Communicate Design Ideas in Graphic Design: Exploring Scamping Through a Literacy Practice Lens.” In Working with Academic Literacies: Research, Theory, Design, edited by T. Lillis, M. R. Lea, S. Mitchell, and K. Harrington, 257–266. Fort Collins: The WAC Clearinghouse and Parlor Press.
   Google Scholar
• Coleman, L., and M. R. Lea. 2015. “Expanding the Academic Literacies Frame: Implications for Understanding Curriculum Contexts in Higher Education.” In Landscapes of Specific Literacies in Contemporary Society, edited by V. Duckworth and G. Ade-Ojo, 61–77. London: Routledge.
   Google Scholar
• Du Pré, R. 2010. “Universities of Technology in the Context of the South African Higher Education Landscape.” In Universities of Technology – Deepening the Debate (Kagisano No 7), edited by R. Townsend, 1–41. Pretoria: Council on Higher Education.
   Google Scholar
• Edwards, R., and K. Miller. 2008. “Academic Drift in Vocational Qualifications? Explorations Through the Lens of Literacy.” Journal of Vocational Education and Training 60 (2): 123–131. doi:10.1080/13636820802042354
   Google Scholar
• Engel-Hills, P., J. Garraway, C. Jacobs, T. Volbrecht, and C. Winberg. 2010. “Working for a Degree: Work-integrated Learning in the Higher Education Qualifications Framework.” In Universities of Technology – Deepening the Debate (Kagisano No. 7), edited by R. Townsend, 62–88. Pretoria: Council on Higher Education (CHE).
   Google Scholar
• Gamble, J. 2006. “Theory and Practice in Vocational Curriculum.” In Knowledge, Curriculum and Qualifications for Further Education, edited by M. Young and J. Gamble, 87–103. Cape Town: HSRC Press.
   Google Scholar
• Gamble, J. 2009. The Relation Between Knowledge and Practice in Curriculum and Assessment. Cape Town: Umlusi.
   Google Scholar
• Garraway, J. 2005. “Recontextualizing Work into Academic Practices.” South African Journal of Higher Education 25 (4): 217–222.
   Google Scholar
• Hordern, J. 2014. “How Is Vocational Knowledge Recontextualised?” Journal of Vocational Education & Training 66 (1): 22–38. doi:10.1080/13636820.2013.867524
   Google Scholar
• Ivanič, R., and M. R. Lea. 2006. “New Contexts, New Challenges: The Teaching of Writing in the UK Higher Education.” In Teaching Academic Writing in UK Higher Education, edited by L. Ganobcsik-Williams, 6–15. Houndmills: Palgrave Macmillian.
   Google Scholar
• Jansen, J. D. 2004. “Changes and Continuities in South Africa's Higher Education System, 1994 to 2004.” In Changing Class. Education and Social Change in Post-Apartheid South Africa, edited by L. Chisholm, 293–314. Cape Town: Human Sciences Research Council.
   Google Scholar
• Kilpert, L., and S. Shay. 2013. “Kindling Fires: Examining the Potential for Cumulative Learning in a Journalism Curriculum.” Teaching in Higher Education 18 (1): 40–52. doi:10.1080/13562517.2012.678326
   Web of Science ®Google Scholar
• Kraak, A. 2006. “‘Academic Drift’ in South African Universities of Technology: Beneficial or Detrimental.” Perspectives in Education 24 (3): 135–152.
   Web of Science ®Google Scholar
• Le Grange, L. 2011. “(Re)thinking (Trans)formation in South African (Higher) Education.” Perspectives in Education 29 (2): 1–9.
   Web of Science ®Google Scholar
• Lea, M. R. 1999. “Academic Literacies and Learning in Higher Education: Constructing Knowledge Through Texts and Experiences.” In Student Writing in the University: Cultural and Epistemological Issues, edited by C. Jones, J. Turner, and B. V. Street, Vol. 30, 156–171. Amsterdam: John Benjamins.
   Google Scholar
• Lea, M. R. 2008. “Academic Literacies in Theory and Practice.” In Encyclopaedia of Language and Education, 2 Literacy 2nd Edition, edited by B. V. Street and N. H. Hornberger, 227–238. New York: Springer Science and Business.
   Google Scholar
• Lea, M. R. 2012. “New Genres in the Academy: Issues of Practice, Meaning Making and Identity.” In University Writing: Selves and Texts in Academic Societies, edited by M. Castelló and C. Donahue, 93–109. Bingley: Emerald Group Publishing Limited.
   Google Scholar
• Lea, M. R., and B. V. Street. 1998. “Student Writing in Higher Education: An Academic Literacies Approach.” Studies in Higher Education 23 (2): 157–172. doi: 10.1080/03075079812331380364
   Web of Science ®Google Scholar
• Lea, M. R., and B. V. Street. 2006. “The “Academic Literacies” Model: Theory and Applications.” Theory into Practice 45 (4): 368–377. doi: 10.1207/s15430421tip4504_11
   Web of Science ®Google Scholar
• Leibowitz, B. 2011. “Academic Literacy as a Graduate Attribute – Implications for Thinking about ‘Curriculum.’” In Curriculum Inquiry in South African Higher Education, edited by E. Bitzer and N. Botha, 213–228. Stellenbosch: SunMedia.
   Google Scholar
• Lillis, T. 2001. Student Writing : Access, Regulation, Desire. London: Routledge.
   Google Scholar
• Lillis, T., and M. Scott. 2007. “Defining Academic Literacies Research : Issues of Epistemology, Ideology and Strategy.” Journal of Applied Linguistics 4 (1): 5–32.
   Google Scholar
• Luckett, K. 2009. “The Relationship Between Knowledge Structure and Curriculum: A Case Study in Sociology.” Studies in Higher Education 34 (4): 441–453. doi:10.1080/03075070902772018
   Web of Science ®Google Scholar
• Maton, K. 2000. “Recovering Pedagogic Discourse : A Bernsteinian Approach to the Sociology of Educational Knowledge.” Linguistics and Education 11 (1): 79–98. doi.10.1016/S0898-5898(99)00019-4
   Google Scholar
• Maton, K. 2009. “Cumulative and Segmented Learning: Exploring the Role of Curriculum Structures in Knowledge-building.” British Journal of Sociology of Education 30 (1): 43–57. doi:10.1080/01425690802514342
   Web of Science ®Google Scholar
• McKenna, S. 2004. “The Intersection Between Academic Literacies and Student Identities.” South African Journal of Higher Education 18 (3): 269–280.
   Google Scholar
• McKenna, S., and P. Powell. 2009. “‘Only a Name Change’: The Move from Technikon to University of Technology.” The Journal of Independent Teaching and Learning 9: 37–48.
   Google Scholar
• McKenna, S., and L. Sutherland. 2006. “Balancing Knowledge Construction and Skills Training in Universities of Technology.” Perspectives in Education 24 (3): 15–24.
   Web of Science ®Google Scholar
• Muller, J. 2008. In Search of Coherence: A Conceptual Guide to Curriculum Planning for Comprehensive Universities. Johannesburg: SANTED Project, Centre for Educational Policy.
   Google Scholar
• Muller, J. 2009. “Forms of Knowledge and Curriculum Coherence.” Journal of Education and Work 22 (3): 205–226. doi:10.1080/13639080902957905
   Google Scholar
• Robertson, I. 2008. “Exploring the Dynamics that Shape Teacher's E-Learning Practices: An Application of Basil Bernstein's Pedagogic Device.” Paper presented at the 5th International Basil Bernstein Symposium, Cardiff University, July 9–12.
   Google Scholar
• Robinson-Pant, A., and B. Street. 2012. “Students’ and Tutors’ Understanding of ‘New’ Academic Literacy Practices.” In University Writing: Selves and Texts in Academic Societies, edited by M. Castello and C. Donahue, 71–92. Bingley: Emerald Group Publishing Limited.
   Google Scholar
• Shay, S. 2011. “Curriculum Formation: A Case Study from History.” Studies in Higher Education 36 (3): 315–329. doi:10.1080/03075071003706681
   Web of Science ®Google Scholar
• Shay, S. 2015. “Curriculum Reform in Higher Education: A Contested Space.” Teaching in Higher Education 20 (4): 431–441. doi:10.1080/13562517.2015.1023287
   Web of Science ®Google Scholar
• Shay, S., M. Oosthuizen, P. Paxton, and R. van der Merwe. 2011. “Towards a Principled Basis for Curriculum Differentiation: Lessons from a Comprehensive University.” In Curriculum Inquiry in South African Higher Education, edited by E. Bitzer and N. Botha, 101–120. Stellenbosch: SunMedia.
   Google Scholar
• Shay, S., and D. Steyn. 2014. “Enabling Knowledge Progression in Vocational Curricula: Design as a Case Study.” In Knowledge-building: Educational Studies in Legitimation Code Theory, edited by. K. Maton, K. Hood, and S. Shay, 138–157. London: Routledge.
   Google Scholar
• South African Technology Network. 2008. Position, Role and Function of Universities of Technology in South Africa. Pretoria: Unpublished booklet published by South African Technology Network.
   Google Scholar
• Tuck, J. 2012. “Feedback-giving as Social Practice: Teachers’ Perspectives on Feedback as Institutional Requirement, Work and Dialogue.” Teaching in Higher Education 17 (2): 209–221. doi:10.1080/13562517.2011.611870
   Web of Science ®Google Scholar
• Wheelahan, L. 2008. “An Analysis of the Structure of Curriculum in Vocational Qualifications in Australian Tertiary Education: How Does It Mediate Access to Knowledge?” Paper presented at the 5th International Basil Bernstein Symposium, Cardiff University, July 9–12.
   Google Scholar
• Wheelahan, L. 2010. Why Knowledge Matters in Curriculum. A Social Realist Argument. London: Routledge.
   Google Scholar
• Winberg, C. 2005. “Continuities and Discontinuities in the Journey from Technikon to University of Technology.” South African Journal of Higher Education 19 (2): 189–200.
   Google Scholar
• Winberg, C., P. Engel-Hills, J. Garraway, and C. Jacobs. 2013. “Professionally Orientated Knowledge and the Role of Professionally Orientated Higher Education.” In The Aims of Higher Education (Kagisano No 9), edited by R. Townsend, 98–119. Pretoria: Council on Higher Education (CHE).
   Google Scholar
• Wolff, K., and K. Luckett. 2013. “Integrating Multidisciplinary Engineering Knowledge.” Teaching in Higher Education 18 (1): 78–92. doi:10.1080/13562517.2012.694105
   Web of Science ®Google Scholar
• Young, M. 2006. “Conceptualising Vocational Knowledge: Some Theoretical Considerations.” In Knowledge, Curriculum and Qualifications for Further Education, edited by M. Young and J. Gamble, 104–125. Cape Town: HSRC Press.
   Google Scholar