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  • 54 - Undergraduate Research in South Africa

  • from Part IV.2 - Africa & Middle East
  • Edited by Harald A. Mieg, Humboldt-Universität zu Berlin, Elizabeth Ambos, Angela Brew, Macquarie University, Sydney, Dominique Galli, Indiana University–Purdue University, Indianapolis, Judith Lehmann, Universidad de Buenos Aires, Argentina
  • Book:
    The Cambridge Handbook of Undergraduate Research
    Published online:
    11 August 2022
    Print publication:
    07 July 2022, pp 499-507

  • Summary

    There are concerns that the South African higher education system is not producing sufficient graduates to meet national needs in respect of economic and social development. Systemic reform such as strengthening the undergraduate teaching and research relationship, which is inextricably tied to curriculum structure, is necessary to meet the goals of equity and development and enhancing graduate quality. This can potentially widen the pipeline into postgraduate studies and produce the next generation of academics. The main argument of this chapter is the need to profoundly change the manner in which teaching is structured in South Africa, in order to shift the prevailing culture of undergraduate students as receivers to one in which they are inquirers. This requires pedagogies that enable inquiry-led learning to be developed, to actively engage students in the research process and for them to make the linkage to their discipline-specific practice. An increased focus on building an undergraduate research culture through pedagogical reforms is still needed.