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dc.contributor.authorMaqutu, TZen_US
dc.contributor.authorKleyn-Magolie, Ben_US
dc.identifier.citationMaqutu, T.Z. & Kleyn-Magolie, B. 2013. Degrees and fictive scripts in science [Special Issue]. Paradigms, 18:21-25. Section in a journal, Rip, A & Garraway, J. (Eds). University, curriculum and society through a scenario analysis lens [Special section]. Journal for Research and Innovation in Teaching and Learning at CPUT.en_US
dc.description.abstractThe paper aims to firstly examine what forces are at play in pushing for and against degree programmes. This should include the professional environments and the nature of the knowledge taught in the fields. In addition, we will look at why certain actors have so strongly advocated degrees and where they have drawn their support from. The ‘fictive’ part will examine the current actors and forces at play in the field of Environmental Management and what effects the introduction of degrees may have on these actors. It may possibly examine what changes are happening or how such changes may interact with the introduction of degree-holding workers and the degree programme itself in the university.en_US
dc.publisherCape Peninsula University of Technologyen_US
dc.subjectdegree programmesen_US
dc.subjectprofessional environmentsen_US
dc.subjectEnvironmental Managementen_US
dc.subjectSouth African Department of Education and Training introduced the Higher Qualifications Education Framework (HEQF)en_US
dc.subjectPolicy implementationen_US
dc.titleDegrees and fictive scripts in scienceen_US
Appears in Collections:Appsc - Journal Articles (not DHET subsidised)
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