Response: Perspective on philosophies, content & structure of workplace-focussed curriculum

1. Response: Perspective on philosophies, content & structure of workplace-focussed curriculum Prof. Laetus OK Lategan Dean: Research and Innovation & Acting DVC: Academic Central University of Technology, Free State Bloemfontein, South Africa E-mail: llategan@cut.ac.za

2. Some pointers L. Wheelahan • Different types of knowledge • Academic or disciplinary knowledge • Knowledge generated in field of practice • Recontextualise and adapt • Scholarship of application • “The workplace and the academy thus are two distinct but essential sites for learning”

3. I Ntshoe • UoTs – applied knowledge - employment • “Practice cannot generate knowledge” • Knowledge-based approach • Avoid one-dimensional understanding

4. T Mthembu, M Orkin and M Gering • Six mandates of UoTs • Implications for an “ideal curriculum” at UoTs • Application • Employable versus employment

5. Nadia Rhodes • Application to accounting

6. Reflection Who moved my degree?

7. “Acknowledgement”

9. Response 1 • Confront academic identity (Morrow) • Find academic and institutional identity (Teichler and Kogan)

10. Response 2 • Knowledge (Plato, Kant, Thompson), knowledge production (M Gibbons), forms of knowledge (E Castells) • What is the prolegomena of knowledge for UoTs

11. Response 3 • Building on Boyer’s scholarship (teaching, discovery, integration and application) • The scholarship of practice (Burgener)

12. Response 4 • Responses to the “Death of the intellect” (J Jansen) • University typology • RRR = Role (three missions) = Responsibility (university and society) = Relevance (“National strategy”)

13. Discovery? • You are not qualified for your job, the challenges of your workplace, your profession, your science, needs and wants ----- if your degree is not moved!

14. Thank you www.cut.ac.za | Bloemfontein (051) 507 3911 | Welkom (057) 910 3500