‘Breaking out of the cocoon’: academics’ experiences of integrating HIV and AIDS into the curriculum
| dc.contributor.author | Van Laren, Linda | |
| dc.contributor.author | De Lange, Naydene | |
| dc.contributor.author | Tanga, Pius | |
| dc.date.accessioned | 2016-06-14T13:56:42Z | |
| dc.date.available | 2016-06-14T13:56:42Z | |
| dc.date.issued | 2013 | |
| dc.description.abstract | English: The South African Higher Education Policy Framework on HIV and AIDS tasks universities to address HIV and AIDS in teaching, research and community engagement. In a global economy, integration in academic disciplines is a cost-effective method, simultaneously allowing for multiple perspectives of engaging with the epidemic. This study uses a qualitative approach to explore the sharing experiences of academics who integrate HIV and AIDS issues into the curriculum. Academics from three South African higher education institutions were interviewed. Three themes emerged from an analysis of their experiences: to share or not to share; how academics view integration in terms of their role as an academic, and who is integrating what. The findings indicate that academics are taking up the challenge, but that they require collegial support. | en_ZA |
| dc.description.abstract | Afrikaans: Die Suid-Afrikaanse hoëronderwys beleidsraamwerk vir MIV en VIGS vereis dat universiteite MIV en VIGS in onderrig, navorsing en gemeenskapsbetrokkenheid aanspreek. Dit is egter koste-effektief om MIV en VIGS in akademiese dissiplines te integreer, terwyl dit terselfdertyd die geleentheid bied om vanuit ’n verskeidenheid perspektiewe die epidemie aan te spreek. Hierdie studie gebruik ’n kwalitatiewe benadering om die ervaring van hoe akademici wat MIV en VIGS in hul dissiplines integreer en hul inisiatiewe met ander deel, te bestudeer. Akademici van drie hoëronderwysinstellings is genader en individuele onderhoude is met hulle gevoer. Die analise van die data het drie temas opgelewer, naamlik: om te deel of nie; hoe akademici integrasie sien in terme van hul rol as dosent, en wie integreer wat. Die bevindinge dui daarop dat akademici die uitdaging aanvaar, maar dat hulle kollegiale steun benodig. | af |
| dc.description.version | Publisher's version | en_ZA |
| dc.identifier.citation | Van Laren, L., De Lange, N., & Tanga, P. (2013). 'Breaking out of the cocoon': academics' experiences of integrating HIV and AIDS into the curriculum. Acta Academica, 45(3), 291-317. | en_ZA |
| dc.identifier.issn | 0587-2405 (print) | |
| dc.identifier.issn | 2415-0479 (online) | |
| dc.identifier.uri | http://hdl.handle.net/11660/2937 | |
| dc.language.iso | en | en_ZA |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Curricula | en_ZA |
| dc.subject | Higher education | en_ZA |
| dc.subject | HIV/AIDS | en_ZA |
| dc.subject | South African Higher Education Policy Framework | en_ZA |
| dc.title | ‘Breaking out of the cocoon’: academics’ experiences of integrating HIV and AIDS into the curriculum | en_ZA |
| dc.type | Article | en_ZA |