Cliff, A., Walji, S., Mogliacci, R.J., Morris, N. & Ivancheva, M. 2020. Unbundling and higher education curriculum: a Cultural -Historical Activity Theory view of process. Teaching in Higher Education.
The focus of this paper is on the contestations and dilemmas emergent in higher education curriculum in a context of increasing processes of unbundling, digitisation and marketisation. The paper explores the notion of contestation through the theoretical lens of Cultural-Historical Activity Theory. It points to illustrative examples of this contestation from empirical data drawn from stakeholder research in South African higher education. The paper grapples with understandings of the concept of curriculum and argues how these have been shaped by – and are shaping – emergent meanings of curriculum in an unbundling context. The argument is that these emergent meanings are a function of different explicit and tacit understandings of curriculum and what higher education offers to students. These understandings are deepened or modified by processes of unbundling. Empirical data from the research study shows these understandings to be forming against the backdrop of powerful cultural and agentic forces and players.
Swartz, R., Ivancheva, M., Czerniewicz, L. & Morris, N. (2018). Between a rock and a hard place: dilemmas regarding the purpose of public universities in South Africa. Higher Education. https://doi.org/10.1007/s10734-018-0291-9
This paper examines the idea of ‘core business’ in contemporary South African public universities. South Africa’s public higher education system has global ambitions, but is also highly internally stratified. Drawing on new data from interviews with higher education leaders and government policymakers across a number of South African institutions, we show that while the rhetoric of ‘core business’ of the university has been adopted by higher education leaders, the question of what constitutes the purpose of the university, in South Africa and arguably beyond, is subject to ongoing debate and negotiation. The multiplicity of conflicting but coexisting narratives about what universities should do in South African society—producing excellent research, preparing a labour force, or addressing societal inequalities—exposes a persisting tension surrounding the purpose of a public university. And while this tension has historical origins, we show that responses to addressing these various roles of the institution are not developed organically and in a neutral context. They emerge under conflicts over limited state funding and attendant and opportune market pressure put on public universities in times of crisis, that shape profoundly their framing and outcomes, and the future of the universities.
Swinnerton, B., Ivancheva, M., Coop, T., Perotta, C., Morris, N., Swartz, R., Czerniewicz, L., Cliff, A., & Walji, S. (2018). The Unbundled University: Researching emerging models in an unequal landscape. Preliminary findings from fieldwork in South Africa. In: Bajic, M., Dohn, N. B., de Laat, M., Jandric, P., & Rybery, T. (eds.) Proceedings of the 11th International Conference on Networked Learning 2018. pp. 218-226
As Higher Education undergoes a massive expansion in demand globally, and experiences financial pressures exacerbated by the global financial crisis of 2008, the sector is evolving rapidly. Market pressures on the sector encourage the search for additional income and new forms of provision, and private providers are increasingly entering the sector. At the same time, the HE sector has seen the appearance of many flexible online courses and qualifications, delivered by new configurations of providers and partnerships, including by parties new to the sector, through a process of disaggregating educational provision into its component parts, or ‘unbundling’. Whilst these changes may offer opportunities for increased numbers of learners to access education and thus contribute to economic prosperity, there is very little empirical research about the nature, process and impact of this unbundling and rebundling of educational provision, as it is playing out in this rapidly reconfiguring space. This paper reports data on South African Higher Education from the research project ‘The Unbundled University: Researching emerging models in an unequal landscape’, a project which explores the terrain in both South Africa and the UK. South Africa is deemed the most unequal country in the world and its HE system is under pressure, demonstrated in part by rising fees, student protests and calls for decolonised education, whilst online education is viewed by some, including the South African Government, as a way to increase access. Using a new dataset systematically collected from the public domain, data visualisation is employed to bring a novel perspective to the educational provision being offered using digital technology (and the private companies partnering with universities in South Africa to provide it), to uncover patterns of activity and their relationship to existing patterns of inequality in the HE sector. Using mapping, or social cartography, this paper reveals patterns and relationships which are otherwise not so obvious. Significantly, the maps reveal relationships between universities and private companies which appear to reflect existing inequalities, insofar as private companies partner almost exclusively with historically advantaged, research intensive universities, with high international ranking and reputation. This paper argues that such partnerships do not disrupt an unequal terrain, but rather reflect and possibly reinforce the power asymmetries already at play.