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Journal articles on the topic 'Stellenbosch University – Social change'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Ferreira, Sanette, and Lukas Beuster. "Stellenbosch coffee society: Societal and locational preferences." Urbani izziv Supplement, no. 30 (February 17, 2019): 64–81. http://dx.doi.org/10.5379/urbani-izziv-en-2019-30-supplement-005.

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Stellenbosch is a university town boasting knowledge-intensive economic sectors with a variety of ‘new economy’ occupations and activities. The presence of a professional and creative class, as well as university students has changed the economy, the retail landscape and the social spaces of the town. This paper reports on an investigation of the geography of coffee shops (third places) in downtown Stellenbosch and describes the social and physical factors which influence customer preferences for certain coffee shops. A brief review of the literature on the evolution of coffee shop and café cultures, the functioning as third places and the siting of coffee shops in inner cities (or specific neighbourhoods) is presented. A mixed-methods research approach consisting of transect walks, a questionnaire survey and three in-depth-interviews with coffee shop owners (or managers) is explained. The study area in the historical precinct of the town is contextualised. The bigger picture of coffee consumption in Stellenbosch – social and locational preferences, place attachments of consumers and the relative location of coffee shops – is sketched. The findings of three in-depth case studies (selected speciality coffee shops) are discussed. The paper concludes by pointing out some implications for the planning of consumption spaces in secondary cities in developing world contexts.

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Larson, Brendon M. H. "New Wine and Old Wineskins? Novel Ecosystems and Conceptual Change." Nature and Culture 11, no. 2 (June 1, 2016): 148–64. http://dx.doi.org/10.3167/nc.2016.110202.

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The concept of novel ecosystems (CNE) has been proposed as a way to recognize the extent and value of ecosystems that have been irreversibly transformed by human activity. Although the CNE has recently been subject to critique, existing critiques do not appear to seriously engage with the extent of anthropogenic change to the world’s ecosystems. Here, I seek to provide a deeper, philosophical and constructive critique, specifically arguing that the usefulness of the CNE is limited in the following three ways: (1) it is too static, (2) it is too vague, and (3) it is too dualistic. Although the CNE provides some conceptual advance (“new wine”), some of its conceptualization and packaging weakly support this advance (“old wineskins”), so I consider some ways to further develop it, in part to encourage more widespread recognition and appreciation of novel ecosystems. Co-address: Centre for Invasion Biology, Department of Botany and Zoology, Stellenbosch University, South Africa

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Lyner‑Cleophas, Marcia, Lizelle Apollis, Ilse Erasmus, Melanie Willems, Latashe Poole, Meagan Minnaar, and Pippa Louw. "Disability Unit Practitioners at Stellenbosch University: Covid‑19 Pandemic Reflections." Journal for Students Affairs in Africa 9, no. 1 (May 31, 2021): 223–34. http://dx.doi.org/10.24085/jsaa.v9i1.1440.

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As reflective practitioners working in disability inclusion, we constantly work with shifting realities concerning our students, who are not a homogenous group. The coronavirus pandemic (Covid‑19) was a reality least expected in 2020, yet we used our flexible approach to make the transition as smooth as we possibly could. The Disability Unit (DU) is one of five units located within the Centre for Student Counselling and Development at Stellenbosch University (SU) and falls within the responsibility centre of the Deputy Vice-Chancellor: Teaching and Learning. The DU was founded in 2007 and is 15 years old in 2021. We aim to foster disability inclusion within a transformative framework at SU, with our main focus on students with disabilities. Our wider aim is universal access, which includes working towards the removal of cultural, social, language and disability barriers in the higher education context. We are guided by the Disability Access Policy (2018) of SU. Since the latter part of March 2020, we had to shift to online teaching and learning. This came at a time when we were preparing for the end of the term and student support was being put in place. The onset of Covid‑19 occasioned unanticipated reflections and challenges, which we share in this article. We also reflect on what we have learnt and how we can move forward in a changed academic environment catapulted into a digital world. We do this reflection by following the Gibbs’ reflective cycle (Gibbs, 1988) which offers a way to reflect and learn from experience. The cycle is weaved into the reflections as it follows a process of describing the context of the DU, expressing how the Covid‑19 pandemic was felt by staff and students, evaluating and learning from what was experienced. According to Lyner-Cleophas (2020), online learning has benefits and challenges, especially considering students with disabilities.

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4

Kruger, Marie. "The Power of Double Vision: Tradition and Social Intervention in African Puppet Performance." New Theatre Quarterly 22, no. 4 (October 20, 2006): 324–35. http://dx.doi.org/10.1017/s0266464x06000510.

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The appeal of the puppet lies partly in its dual nature: it is at once a representative object without life while at the same time it enacts the imagined life with which it is endowed by the puppeteer. Marie Kruger argues that this duality makes puppetry a uniquely effective way of questioning the very traditional values it appears to embody, and so of stimulating a sense of the need for social change. She relates her argument to the long tradition of puppetry among the Bamana people of Mali, and specifically to the performance of the Bin Sogo bo, an animal masquerade in which the ‘characters’ adumbrate human qualities with effective ambiguity. Marie Kruger is Chair of the Department of Drama at the University of Stellenbosch, South Africa, where puppetry is offered as a performance option. She is the author of Puppetry: a Guide for Beginners and has also published in the South Africa Theatre Journal. Over the past twenty years she has directed numerous puppet productions for all ages, and is currently leading a research project to document the nature and application of African puppet traditions.

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5

Eijsackers, Herman. "Do South African and Dutch biology students have different views on nature?" Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 26, no. 1 (September 21, 2007): 63–67. http://dx.doi.org/10.4102/satnt.v26i1.124.

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Lecturing on nature conservancy at Amsterdam and Stellenbosch offered the possibility to investigate if biology students in different countries and cultures have different views on nature and nature conservation. The results of a short questionnaire show a similar broad attitude towards nature and nature conservation in both university student groups. They all want action with respect to global problems (global warming/climate change). But next to that there are also typical national problems like Dutch fisheries discussions and South African eradication of alien species and more attention for water and soil pollution. Moreover, there was a shared interest in more social aspects of nature conservation (education, awareness/consciousness, population growth). A major bias is that the answers express the views of well educated, white people. Extension to young people of other cultural background is needed. So feel free to ask for the questionnaire.

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6

Van der Merwe, Stephan. "Towards Designing a Validated Framework for Improved Clinical Legal Education: Empirical Research on Student and Alumni Feedback." Potchefstroom Electronic Law Journal 23 (December 8, 2020): 1–31. http://dx.doi.org/10.17159/1727-3781/2020/v23i0a8144.

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The pedagogical advantages of employing a Clinical Legal Education (“CLE”) teaching and learning strategy have been acclaimed in literature for almost a century and it continues to be ideally suited to cater to modern education expectations. As an agent for social change, CLE offers law students an effective gateway to participate in, and be influenced by, fundamental social justice problems while it also improves access to justice for the indigent. Though the clinical literature is replete on expected benefits for clinical law students, very little (if any) verifiable empirical research, independently sourced and evaluated, has been published to assess the veracity of these claims in support of CLE. After receiving a funding grant from the University of Stellenbosch Fund for Innovation and Research into Learning and Teaching, the University of Stellenbosch Law Clinic appointed an independent, external agency to conduct empirical research through an extensive measure and evaluation exercise. The aim of the project was to source, document and analyse robust empirical research data about the Faculty of Law’s CLE module, Practical Legal Training 471. The project involved the sourcing and collation of formal student evaluation feedback reports spanning a period of nine years. Additional alumni and current student data were gathered either by online questionnaire or by telephonic interview. The research was aimed at eliciting quantitative as well as qualitative responses. The purpose of this article is to describe the applicable methodology and aims of the research project, to unpack and discuss the resulting empirical data, and to draw certain conclusions based on the findings of this research about CLE’s impact on law students’ experience specifically relating to their practice-readiness and social justice sensitivities. It is suggested that this research will prove both interesting and useful to law teachers involved in relevant programmes at other higher education institutions. The data and evidence detailed herein will assist them to conduct their research and to make substantiated recommendations for the development of CLE programs on a broader national and international level. This research will also add to the body of knowledge on students and student learning and allow for recommendations regarding the creation of a broader implementation framework for improved CLE.

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Heleba, Siyambonga. "Mootness and the Approach to Costs Awards in Constitutional Litigation: A Review of Christian Roberts V Minister of Social Development Case No 32838/05 (2010) (TPD)." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 15, no. 5 (June 1, 2017): 566. http://dx.doi.org/10.17159/1727-3781/2012/v15i5a2535.

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After nearly three years of waiting, the North Gauteng High Court (then the Pretoria High Court) finally handed down judgment in March 2010 in the case of Christian Roberts v Minister of Social Development.[1] The case was a constitutional challenge to section 10 of the Social Assistance Act 13 of 2004 and the relevant Regulations, which set the age for accessing an old age grant at 60 for women and 65 for men. After the hearing the High Court had reserved judgment. Pending judgment the government had amended the legislation in dispute so that the pensionable age for the purposes of accessing a social grant would be equalised over time. Despite the change in legislation, the High Court found against the applicants and punished them with a costs order. * Siyambonga Heleba. LLB (UWC), LLM (UU), Adv Cert (AAU) Dip (UJ). Lecturer, Faculty of Law, University of Johannesburg. Email: scheleba@uj.ac.za. This case note is based on a the paper presented at the Law Teachers Conference on 18 January 2011, at the University of Stellenbosch. The author is indebted to the two anonymous referees for their valuable comments on an earlier draft of this note. All mistakes are mine.[1] Christian Roberts v Minister of Social Development Unreported Case No 32838/05 (2010) (TPD). The author attended the two-day hearing of the case in September 2007, in his capacity as a researcher at the Community Law Centre, of the University of the Western Cape, and an amicus in the case.

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Erlank, Dr Wian. "Editorial." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 17, no. 2 (April 24, 2017): 0. http://dx.doi.org/10.17159/1727-3781/2014/v17i2a2296.

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On Friday 27th July 2012 the conference on the "Green Paper on Land Reform: Challenges and Opportunities" was held at the Hakunamatata Estate in Muldersdrift. The conference was a joint project by the Konrad Adenauer Foundation (KAS) and the Faculty of Law, North-West University. While the main focus of the conference was on the specific issues raised by the Green Paper on Land Reform of 2011, it also addressed current and contemporary issues relating to the Land Reform issue as experienced in South Africa.Papers were delivered on various aspects of land reform relating to or arising from the Green Paper on Land Reform, 2011. The programme included a large number of excellent and thought provoking papers as well as a number of panel discussions that resulted in enthusiastic audience participation. Of these, the following papers and presentations were collected, evaluated and published in this special edition of PER. The first contribution by Wian Erlank (North-West University) gives an overview and discusses the challenges the Green Paper on Land Reform bring to the fore. It sets the stage for the publication at large. This is followed by Juanita Pienaar (University of Stellenbosch) who deliberates on what she calles the “mechanics of intervention” and the Green Paper on Land Reform. Henk Kloppers and Gerrit Pienaar (North West University) gives a historical context of land reform in South Africa and early policies; and Henk Kloppers then considers Corporate Social Responsibility (CSR) in the context of land reform. He is followed by Hanri Mostert's (University of Cape Town) contribution on land as a 'National Asset' under the Constitution and what this system change envisaged by the 2011 Green Paper on Land Policy means for property under the Constitution. Elmien du Plessis (University of Johannesburg) article on the lack of direction on compensation for expropriation in the 2011 Green Paper on Land Reform. This special edition ends with Motsepe Matlala, the President of the National African Farmers Union gave an illuminating oratio on the opportunities and challenges of the 2011 Green Paper on Land Reform for the National African Farmers Union (NAFU SA).The timing of this edition is fortuitous, since a follow-up to this conference was held at Hakunamatata, Muldersdrift on 19 and 20 June 2014 with the specific focus on Land Reform and Food Security.More on the theme.The contributions contained in this special edition provide an extensive overview of land reform, especially in their introductory sections - before delving into the more technical aspects. However, a very brief note on the issue of Land Reform in South Africa might be beneficial for foreign readers. As in most other areas of the world, ownership of and access to land is an important issue in South Africa. This is especially topical in South Africa due to the fact that the racial segregation policies and laws of the past had the effect of removing people from their land, of restricting their access to land, and also in most instances of prohibiting their ownership of land. Ever since the abolition of "apartheid" and the introduction of the new, democratic dispensation, the initiative of "land reform" has been identified as requiring actively promotion in order to address these injustices of the past. Mandated by the Constitution and implemented through legislation, the South African Land Reform Programme has seen many developments over the past few years. While it is clear that much has been done to address these issues, it is also clear that current land reform strategies have not have the intended effect and would need to be adapted before this important programme is resumed. The Green Paper on Land Reform of 2011 is one of the instruments that has been used to create new interest and public engagement both in Land Reform, the development of better public policy and - eventually – of legislation. In the context of this brief description of the existing situation, this issue focusses on the most pressing aspects of land reform at the moment.

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9

Daniel, Antje, and Florian Stoll. "Conference Report: Middle Classes, Protest, and Social Change in Africa and Beyond." Africa Spectrum 52, no. 3 (December 2017): 111–16. http://dx.doi.org/10.1177/000203971705200306.

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South Africa is one of the world's most unequal societies. Social disparities provoke massive social protests, considered to be among the most frequent worldwide. Some of these are class-based, and members of the middle class are often perceived as part or even at the core of such initiatives. However, neither in South Africa nor in other cases is it clear how stratification – and middle-class positions in particular – relate to and translate into protest and political goals for social change. Against this backdrop, a conference on middle classes and protest, which took place from 17 to 21 March 2017 at the Stellenbosch Institute for Advanced Study (STIAS), explored and discussed how middle classes and social protest are linked in African settings and other contexts of the so-called global South.

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10

Kalitanyi, Vivence, and Dick Jacobus (Kobus) Visser. "Social values as determinants of entrepreneurial intentions among university students in Cape Town – South Africa." Problems and Perspectives in Management 14, no. 3 (September 6, 2016): 185–93. http://dx.doi.org/10.21511/ppm.14(3-1).2016.05.

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An empirical study was conducted in Cape Town – South Africa – to determine whether social values (family, parents’ work and education) have an impact on entrepreneurship students in the universities of Cape Town, University of Stellenbosch, and University of the Western Cape, as well as Cape Peninsula University of Technology. The paper reviewed the literature about the role social values plays in the people’s lives. Respondents were the entrepreneurship university students. Data were collected in classrooms, and, in most cases, with the facilitation of both the lecturer and the researcher. Bivariate and multivariate tests of statistical significance were conducted, while Cronbach’s Alpha was used to measure the reliability of the research tool. Findings suggest that social values of the university students have an impact on their entrepreneurial intentions. The paper ends with recommendations to universities, entrepreneurship lecturers, parents, government and businesses, as well as civil society organizations. Keywords: social values, entrepreneurship intentions, university students, Cape Town. JEL Classification: Y4

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11

Mwaka, Erisa, and Lyn Horn. "Researchers’ Perspectives on Informed Consent and Ethical Review of Biobank Research in South Africa: A Cross-Sectional Study." Journal of Empirical Research on Human Research Ethics 14, no. 4 (August 5, 2019): 307–17. http://dx.doi.org/10.1177/1556264619866991.

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There is limited literature on the opinions and perspectives of researchers on the ethical issues in biobank research in South Africa. This study aimed to explore researchers’ perspectives on informed consent and ethical review of biobank research in South Africa. An online survey was conducted among researchers and scientists at Stellenbosch University and the University of Kwazulu-Natal. The majority of researchers opined that broad consent is appropriate for biobank research. However, there was no consensus on the necessity for re-consent. Researchers were also in agreement that issues concerning informed consent and future use of samples require thorough discussions during the ethical review process. Overall, the attitude of researchers on informed consent and ethical review of biobank research was positive and ethically informed.

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Siddiqui, Dilnawaz A. "Social Sciences and Social Change." American Journal of Islam and Society 8, no. 1 (March 1, 1991): 175–81. http://dx.doi.org/10.35632/ajis.v8i1.2655.

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The second decade of the association's existence culminated in a veryencouraging conference in Dearborn, Michigan this year.The conference highlights included a keynote address by Ali Mazrui,Albert Schweitzer Professor in the Humanities, State University of New Yorkat Binghamton, and addresses by 'AbdulHamid AbuSulayman, past presidentof AMSS and current rector of the Islamic University of Malaysia, and MunirAhmad Khan, director of the Pakstan Atomic Energy Commission. Mazrui,who focused on the Gulf crisis, spoke about the double standards practicedby the West in dealing with the Muslim ummah. AbuSulayman stressed theneed for reform of character at the individual level for achieving lasting socialchange.The Isma'il and Lamya' al Faruqi Memorial Lecture was delivered byJohn Esposito, director of the Center for International Studies, Holy CrossCollege, Worcester, Massachusetts and past president of the Middle EastStudies Association (MESA). He reminded the Muslim social scientists ofIsma'il al Faruqfs tradition, urging them to become activists and scholarsof Islam at the same time.The conference proceedings were spread over nineteen panels whichoffered a variety of papers on Islam and Muslim life by scholars from NorthAmerica and overseas.The tradition that had been revived three years ago was maintained, andthus the Association of Muslim Scientists and Engineers (AMSE) also heldtheir annual conference concurrently with this year's AMSS conference. Theother tradition that continued was the trialogue between representatives ofthe three Abrahamic faiths.Another feature of the program was the incorporation of the AMSSBusiness Administration seminar. This program featured two panels. In thefirst panel, Ahmed M. Abo-Hebeish of Northrop Corporation discussed theframework of debtor-creditor relations as the foundation of financial accountingin Islam, and Mohamed A. El-Badawi of California State University addressedthe issue of computing zakatable funds.The other panel (Session 5: Panel 10) in this discipline had fourpresentations. The seminar chairman, Ghouse A. Shareef of Bellannine Collegein Kentucky, spoke on "Acountability, Congruency, and Equilibrium as the ...

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13

Yenjela, Wafula. "Against white supremacism: whistle blower Kylie Thomas and Open Stellenbosch movement." Equality, Diversity and Inclusion: An International Journal 40, no. 2 (January 20, 2021): 199–211. http://dx.doi.org/10.1108/edi-12-2019-0299.

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PurposeThe purpose of this article is to underscore postcolonial approaches that undercut racial inequities as they foster racial equality and inclusivity at higher institutions of learning, especially in racialised spaces in South Africa.Design/methodology/approachThis article dwells on whistleblowing as a channel of demythologising Whiteness in South African universities. While the #RhodesMustFall movement at University of Cape Town enjoyed much critical attention, concurrent movements in other universities such as Open Stellenbosch movement did not. This could be attributable to the methods used, especially whistleblowing, an unorthodox method employed to radically question university symbols, to disrupt racial superiority. In revisiting the movement's campaigns, the article specifically highlights Kylie Thomas' whistleblowing to underscore the role of humanities in fostering social transformation beginning with spaces of knowledge production such as universities.FindingsThe research found that challenging apartheid murals and monuments on South African institutions of higher learning required aggressive but creative approaches. This called for unmasking foundations of White supremacism. Whistle blowing and activism against White supremacism boldly confronted apartheid legacies that appear to be well preserved.Research limitations/implicationsThe research is limited to the 2015 South African student movements. The emphasis is on Open Stellenbosch movement which has received lesser critical attention compared to #RhodesMustFall. It envisions equality, diversity and inclusion in learning institutions which is achievable only through robust activist approaches to institutional/systemic racism in the institutions, rather than armchair theorising.Originality/valueThis article examines ways in which unorthodox methods such as whistlelowing and activism work to disrupt regimented White supremacism in an institution of higher learning founded on racist ethos.

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Dickstein, Leah J. "Social Change and Dependency in University Men:." Journal of College Student Psychotherapy 1, no. 1 (January 28, 1987): 31–41. http://dx.doi.org/10.1300/j035v01n01_05.

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15

Fresko, Barbara. "Attitudinal Change Among University Student Tutors1." Journal of Applied Social Psychology 27, no. 14 (July 1997): 1277–301. http://dx.doi.org/10.1111/j.1559-1816.1997.tb01806.x.

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Eisenhauer, Emily, and Bruce Nissen. "University Based Research for Social Change: Lessons Learned." Theory In Action 4, no. 2 (April 30, 2011): 21–30. http://dx.doi.org/10.3798/tia.1937-0237.11013.

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17

Jung, Eun Sang. "Social Change and Direction of Local University Education." Regional Industry Review 43, no. 3 (August 30, 2020): 341–55. http://dx.doi.org/10.33932/rir.43.3.15.

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Sennett, Justin, and Don Foster. "Social Identity: Comparing White English-Speaking South African Students in 1975 and 1994." South African Journal of Psychology 26, no. 4 (December 1996): 203–11. http://dx.doi.org/10.1177/008124639602600401.

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White English-speaking South Africans have historically exhibited a weak attachment to South Africa and to their own ethnic group. An explanation for this may be that such social categories have previously brought about a negative social identity, and have thus necessitated a decrease in social category salience. The present study, constituting a repetition and extension of a study by Morse, Mann and Nel (1977), explored the possibility that this situation might be changing as a result of this country's social transformation. It thus investigated whether social identity salience was increasing for this particular group. A questionnaire, based in part upon that used by Morse et al., was administered to 119 English-speaking students from the University of Cape Town and to 67 Afrikaans-speaking students from the University of Stellenbosch. Comparisons were conducted between both these samples, and between the current English sample and that of Morse et al. The interpretative framework underlying the study was that of Social Identity Theory, which was explored as a conceptual basis from which to examine the English-speaking group's social identity. Results indicated that English-speaking subjects experienced greater salience of their national and ethnic identities than was found to be the case in the previous study.

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Wilkinson, Doris. "Transforming the social order: The role of the university in social change." Sociological Forum 9, no. 3 (September 1994): 325–41. http://dx.doi.org/10.1007/bf01466313.

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20

Hauptfleisch, Temple. "Eventifying Identity: Festivals in South Africa and the Search for Cultural Identity." New Theatre Quarterly 22, no. 2 (April 19, 2006): 181–98. http://dx.doi.org/10.1017/s0266464x0600039x.

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Festivals have become a prominent feature of theatre in South Africa today. More than forty such annual events not only provide employment, but constitute a socio-cultural polysystem that serves to ‘eventify’ the output of theatre practitioners and turn everyday life patterns into a significant cultural occasion. Important for the present argument is the role of the festivals as events that foreground relevant social issues. This is well illustrated by the many linked Afrikaans-language festivals which arose after 1994, and which have become a major factor not only in creating, displaying, and eventifying Afrikaans writing and performance, but also in communicating a particular vision of the Afrikaans-speaking and ‘Afrikaner’ cultural context. Using the Klein Karoo Nasionale Kunstefees in Oudtshoorn as a case study, in this article Temple Hauptfleisch discusses the nature, content, and impact of this particular festival as a theatrical event, and goes on to explore the polysystemic nature of the festival phenomenon in general. Temple Hauptfleisch is a former head of the Centre for South African Theatre Research (CESAT) and Chair of the University of Stellenbosch Drama Department. He is currently the director of the Centre for Theatre and Performance Studies at Stellenbosch and editor of the South African Theatre Journal. His recent publications include Theatre and Society in South Africa: Reflections in a Fractured Mirror (1997), a chapter in Theatrical Events: Borders, Dynamics, Frames (2003), and one on South African theatre in Kreatives Afrika: Schriftstellerlnnen über Literatur, Theater und Gesellschaft (2005).

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Cockshut, Ladan, Alistair Brown, and Mariann Hardey. "Social innovation and the university." Social Enterprise Journal 16, no. 2 (March 14, 2020): 203–20. http://dx.doi.org/10.1108/sej-03-2019-0017.

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Purpose This paper aims to explore the university as a nexus of socially innovative support and engagement with micro- and small-sized (mSME) creative businesses in rural and semi-rural regions. This paper argues that universities can play a socially innovative role in and around their regions. Design/methodology/approach The authors used an action research approach to shape university-led interventions for creative mSMEs in a predominantly rural/semi-rural deprived area in the North East of England. A series of additional interviews were conducted with a sample to further explore issues raised during the action research phase. Findings The research found that the university is seen by these mSMEs as a trusted source of socially innovative support, though the expectation is for long-term and meaningful interventions that facilitate impactful change. University-based knowledge exchange and innovation can be oriented toward these tiny businesses for mutual benefit and as an enabler of societal change in a transitional economy. Research limitations/implications As this study focused on a small, geographically similar cohort of creative mSMEs, the further application of these findings may be limited in dissimilar settings. More research is encouraged to further explore and test the conceptual points this paper raises. Originality/value This paper contributes to the social innovation field and creative economies policy research by presenting how a university can enable and shape authentic forms of engagement and impact in the mSME creative economy across the rural/semi-urban landscape.

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McLean, Scott. "University Extension and Social Change: Positioning a University of the People in Saskatchewan." Adult Education Quarterly 58, no. 1 (November 2007): 3–21. http://dx.doi.org/10.1177/0741713607305945.

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23

BIAGINI, EUGENIO F. "Britannic social histories – continuity and change." Continuity and Change 12, no. 2 (August 1997): 289–307. http://dx.doi.org/10.1017/s0268416097002944.

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F. M. L. Thompson (ed.), The Cambridge social history of Britain, 1750–1950, Vol. I: Regions and communities; Vol. II: People and their environment; Vol. III: Social agencies and institutions. (Paperback edition, Cambridge: Cambridge University Press, 1993.) Pages xv+588; xv+373; xiii+492.M. J. Daunton, Progress and poverty: an economic and social history of Britain 1700–1850. (Oxford: Oxford University Press, 1995.) Pages xvi+620.Cormac Ó Gráda, Ireland: a new economic history, 1780–1939. (Oxford: Oxford University Press, 1994.) Pages xv+536.What is social history and how should it be written? What are its ‘limits and divisions’ in the context of the ‘Britannic’ isles? F. M. L. Thompson, M. J. Daunton and Cormac Ó Gráda have provided important contributions, which will long survive the debate and reactions generated by their publications. These books are, in some respects, very different works, though they share a similar epistemological outlook based on ontological realism and empiricism. Together they offer a powerful and convincing alternative to the various versions of the ‘linguistic turn’ which has featured so prominently in the debate on social history in recent years.The Cambridge social history (hereafter CSH) is a work of consolidation, a collective effort whose aim is ‘to communicate the fruits of…research…to the wider audience of students who are curious to know what the specialists have been doing and how their work fits into a general picture of the whole process of social change and development’. By contrast, Daunton and Ó Gráda have single-handedly produced inspiring analyses of crucial aspects of modern British and Irish history respectively. Daunton offers a nuanced discussion of the first industrial revolution. And, from a ‘new economic’ point of view, Ó Gráda reassesses the turning points in the making of contemporary Ireland, between the age of the American Revolution and the outbreak of World War II.

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Araszkiewicz, Halina. "The university in the face of social and technological change." International Review of Education 31, no. 1 (December 1985): 119–23. http://dx.doi.org/10.1007/bf02262571.

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25

Mondschein, Ken. "Liberal Arts for Social Change." Humanities 9, no. 3 (August 31, 2020): 98. http://dx.doi.org/10.3390/h9030098.

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The author makes a strategic argument for the liberal arts grounded in realpolitik (that is, the “realistic” manipulation of the levers of power). In a time of neoliberal university governance, it is useful for fields of study to base appeals for their continued existence on their utility to their institutions. The growth of equity and diversity initiatives in the academy, particularly in the aftermath of the Black Lives Matter protests of 2020, gives us a means of making this argument, as the liberal arts have utility in questioning the structures of white supremacy and received history and values. By exploiting the cognitive dissonance between the demands of neoliberal governance and the need for diversity and equity, we can make a persuasive case for reinvestment in the liberal arts. Further, this reinvestment ought to be democratized and carried out through all levels of higher education, including, and especially, non-selective, vocationally oriented institutions.

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Botha, Ludolph, and Charl Cilliers. "“Adolescent” South Africa (18 Years Since Democratization): Challenges for Universities to Optimize Wellness as a Prerequisite for Cognitive Development and Learning in a Diverse Society." Journal of Cognitive Education and Psychology 11, no. 3 (2012): 241–55. http://dx.doi.org/10.1891/1945-8959.11.3.241.

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South Africa’s development since 1994 has been of interest to many people across the world as the diverse nature of our society, including the growing diversity of student populations at our universities, demands very special interventions and initiatives to help create a healthier society. Research at Stellenbosch University demonstrates a positive relationship between wellness (which includes its intellectual, social, emotional, physical, spiritual and occupational dimensions) and student success. The main focus of this article is on how a university can develop systemic-holistic strategies to enhance wellness. High levels of wellness in students contribute toward the formation of harmonious and healthy communities on campus, where diversity is regarded as an asset. Furthermore, these “well” students will one day enter the world of work as well-rounded professionals and global citizens who do not hesitate to continue contributing toward the creation of a better society. Academic (or cognitive) success is of vital importance; however, student success in our very diverse context requires a much wider spectrum of characteristics or graduate outcomes for them to flourish and contribute optimally.

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Koen, N., L. Philips, S. Potgieter, Y. Smit, E. Van Niekerk, D. G. Nel, and J. Visser. "Staff and student health and wellness at the Faculty of Medicine and Health Sciences, Stellenbosch University: current status and needs assessment." South African Family Practice 60, no. 3 (July 12, 2018): 48. http://dx.doi.org/10.4102/safp.v60i3.4873.

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Background: Emphasis is currently placed on the importance of employee and student wellness initiatives. The aim was to assess staff and student health status at the Faculty of Medicine and Health Sciences (FMHS), Stellenbosch University (SU), and to conduct a wellness needs assessment.Methods: Online, self-administered questionnaires were used to collect data concerning staff and students. Additionally, students’ anthropometric and biochemical parameters were assessed. Summary statistics, correlation coefficients and appropriate analysis of variance were used for data analyses.Results: Data were obtained from staff (survey: n = 300) and students (screening: n = 536; survey: n = 330). Some 58% (n = 174) of staff had a self-reported BMI of ≥ 25 kg/m2 whilst mean screening values for all variables fell within normal reference ranges for students. In all, 78% (n = 232) of staff reported to exercise 150 min/week and 28% (n = 91) of students were sedentary for 8 h/day; 63% (n = 188) of staff expressed the need to make better food choices, 17% (n = 55) of students were aware of the need to change but experienced reluctance, and both staff and students felt dietary assistance would be beneficial (43% vs. 46%). In addition, 79% of staff (n = 208) and 42% of students (n = 138) reported being under constant pressure.Conclusion: Much can be done to improve the health and well-being of both staff and students at the FMHS, SU. Wellness is a multifactorial concept; as such, health-promotional strategies for classrooms and workplaces should consider all factors in order to provide a holistic approach and potentially identify those who are at risk of a sub-optimal wellness status.

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Baba, Marietta. "Innovation in University-Industry Linkages: University Organizations and Environmental Change." Human Organization 47, no. 3 (September 1, 1988): 260–69. http://dx.doi.org/10.17730/humo.47.3.axt6047420x4x180.

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Reitz, Anne K., Patrick E. Shrout, Jaap J. A. Denissen, Michael Dufner, and Niall Bolger. "Self‐esteem change during the transition from university to work." Journal of Personality 88, no. 4 (October 17, 2019): 689–702. http://dx.doi.org/10.1111/jopy.12519.

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Kramer-Moore, Daniela. "The University as a Catalyst for Social Change: A Case Study." Journal of the World Universities Forum 3, no. 6 (2010): 43–52. http://dx.doi.org/10.18848/1835-2030/cgp/v03i06/56720.

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Soshenko, I. I. "Universities in the Conditions of Change: Request for Social Innovation." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 10 (October 15, 2020): 161–67. http://dx.doi.org/10.31992/0869-3617-2020-29-10-161-167.

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A constantly growing demand for ensuring the competitiveness of countries in the international arena and improving the quality of higher education actualizes changes in universities. The author analyzes the scientific literature and strategic documents of universities, the leaders in the international ratings of Times Higher Education World University (THE) and QS World University Rankings (QS), as well as development strategies of the top Russian universities – participants of the 5-100 program. Based on the analysis, the author identifies ways to maintain the change of universities “from below” – the development of subjectivity, updating the socio and humanitarian agenda and design of collaborations. Besides, the author pays special attention to possible directions for the development of social innovations supporting university changes, such as institutional changes in interactions, associations of different university models and pedagogical bioethics.

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Braun, Jennifer. "The Politics of the Pantry: Stories, food and social change." Canadian Food Studies / La Revue canadienne des études sur l'alimentation 1, no. 2 (October 6, 2014): 9. http://dx.doi.org/10.15353/cfs-rcea.v1i2.58.

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Escoz Roldán, Amor, Mónica Arto-Blanco, Pablo Ángel Meira-Cartea, and José Gutiérrez-Pérez. "Social Representations of Climate Change among Spanish University Students of the Social Sciences and Humanities." International Journal of Interdisciplinary Environmental Studies 13, no. 2 (2019): 1–14. http://dx.doi.org/10.18848/2329-1621/cgp/v13i02/1-14.

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Rosen, Arlene M. "Climates of Change: Perspectives on Past and Future Climate Change and its Impact on Human Societies." Nature and Culture 2, no. 1 (March 1, 2007): 87–94. http://dx.doi.org/10.3167/nc.2007.020106.

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Burroughs, William James. 2005. Climate Change in Prehistory: The End of the Reign of Chaos. Cambridge: Cambridge University Press, 336 pp., $30.00 (UK£19.99). ISBN 0-521-82409-5 (Hardback).Ruddiman, W. F. 2005. Plows, Plagues, and Petroleum: How Humans Took Control of Climate. Princeton: Princeton University Press, 272 pp., $24.95 (UK£15.95). ISBN: 0-691-12164-8.

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Ridler, Neil B. "Cooper, Robert, L. Language Planning and Social Change. Cambridge: Cambridge University Press, 1989Cooper, Robert, L. Language Planning and Social Change. Cambridge: Cambridge University Press, 1989. Pp. 185." Canadian Modern Language Review 50, no. 1 (October 1993): 189–90. http://dx.doi.org/10.3138/cmlr.50.1.189.

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Indjic, Trivo. "Social studies of technology and Serbian University curricula." Zbornik Matice srpske za drustvene nauke, no. 159-160 (2016): 709–20. http://dx.doi.org/10.2298/zmsdn1660709i.

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Modern knowledge based society with its sustainable development pathos requires full incorporation of technology into public policies, and full understanding of its social, political, economic and ecological consequences. The institutions of higher education, therefore, must be open to accept and to support the entry of the social studies of technology in their curricula. This is not the case with Serbian universities, and the author offers arguments in favour of the change.

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Sankir, Hasan, and Sebnem Sankir. "University-city interaction and perception in terms of social change: the case of bülent ecevit university." Journal of Higher Education and Science 7, no. 3 (2017): 473. http://dx.doi.org/10.5961/jhes.2017.224.

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Rudwick, Stephanie. "Englishes and cosmopolitanisms in South Africa." Human Affairs 28, no. 4 (October 25, 2018): 417–28. http://dx.doi.org/10.1515/humaff-2018-0034.

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AbstractAgainst the background of South Africa’s ‘official’ policy of multilingualism, this study explores some of the socio-cultural dynamics ofEnglish as a lingua franca(ELF) in relation to how cosmopolitanism is understood in South Africa. More specifically, it looks at the link between ELF and cosmopolitanism in higher education. In 2016, students at Stellenbosch University (SU) triggered a language policy change that enacted English (as opposed to Afrikaans) as the primary medium of teaching and learning. English has won recognition astheacademic lingua franca for at least two socio-political reasons: First, English is considered more ‘neutral’ than Afrikaans (which continues to be strongly associated with Afrikanerdom), and second, English is arguably associated with cosmopolitanism and an international institutional status. Despite English being the academic lingua franca, it continues to be caught in an ambivalent climate with tensions among policy planners, language practitioners, higher education managers, academic staff and students. Ultimately, this paper argues that ambiguity is one of the most defining features of English in South Africa and that a complex range of Cosmopolitan, Afropolitan and glocal African identity trajectories reflect the power dynamics of English in the country.

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Bautista-Vallejo, J. M., M. Duarte de Krummel, R. M. Hernández-Carrera, and M. J. Espigares-Pinazo. "Research at the University today. Notes for educational leadership and social change." Revista Científica de la UCSA 7, no. 1 (April 30, 2020): 39–48. http://dx.doi.org/10.18004/ucsa/2409-8752/2020.007.01.039-048.

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Andreas, Joel. "University Autonomy, the State, and Social Change in China. Su-Yan Pan." China Journal 63 (January 2010): 186–88. http://dx.doi.org/10.1086/tcj.63.20749214.

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Phoon, W. O. "The university as a catalyst for social change: An example from Singapore." Möbius: A Journal for Continuing Education Professionals in Health Sciences 5, no. 3 (July 1985): 25–28. http://dx.doi.org/10.1002/chp.4760050307.

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Kalitanyi, Vivence, and Edwin Bbenkele. "Cultural values as determinants of entrepreneurial intentions among university students in Cape Town-South Africa." Journal of Enterprising Communities: People and Places in the Global Economy 12, no. 4 (September 3, 2018): 437–53. http://dx.doi.org/10.1108/jec-01-2017-0017.

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Purpose This paper aims to determine how cultural values (language and religion) impact on entrepreneurial intentions of students at the University of Cape Town, University of Stellenbosch University of the Western Cape and Cape Peninsula University of Technology. Design/methodology/approach This empirical study was conducted under mixed-methods approach, using survey-correlational strategy. Primary data were collected from a sample of 278 students. A questionnaire survey was used to collect data which were coded and analysed using SPSS version 22. Findings The empirical findings reveal that the cultural variable of language influences entrepreneurial intentions among university students, while the variable of language was not found as such and this is in accordance with the literature reviewed. Research limitations/implications This study only concerned entrepreneurship university students in Cape Town. Though these universities host students from all corners of the country, their views cannot be said to represent the opinions of all other entrepreneurship students in the whole country. Practical implications These findings should encourage the stakeholders (learners, parents and educators) to use and practice the language that present the facilities in understanding more about entrepreneurship, such as the availability of written information. Social implications The study can be a catalyst to some societies which do not encourage their children to speak foreign languages to become aware of the advantages those languages do offer. Originality/value This is a unique study of its kind in Cape Town universities and presents findings that allow to know more than previously known about the topic of entrepreneurial intentions.

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Chengalvala, Sarada, and Satyanarayana Rentala. "INTENTIONS TOWARDS SOCIAL ENTREPRENEURSHIP AMONG UNIVERSITY STUDENTS IN INDIA." International Journal of Research -GRANTHAALAYAH 5, no. 6 (June 30, 2017): 406–13. http://dx.doi.org/10.29121/granthaalayah.v5.i6.2017.2049.

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Social entrepreneurship is the ability to be an agent of change for various economic, environmental, social and political issues at local and global levels. It is believed that exposure of youth to social entrepreneurial theories and practice in institutes of higher education can impact this change. The students in various universities armed with knowledge and skills that they gained, with the support of entrepreneurial culture and environment while in campus may help them to choose social entrepreneurship as a career option after their formal education. In this backdrop, this research aims to identify the levels of entrepreneurial intentions and social entrepreneurship among University students. A sample of 150 university students across the country was included in the research. Factor analysis was used to identify factors that influence social entrepreneurship intentions. Five factors which influence social entrepreneurship intentions were identified - social entrepreneurship interest, entrepreneurial attitude, proactive personality, entrepreneurship education and perceived behavioral control. Furthermore, correlation analysis was conducted to investigate the relationship amongst social entrepreneurship intentions factors. The results were significant which indicated that there was a positive linear inter-factor association.

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Sadozai, Ayesha K., Kate Kempen, Colin Tredoux, and Rachel A. Robbins. "Can we look past people’s race? The effect of combining race and a non-racial group affiliation on holistic processing." Quarterly Journal of Experimental Psychology 72, no. 3 (March 5, 2018): 557–69. http://dx.doi.org/10.1177/1747021818760482.

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Face memory is worse for races other than one’s own, in part because other-race faces are less holistically processed. Both experiential factors and social factors have been suggested as reasons for this other-race effect. Direct measures of holistic processing for race and a non-racial category in faces have never been employed, making it difficult to establish how experience and group membership interact. This study is the first to directly explore holistic processing of own-race and other-race faces, also classed by a non-racial category (university affiliation). Using a crossover design, White undergraduates (in Australia) completed the part-whole task for White (American) and Black South African faces attributed to the University of Western Sydney (own) and University of Sydney (other). Black South African undergraduates completed the same task for White and Black South African faces attributed to the University of Cape Town (own) and Stellenbosch University (other). It was hypothesised that own-race faces would be processed more holistically than other-race faces and that own-university faces would be processed more holistically than other-university faces. Results showed a significant effect of race for White participants (White faces were matched more accurately than Black faces), and wholes were matched more accurately than parts, suggesting holistic processing, but only for White faces. No effect of university was found. Black South African participants, who have more experience with other-race faces, processed wholes better than parts irrespective of race and university category. Overall, results suggest that experiential factors of race outweigh any effects of a non-racial shared group membership. The quality of experience for the named populations, stimuli presentation, and degree of individuation are discussed.

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Arthur, Deborah Smith, and Jamie Valentine. "In Service Together: University Students and Incarcerated Youth Collaborate for Change." Prison Journal 98, no. 4 (May 30, 2018): 427–48. http://dx.doi.org/10.1177/0032885518776377.

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Through the lens of two courses at Portland State University (PSU), this article addresses critical service learning pedagogy as transformational for both incarcerated youth and university students. In one course, PSU students share a writing/art workshop with youth in juvenile detention though The Beat Within ( www.thebeatwithin.org ). Another course brings together PSU students and young men incarcerated at MacLaren Youth Correctional Facility in an inside/out course format ( www.insideoutcenter.org ). Working collaboratively, students have developed a variety of service-learning projects. This article explores the impact of critical service learning courses on both incarcerated young people and university students.

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Cherwitz, Richard A. "A new social compact demands real change, connecting the University to the community." Change: The Magazine of Higher Learning 37, no. 6 (November 2005): 48–49. http://dx.doi.org/10.3200/chng.37.6.48-49.

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Scheepers, Jacqueline. "Collaborative Service-Learning Partnerships between Government, Community and University for Implementing Social Change." Balkan Region Conference on Engineering and Business Education 1, no. 1 (October 1, 2019): 307–15. http://dx.doi.org/10.2478/cplbu-2020-0036.

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AbstractCommunity Engagement, the third pillar of Higher Education, requires South African universities to engage in projects that benefit society. Service-Learning, a form of community engagement, is a powerful pedagogical tool that lends itself to the enrichment of diversity and conceptualisation of innovative curriculum activities towards the positive transformation of students, academic staff and the broader society. Meaningful government and community partnerships are assets for universities who strive for relevant engagement with communities. In Service-Learning triad partnerships, the government, university and community stakeholders collaboratively conceptualise Service-Learning projects. These partnerships are composed of representatives from diverse institutional cultures and individual backgrounds. Through Participatory Action Research (PAR), the systems approach is applied to understand and critically examine the interconnectedness between the aims and objectives of government, community and the university. Service-Learning partnerships can be viewed as a powerful tool for actualizing community development strategies; moving these from policy to implementation in communities. This paper encourages universities to build meaningful partnerships with external stakeholders through service-learning projects. By engaging actively with their partners, universities could strengthen their Service-Learning initiatives and partnerships.

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Davies, Bronwyn, Julie Edwards, Susanne Gannon, and Cath Laws. "Neo‐liberal Subjectivities and the Limits of Social Change in University–Community Partnerships." Asia-Pacific Journal of Teacher Education 35, no. 1 (February 2007): 27–40. http://dx.doi.org/10.1080/13598660601111141.

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Ozias, Moira, and Penny Pasque. "Critical Geography as Theory and Praxis: The Community–University Imperative for Social Change." Journal of Higher Education 90, no. 1 (May 16, 2018): 85–110. http://dx.doi.org/10.1080/00221546.2018.1449082.

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Selvaratnam, V. "Dependency, Change and Continuity in a Western University Model: The Malaysian1 Case." Asian Journal of Social Science 14, no. 1 (1986): 29–51. http://dx.doi.org/10.1163/080382486x00128.

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