Globalization, democratization and knowledge production
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- Bu səhifədəki naviqasiya:
- QUESTIONNAIRE FOR GRADUATE STUDENTS
- A. Access to Scholarly Journals
- B. Access to Internet Technology
- C. Library Resources and Policies
- Increase access to the World Wide Web 1 2 3 4 5 Unsure
………………………………………………………………………………………………D. The role of librarians in the face of technological changes
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……………………………………………………………………………………………………………………………………………………………………………………………… Please return completed questionnaire to: Sal Muthayan Address:
QUESTIONNAIRE FOR GRADUATE STUDENTSBIOGRAPHICAL DATA Name: ………………………………………………………………………… Institution: ………………………………………………………………………… Department: ………………………………………………………………………… Affiliation: ………………………………………………………………………… Phone: …………… Fax: …………… Email: ………………… No. of years at institution: ……… Percentage of time spent on research: …………….. Percentage of time spent on other processes: …………….. A. Access to Scholarly Journals1. What is your principal area of study? ……………………………………………… ……………………………………………………………………………………………… 2. How would you rate your current access to journals in your area(s) of study? [Please circle the correct answer.] Poor / Adequate / Good / Excellent 3. Can you name journals, not currently available that you would like to consult regularly? …………………………………………………………………………….;. ……………………………………………………………………………………………… 4. To what extent do you consult journals published in Africa? Frequently ٱ Seldom ٱ Never ٱ 5. What is the reason for this? ……………………………………………………… 6. How often did you resort to print (paper) versions of journals in the last month? ……………………………………………………………………………………………… 7. How often did you resort to online (electronic) versions of journals in the last month? ……………………………………………………………………………… 8. What serial indexes do you consult to find journal articles (indicate if print/online)? …………………………………………………………………………………………………………………………………………………………………………………………………… 9. What poses the greatest challenge in getting online access to journals that you would like to consult? ……………………………………………………………………………. ……………………………………………………………………………………………… 10. How do you feel about your current rate of access to scholarly journals? ……………………………………………………………………………………………… B. Access to Internet Technology1. Where do you have access to the World Wide Web? University ٱ ٱ Public ٱ Home ٱ Other ٱ 2. How much, if anything, does this access cost you? …………………………… 3. What are the main purposes for which you use the World Wide Web? ……………………………………………………………………………………………… 4. For how many hours, approximately, do you use the World Wide Web in a day, week, month? ……………………………………………………………………… 5. How has your use changed over the last year? ……………………………… 6. What online scholarly resources have you consulted in the last month? ……… ……………………………………………………………………………………………… 7. How could the World Wide Web help you more in your studies? ……………………………………………………………………………………………… 8. In what ways would you imagine taking advantage of “open access” (available free of charge) online publishing of journals in your field? [Please circle the correct answer. 1 = very unlikely; 5 = very likely] Use for preparing course papers 1 2 3 4 5 Unsure To keep up in the field 1 2 3 4 5 Unsure To find models and ideas for research 1 2 3 4 5 Unsure Other (specify) 1 2 3 4 5 Unsure C. Library Resources and Policies1. How would you rank the following priorities in the university library? [Please circle the correct answer. 1 = unimportant, 5 = very important] Subscribe to more print journals 1 2 3 4 5 Unsure Improve access to online journals 1 2 3 4 5 Unsure
Provide more computers and printers 1 2 3 4 5 Unsure Provide access to computers outside of the library 1 2 3 4 5 Unsure
………………………………………………………………………………………………………………………………………………………………………………………………3. What would be your principle concerns with efforts to increase the number of online journals that are “open access” ? ……………………………………………………………………………………………………………………………………………………………………………………………… 4. To what extent would you be inclined to publish your research in a locally run open access (free), peer reviewed, online journal? Please give reasons. ………………………………………………………………………………………………………………………………………………………………………………………………
6. Do you believe that increasing open access to peer-reviewed research literature has a positive impact on the research capacity of this country? Can you give an example from your experience that will explain your response? ………………………………………………………………………………………………… 7. Are there areas of need or interest in which a new peer-reviewed journal in your field should be started, resources permitting? If yes, please identify them: …………………………………………………………………………………………………
……………………………………………………………………………………………… ……………………………………………………………………………………………… 2. How has it affected your research study? ……………………………………………………………………………………………………………………………………………………………………………………………… 3. How would you like to use technology in your research / work five years from now ? ……………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………………… Please return completed questionnaire to: Sal Muthayan Address: Fax to: 1 In this paper, the terms higher education and university are used interchangeably to denote post secondary institutions, which offer degrees at the baccalaureate and post baccalaureate level. 2 Mode 1 knowledge production refers traditional knowledge --pure, basic and fundamental research-- whereas Mode 2 is carried out in the context of application and is transdisciplinary, transinstitutional and transnational (for further discussion see Gibbons et al., 1994; Slaugher & Leslie, 1997, p.204; Delanty, 2001, pp.112-114). 3 GATT - General Agreement on Tariffs and Trade 4 NAFTA - North American Free Trade Agreement 5 Black is a generic term referring collectively to previously disenfranchised African, Coloured and Indian people, as defined in the Employment Equity Act, No 55 of 1998 (Bolsmann & Uys, 2001, note 1, p. 175; see also Mabokela, 1997). 6 Technikons are vocational education and training institutions, which were also racially segregated. 7 Historically, there has been a distinction between universities attended by English-speaking whites and those attended by Afrikaans-speaking whites. 8 In some instances, Mabokela and Nordkvelle present conflicting dates for the commencement of the universities. The dates mentioned in this paper were verified against the universities’ web sites. 9 It became a distance education institution in 1946 (http://www.unisa.ac.za). 10 These were the Universities of the Witwatersrand (1896), Rhodes (1904) and Natal (1909), all English, and Pretoria (1908), an Afrikaans university. 11 These were the University of the Orange Free State (1950), the University of Port Elizabeth (1964) and the Rand Afrikaans University (1967). 12 This is a reference to the missionary schools for Africans. 13 White South Africans were referred to as Europeans, Africans as Bantus, and blacks as a group were called non-Europeans or non-whites prior to the 1970s. The term black became popular among the people during the Black Consciousness movement in the 1970s (see also Mabokela, 1997). 14 Separate universities for Africans on the basis of ethnicity (viz. Zulu, Xhosa, Sotho, Tsonga and Venda) were established to lend credence to the separate development Homeland policy. 15 Coloured refers to people of mixed descent, viz. white and Khoi or African (Mosadi, 1994). 16 I would add that they sought to do so both domestically and internationally. At this point South Africa was under pressure from the UN lobby led by India and other African countries. 17 Presumably this ‘tolerance pay’ was to compensate them for ‘tolerating’ having to work with black students and staff. 18 ‘Bush college’ is a term describing not only the physical location of these institutions away from urban centres, but also the aim of locating blacks at the periphery, intellectually and institutionally. These institutions were academically and politically isolated (Documentation, 1991, p. 3). 19 The Broederbond is an Afrikaner secret society established in 1918, which controlled not only the Apartheid State but every facet of society. It comprised an Afrikaner elite who occupied key positions in public service, judiciary, corporations, clergy and the universities, especially in the HWU-A and HBUs (see Butler, 1998; Bunting, 1969). 20 See also Subotsky (2001) on assimilationist versus transformative change. 21 For further information on this system see http://www.nrf.ac.za/evaluation/. 22 More funds were allocated to the homeland governments because the apartheid government was determined to give the homeland system the semblance of success, hoping thereby to make its policy more credible to the world. 23 Bunting draws on a study by Ziderman and Albrecht (1995) to make these comparisons. 24 Quotations and citation from the participants interviews are denoted as (I: name of participant). A list of pseudonyms may be found in appendix A 25 This refers to World Bank and IMF economists. 26 My adoption of the survey method as a data gathering technique in addition to interviews does not detract from my approach being predominantly qualitative, as will be discussed below. 27 NB. All references to “students” in this dissertation are to graduate students. 28 The Broederbond is an Afrikaner secret society of the apartheid State (see earlier definition in chapter one). 29 DoR refers to Director of Research in this chapter. 30 The permit system allowed black students to attend an HWU only if the course they wished to study was not offered at an HBU and if the Minister deemed such a course as necessary for their studies. There was a special, ethnically based quota system, which restricted the number of black students admitted to HWUs. 31 The participants widely attributed this phrase, which has become a catchphrase at RU, to the former Vice Chancellor, Derrick Henderson (I: Dianna, Greg). 32 DoR refers to Dean of Research in this chapter. 33 http://www.ru.ac.za/general/dedication.html 34 Rhodes is situated in a small town. 35 Educational Statistics in South Africa at a glance in 2001 (Annual Review, 2003) 36 This Act prohibited white universities from admitting black students and established separate universities for each ethnic and language group through an inequitable system. 37 Separate so-called independent homelands were established for different African ethnic groups under the policy of separate development. 38 South Africa – Netherlands Programme on Alternatives to Development 39 A new acting Dean of Research was appointed shortly after my interview with Sipho. 40 Based on observations of the researcher and discussions with faculty members Henry and Lauren. 41 UCT (19,978 students); Wits (25,681 students); Stellenbosch (21,879 students); Pretoria (30,212 students) in 2004. 42 http://www.sun.ac.za/Research/research@SU.pdf 43 Units are allocated for research output which is rated according to categories that range from unrefereed reports through conference proceedings to articles in refereed journals. For example, research published in refereed journals receives a heavier weighting than publications in conference proceedings. 44 UFH SAPSE claim reports. 45 Figures for 2003 were not available. 46 In English: “We could have been much further along in this, but you can only do so much in a day.” 47 There are five regional consortia operational in South Africa. 48 This is a play on the term ‘comparative advantage’, which in economics parlance means a country should produce more of the goods they are efficient in producing for exportation, and, import those goods that they can produce only at a higher cost (see Eswara & Kotwal, 1999, p. 82, 85, also Rodrik, 1997). This allows for gains from trade (Rodrik, 1999a, p.26). 49 See example of the “e-village” discussed below. 50 http://www.the-aps.org/publications/ajpcell/cellmsf.pdf 51 For a website listing 8,940 journal policies on authors self-archiving their work (from 107 publishers), with 94% reporting that they permit this practice at the pre-press or post-press or both stages, see “Self-Archiving Policy Journal” (http://romeo.eprints.org/). For a review of the initial Romeo project that set out to survey journals on these policies, see Gadd, Oppenheim, and Probets (2003). 52 See http://www.schoolnet.org.za/ 53 Power to the people 54 It is assumed that his figures include UPE’s distant education students, the majority of whom are black. 55 Student Representative Council 56 http://www.ru.ac.za/ 57 As noted, Canagarajah, (1996) points to the non-discursive elements that prohibit peripheral scholars from publishing. Some journals in South Africa will only publish scholarship of their members. 58 Translated literally from Afrikaans – ‘bush meetings,” usually used to describe senior management going on a retreat to hold high level talks. 59 The term “package” is used to describe early retirement compensation. 60 In South Africa, the term black has been used to denote Africans, Coloureds and Indians. In the post apartheid era, there is growing understanding that “African” can be used in a decolonising sense to denote all South Africans who identify with the country and the continent, i.e., those who have shed their colonial heritage and loyalties. 61 Appointed mid 2002 and beginning of 2003 respectively. 62 I deliberately use the terms “socially relevant” and “applied research” because these are the terms used by the academics in my study. I discuss the notion of Mode 2 type research later in the chapter. 63 I use the term conventional rather than traditional to refer to Western-based knowledge systems and practices because the term traditional may be confused with indigenous knowledge systems. 64 The National Research Foundation, a significant funder of university research, has a national rating system for researchers in the sciences and social sciences, whereby they are rated according to publications in rated journals according to the ISI list. 65 See Aronowitz and Giroux (1991, p. 63) for a discussion on the relation between modernism and postmodernism. 66 OJS is free to download and was developed by the Public Knowledge Project, University of British Columbia (http://www.pkp.ubc.ca). It reduces publishing costs and enables editors to manage, publish, and index peer-reviewed journals over the Internet on an open access or free-to-read basis. Yüklə 1,13 Mb. Dostları ilə paylaş:
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