The Role of Contexts in the Construction of Academic Identity in Selected South African Universities
Bibliographic record
Abstract
Using qualitative interviews and document analysis, that is, national and institutional policies, the study is embedded on the assumption that the purpose of the academic career is knowledge creation, dissemination, and the acquisition and promotion of high-level skills that contribute to scholarship and the support of the economy of knowledge. This implies that academics create knowledge in pursuit of the academic career to develop scholarship. Given the identity-subjectivity-agency theory, the study set out to examine the global and local contexts or dynamics that affect the academic career in constructing academic identity and how they apply to the South African higher education landscape. We argue that the legacy of apartheid affected academic careers differently as higher education institutions were divided, separated, and segregated along racial lines with different purposes. They shaped the roles of academics in different ways, with some enjoying academic freedom and autonomy while some are operating as public servants. Moreover, university academic staff should be encouraged and enabled to advance knowledge. Thus, the study recognizes the need for high-level skills and knowledge creation, which require greater attention to the nature of academic careers.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.010 | 0.015 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.012 | 0.010 |
| Scholarly communication | 0.006 | 0.004 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".