Processes in widening access to undergraduate allied health sciences education in South Africa

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dc.contributor.authorAmosun, Seyi Len_ZA
dc.contributor.authorHartman, Nadiaen_ZA
dc.contributor.authorJanse van Rensburg, Vickien_ZA
dc.contributor.authorDuncan, Eve Men_ZA
dc.contributor.authorBadenhorst, Elmien_ZA
dc.date.accessioned2014-07-29T08:35:48Z
dc.date.available2014-07-29T08:35:48Z
dc.date.issued2012en_ZA
dc.description.abstractThe purpose of this manuscript is to describe the processes followed in initiating and managing widening access to allied health sciences education at the University of Cape Town, South Africa. In response to national higher education policy imperatives in South Africa and in anticipation of the first cohort of Outcome Based Education (OBE) school leavers entering tertiary education, the School of Health and Rehabilitation Sciences at the university launched an extensive intra- and cross-programme transformation project in 2004. The project afforded four undergraduate professional programmes, namely audiology, occupational therapy, physiotherapy and speech therapy, an opportunity to address common educational and contextual drivers. These included, among others, the need for increased access and throughput of historically under-represented students in higher education. An advisory task team, named the curriculum review management team (CRMT), was engaged in envisaging, navigating and containing a complex socio-political process involving many stakeholders with disparate ideas, practice approaches, and focal concerns. The use of the Gale and Grant model of change management, augmented by the Community of Practice conceptual framework, to assist with these processes is described.en_ZA
dc.identifier.apacitationAmosun, S. L., Hartman, N., Janse van Rensburg, V., Duncan, E. M., & Badenhorst, E. (2012). Processes in widening access to undergraduate allied health sciences education in South Africa. <i>African Journal of Health Professions Education</i>, http://hdl.handle.net/11427/3313en_ZA
dc.identifier.chicagocitationAmosun, Seyi L, Nadia Hartman, Vicki Janse van Rensburg, Eve M Duncan, and Elmi Badenhorst "Processes in widening access to undergraduate allied health sciences education in South Africa." <i>African Journal of Health Professions Education</i> (2012) http://hdl.handle.net/11427/3313en_ZA
dc.identifier.citationAmosun, S., Hartman, N., Janse van Rensburg, V., Duncan, E., Badenhorst, E. 2012. Processes in widening access to undergraduate allied health sciences education in South Africa. African Journal of Health Professions Education.en_ZA
dc.identifier.issn2078-5127en_ZA
dc.identifier.ris TY - Journal Article AU - Amosun, Seyi L AU - Hartman, Nadia AU - Janse van Rensburg, Vicki AU - Duncan, Eve M AU - Badenhorst, Elmi AB - The purpose of this manuscript is to describe the processes followed in initiating and managing widening access to allied health sciences education at the University of Cape Town, South Africa. In response to national higher education policy imperatives in South Africa and in anticipation of the first cohort of Outcome Based Education (OBE) school leavers entering tertiary education, the School of Health and Rehabilitation Sciences at the university launched an extensive intra- and cross-programme transformation project in 2004. The project afforded four undergraduate professional programmes, namely audiology, occupational therapy, physiotherapy and speech therapy, an opportunity to address common educational and contextual drivers. These included, among others, the need for increased access and throughput of historically under-represented students in higher education. An advisory task team, named the curriculum review management team (CRMT), was engaged in envisaging, navigating and containing a complex socio-political process involving many stakeholders with disparate ideas, practice approaches, and focal concerns. The use of the Gale and Grant model of change management, augmented by the Community of Practice conceptual framework, to assist with these processes is described. DA - 2012 DB - OpenUCT DP - University of Cape Town J1 - African Journal of Health Professions Education LK - https://open.uct.ac.za PB - University of Cape Town PY - 2012 SM - 2078-5127 T1 - Processes in widening access to undergraduate allied health sciences education in South Africa TI - Processes in widening access to undergraduate allied health sciences education in South Africa UR - http://hdl.handle.net/11427/3313 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/3313
dc.identifier.vancouvercitationAmosun SL, Hartman N, Janse van Rensburg V, Duncan EM, Badenhorst E. Processes in widening access to undergraduate allied health sciences education in South Africa. African Journal of Health Professions Education. 2012; http://hdl.handle.net/11427/3313.en_ZA
dc.language.isoengen_ZA
dc.publisherHealth & Medical Publishing Groupen_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceAfrican Journal of Health Professions Educationen_ZA
dc.source.urihttp://dx.doi.org/10.7196/AJHPE.138
dc.titleProcesses in widening access to undergraduate allied health sciences education in South Africaen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceArticleen_ZA
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