- 2018 Autumn Graduation
- Mon - 16 Apr - Sat - 21 Apr
The connections between higher education and well-being “matter for the individual lives of the student and those who teach; [they matter for the disciplines and professions]; they matter for the institutions; they matter for the promise of a democratic civic society; and they matter for whether or not the unique and full promise of higher education – its greater purpose – can be advanced and realized”
(Harward, D. W. Well-Being and Higher Education: A Strategy for Change and the Realization of Education’s Greater Purposes. 2016)
Higher education worldwide is undeniably in a state of disquiet and disruption. The complexities and challenges confronting higher education require a careful examination of higher education well-being and innovative and creative responses that transcend boundaries and reframes excellence, looking beyond the institutional insularity and examining its contribution towards a greater good.
Well-being can be understood as encompassing a sense of wholeness, direction and agency. It could be extended as understanding what people value being and what people value doing. Well-being in higher education makes possible the advancement of public-good, engendering commitment to educational and social development in developing graduates, increasing their freedom to live the lives they regard as good. The responsibility of higher education is to engage institutions, students, academics and researchers and their declared and enacted curriculum in debating what is valued, by whom, for what purpose. Such examination could provide analysis of the experiential spaces in curricula and co-curricular programmes to develop the responsible freedoms in valuing the personal growth, moral and civic responsibility and criticality. Self, society and systems become the ingredients for contested analysis.
The HELTASA 2017 conference theme provides opportunities to interrogate and respond to the current challenges to higher education well-being. It brings to the fore academic conversations on the greater purpose of higher education and the need to engender, revive and preserve the roles of higher education and for institutions, students, academics and researchers to look beyond themselves to a greater good. The theme allows for problematising transformative public good that is beyond a narrowed, essentialist, ideological and politicised pursuit.
This conference encourages a disruption of current thinking about higher education and its connection to educational and social development and promotes transcending paradigmatic as well as disciplinary boundaries. This calls further for rethinking of traditional, limited orientations of learning and success and reframing excellence in higher education.
The conference includes workshops, oral papers, poster presentations, flipped paper session (a new format) and critical dialogue sessions. In presenting these, the conference organisers also encourage alternative and creative presentation modes that include poetry or drama.
You are invited to submit abstracts on any of the sub-themes below. Your abstract should focus on a conscious linking of theory and practice and its connection to higher education well-being. Suggestions are provided under each subtheme. There are many other possibilities under each subtheme.
‘Greater purpose’ of higher education
Access and Parity of Participation
Reframing student success
Enriching the curriculum
Knowledge in the academy
Prof Bal Chandra Luitel
School of Education
Bal Chandra Luitel is an associate professor at Kathmandu University. Educated in Nepal and Australia and having worked in Nepal, Australia and Portugal, Bal’s expertise as a transformative education researcher lies in employing multi-paradigmatic research design for portraying the problem of culturally decontextualised mathematics and science education, a protracted problem that poses a serious challenge towards an inclusive and life affirming mathematics and science education in Nepal, a country that hosts more than 92 language groups and different cultural traditions arising from Vedic, Buddhist and Animist belief systems. Bal has been working with a number of Nepali teachers and teacher educators who examine their lived experiences as students, teachers and teacher educators, thereby developing visions for fostering experiences of meaningful mathematical learning among their students. In this process, Bal´s research program enables education researchers to engage with a host of research paradigms together with new analytics arising from dialectical, metaphorical, poetic and narrative logics and genres as a means for conceiving, expressing and implementing visions of an inclusive and life-affirming mathematics and science education in Nepal.
Prof Yusef Waghid
Department of Education Policy Studies
Yusef Waghid is Distinguished Professor of Philosophy of Education in the Department of Education Policy Studies at Stellenbosch University in South Africa. He joined Stellenbosch University almost two decades ago as Director of the Centre for Educational Development and has been full Professor of Philosophy of Education in the Department of Education Policy Studies since 2002. He was also Chair and, Dean of the Faculty of Education. He holds doctorates in the areas of Philosophy of Education (Western Cape), Education Policy Studies, and Philosophy (Stellenbosch). He is a fellow of the Academy of Science of South Africa (ASSAf), internationally acclaimed scholar with the National Research Foundation. He is Editor-in-Chief of South African Journal of Higher Education. He has 326 research publications – 25 books and collections, 210 journal articles, 62 book chapters, 22 conference proceedings & 13 book reviews. His latest books that accentuate his research foci, include
In 2011 he was honoured with the National Research Foundation (NRF) Special Recognition Award: ‘Champion of Research Capacity Development at Higher Education Institutions in South Africa’ in recognition of his influence and significant contribution towards the transformation of the social science community in South Africa; and in 2014 he received the prestigious Education Research in Africa Award: Outstanding Mentor of Education Researchers from the Association for the Development of Education in Africa. He has promoted 22 PhDs and three post-doctoral fellows to completion, supervised 20 MEds to completion, examined 40 doctorates and 18 Ms, and currently promote 12 PhDs and supervise 10 Ms.
Prof Stephanie Allais
School of Education
University of the Witwatersrand
Associate Professor Stephanie Matseleng Allais is the Director of the Centre for Researching Education and Labour, in the School of Education at the University of the Witwatersrand. She is also the Special Advisor to the Minister of Higher Education and Training. Her research interests are in the sociology of education, policy, education and development, curriculum, and political economy of education, focused on relationships between education and work. She has recently launched a new Masters of Education focused on Knowledge and Work, and is currently teaching a course on Education, Skills, and Development, as well as supervising post-graduate students.
Prior to joining Wits University she was a fellow at the Centre for Educational Sociology at the University of Edinburgh. Immediately prior to joining the CES, she managed and conducted research for an international research project comparing qualifications frameworks in 16 countries, for the International Labour Organization. She has worked in various parts of the South African education system, including government, a non-governmental organization in distance education, running the education department of a trade union, and teaching in a high school, as well as teaching part time in adult basic education and training, and leading a student organization. She served on many committees by appointment of Ministers of Education in South Africa, and has been involved in numerous policy processes. She has a PhD in education policy from Wits University in South Africa.
|Abstract Submissions First Call closing date||31st May 2017|
|Notification of acceptance of abstract||23rd June 2017|
|Abstract Submissions Second Call closing date||31st July 2017|
|Notification of acceptance of abstracts||18th August 2017|
|Final Revised abstract due date||15th September 2017|
You are invited to submit proposals (500-750 words) for pre-conference workshops and critical dialogue sessions, and/or abstracts (350-500 words) for paper presentation, poster presentation and flipped paper session. All submissions will need to indicate a conscious linking of theory and practice in the context of the theme Higher Education Well-being: Transcending Boundaries, Reframing Excellence. As an example if the paper is on first year experience, it should frame the study within the theoretical lenses informing well-being.
Below are brief guidelines for each of the categories. Please indicate on your abstract the sub-theme your abstract relates to and the preferred presentation style. The abstract reviewers will consider your submission but may recommend that another presentation category be adopted.
Proposals words should include
Paper and Poster Presentations
Abstracts should include:
Paper sessions will be allocated 25 minutes (15 minutes for presentations and 10 minutes for questions).
Dedicated poster sessions will be included within the programme where presenters can discuss their work with interested delegates.
The conference organising team embraces diverse, innovative and creative presentations of the paper or poster.
Flipped Paper Session
A flipped paper session provides opportunities to discuss complete or draft papers. The intention of the session is to focus on the discussion of the paper instead of a presentation. Presenters will be given 5 minutes for a brief overview of the paper followed by discussion for the remainder of the session. Complete or draft papers must be submitted by 15th October 2017. These will be made available to delegates interested in the sessions to read prior to the conference. Abstracts should be included on work that will be completed at the time of the conference.
Abstracts should include:
The session will be allocated 25 minutes.
Critical Dialogue Session
These 90 minute sessions should focus on current higher education issues that enhance or impede higher education well-being. The facilitator/s should present a brief context of the issue and its relevance to higher education well-being.
Proposals should include:
During the abstract selection process the following criteria will be used as a guide. We strongly recommend that you ensure your abstract meets these requirements
|Conference Registration Opens||24th March 2017|
|Early-Bird Registration Closes||31st July 2017|
|Standard Registration Closes||30th August 2017|
|Final date for payment||15th September 2017|
|Early-Bird Registration||ZAR 4500|
|Standard Registration||ZAR 5000|
|Welcome Cocktail||ZAR 0.00|
|Workshops||Half Day – ZAR 600
Full Day – ZAR 1000
|Gala Dinner||Delegate – ZAR 500
Partner – ZAR 500
Account Name: Durban University of Technology
Account Number: 050007068
Bank: Standard Bank
Branch Code: 040026
Reference: E144- HELTASA 2017 – Delegates name
Once you have registered, you will receive an invoice indicating the total amount to be paid. If you have not heard from us within 10 days of registering, please contact us at email@example.com
Proof of Payment:
Please email proof of payment to firstname.lastname@example.org
Accommodation in The Umhlanga Region:
Durban City Tour
Heritage tour Chatsworth
Heritage tour Townships
TOUR FULL DAY NO 01 SHAKALAND
TOUR FULL DAY NO 03 HLUHLUWE-UMFOLIZI GAME PARK
TOUR FULL DAY NO 05 ISANDLWANA & RORKE’S DRIFT
TOUR HALF DAY D02 USHAKA MARINE
Valley of Thousand Hills
Chair: Organising Committee
|Prof Livingstone Makondo|
|Dr Rosaline Govender|
Tel: 031 373 2904
Tel: 031 373 2277
For all conference enquiries email email@example.com