Positive experiences of working in academia : reflections on a higher learning institution

• Main Author: Makobe-Rabothata, Molebogeng Kalija
• Other Authors: Terre Blanche, M. J. (Martin J.)
• Format: Others
• Language: en
• Published: 2020
• Subjects: Higher learning institution; Open distance learning (ODL); Positive experiences; Policies in higher learning institutions; Qualitative approach; Diversity; Indigenous knowledge; Lekgotla; Metaphors; Decolonisation; 378.125019; College teachers > South Africa > Attitudes > Case studies; College teaching > South Africa > Psychological aspects > Case studies; Distance education > South Africa > Psychological aspects > Case studies
• Online Access: http://hdl.handle.net/10500/26764

The primary aim of the study was to explore positive experiences of academic employees working in an academic environment with specific reference to an Open Distance Learning (ODL) institution. The study was further envisaged as serving as the foundation for future studies which aim to develop a measuring tool for understanding positive experiences of working in academia. A qualitative approach was used to answer the research question by adopting a case study method that allowed for an in-depth study of understanding positive behaviour. A total of 12 academics were selected purposively to participate in the study. In-depth face-to-face interviews were used to gather information about the positive experiences of working in academia. In line with Seligman‘s (2000) integrated model of happiness, a happy academic was described through the adoption of (sometimes contradictory) metaphoric themes. The main themes identified were: the mother hen role, creating positive spaces, it is not a bed of roses, the just and unjust world and us versus them.In a meta-reflection on the research, contradictions were revealed in the theoretical approach adopted in this study, the literature reviewed, the empirical research and pragmatic considerations. As a result, a deconstruction of understanding positive experiences of working in academia by applying Lekgotla as an indigenous South African model was conducted. Healey‘s (2011) notion of transformative dialogue and Bujo‘s (1998) model of palaver were used as part of the framework within which Lekgotla was contextualised to understand positive experiences of working in academia. In conclusion, as an alternative, higher learning institutions (HLI) could adopt other ways that are different from Western ways of understanding the authentic experiences of diverse people in an African university. This could be done through a process of what Smith (2012) described as ―considering carefully and critically the methodologies and methods of research, the theories that inform them, the questions which they generate and the writing styles they employ‖ (p. 41). She refers to this process as decolonisation. According to her, decolonisation offers an alternative way out of colonialism since it exists as a different, oppositional way of knowing. === Psychology === D. Litt. et Phil. (Consulting Psychology)