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To be or not to be an academic: South African graduate students’ vocational choices
ARTICLE

International Journal of Educational Development Volume 29, Number 4 ISSN 0738-0593 Publisher: Elsevier Ltd

Abstract

In the post-apartheid era, South African universities are striving to attract and retain diverse faculty, as mandated by the 1998 Employment Equity Act (EEA). While the focus on faculty is critical to the transformation agenda, it is informative to step back and consider the factors that influence graduate students’ decisions regarding joining the academy. This qualitative study explores the educational experiences and vocational decisions of 50 masters and doctoral students from the EEA's “designated groups,” who are poised to become academics. Factors influencing graduate students’ vocational choices should be taken into consideration as universities strive to attract more diverse faculty.

Citation

Portnoi, L. To be or not to be an academic: South African graduate students’ vocational choices. International Journal of Educational Development, 29(4), 406-414. Elsevier Ltd. Retrieved April 22, 2019 from .

This record was imported from International Journal of Educational Development on March 1, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijedudev.2009.01.005

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