Title
Professional Development Needs of Faculty Members in an International University in Thailand
Date of Conferral
2016
Date of Award
1-1-2017
Abstract
This study is based on one of the largest universities in South Africa (49,500 students) in which students have a wide variety of socio-economic backgrounds and a myriad of mother tongues, such as South-East African (Carpentier & Cross, 2009). The national context is marked by student demands for the reduction of tuition fees ("Fees must fall") but also by debates around the decolonization of the knowledge taught at the university (Le Grange, 2016). These debates are part of the post-apartheid context of South Africa, where inequalities remain, despite hopes born in 1994 with the election of Nelson Mandela. In response to student demand, universities want to decolonise their training by inviting teachers to develop more relevant content in the context of South Africa and Africa. For teachers, training workshops on decolonization / Africanization of content are offered in several universities in the country.
