Abstract:
This study sought to examine lecturers’ perceptions on curriculum design and modes of assessment within a differentiated system in universities of technology (UoTs) in South Africa. This research project is predominantly qualitative and adopts an interpretive approach during data collection. Selection of participants consisted of three purposively selected HoDs, fourteen lecturers from different faculties, most of whom come from industries, and twelve purposively selected undergraduate students. A purposive sampling technique was used in the selection of data. Data were collected by using an interview schedule for staff, observation, and questionnaires for students, including document analysis. A thematic analysis was used to sort data qualitatively into emerging themes. It was found that curriculum design and assessment, which integrates theory and practice whilst placing theoretical knowledge at the centre of the curriculum, contributes towards developing students’ analytical abilities pertinent to social justice issues and innovative skills. The findings further showed the importance of recognising the uniqueness of the role of universities of technology in comparison with traditional universities in integrating theory and practice that enables the application of knowledge. This study concludes that students’ success during the pedagogic encounter depends on meaningful engagement with content knowledge and meaningful ways in which students are assessed to enable them to develop analytical and creative thinking abilities and skills pertinent to solving complex problems and for stimulation of innovative thinking that lays the foundation for using thinking abilities to tackle social justice issues as well as being able to transcend and adapt to the 21st century innovative and knowledge economy.
