African Doctoral Academy
Welcome to Stellenbosch University

Workshop information

​​​​​​​​​​​​​​​​Please click on the course you would like to read more about.​​​​

​​​​​​​Course 1: ​Creating a successful dissertation

Course 2: Preparing for the PhD: Considerations and planning your research project

Course 3: Introduction to Quantitative research design and methodology

Course 4: Introduction to SPSS  

Course 5Introduction to Qualitative research design and methodology

Course 6: Writing and publishing an article during the final phases of the PhD

Course 7: Confi​dent public speaking​

Course 8: Turning your Masters thesis into journal article(s): Learning by doing 

Course 9: Ethics for real world research within a range of settings

Course 10: Project management principles: Planning and execution for your PhD

Course 11Grant writing fundamentals

Course 12: Doing case study research: Discourse, design and direction

Course 13: Design and analysis of experimental data

Course 14: Teaching in the digital world: The use of blended active learning strategies

Course 15: Intersecting Qualitative with Mixed Methods research: Design and implementation

Course 16: Introduction to qu​alitative data analysis with ATLAS.ti

Course 17: Doctoral supervision for new and novice supervisors


Course 1: Creating a successful dissertation

​Presenters​
​Dr Layla Cassim - Layla Cassim ERS Consultants CC
​Cost
​Flat rate of R4 860 + R380 for prescribed Toolkit *Closed for applications - waiting list in place. ​​
​Prescribed material
​Postgraduate Toolkit on DVD (3rd edition) - developed by Dr Layla Cassim
​Target audience
​Delegates planning to start their PhDs imminently or who are in the early phase of their PhD and want to understand the background and context of the doctoral process. Delegates who are preparing for a research degree or project.
​Format
​We have decided to offer this course before the Doctoral School formally starts, so delegates that want to attend Research Design courses in the first week can also do so. It is not possible to follow both Course 1 and 2, Creating a successful dissertation, as Course 2 is in effect an extended version of Course 1.
​What to bring
​This three-day workshop covers the entire research process, and each day builds on what was covered the previous day. The three-day format allows for a considerable amount of content to be covered in addition to group work, feedback and individual interactions. Participants will also receive a copy of the Postgraduate Toolkit DVD (3​rd edition) - the Toolkit and the workshop reinforce each other, and participants can refer to the Toolkit chapters and voice recordings to revisit what was covered in the workshop and for additional material.

Course Description
This comprehensive three-day workshop covers the Doctoral research process.  The aim is to demystify the process of research and to help delegates complete a high quality thesis in good time. 

Day 1: The research proposal
On day 1, the presenter will cover the fundamentals of research – what research is; the nature, philosophy and history of research; research within a South African context and some of the challenges being experienced, which are applicable to many other countries as well; key ethical considerations in research; and the importance of narrowing down the scope of the research project.  We spend most of the day going through the structure of a comprehensive research proposal, because a solid, well conceptualised research proposal is the most important document that guides the successful execution of the research project - , a weak proposal will make for a weak thesis later on.  As we go through the proposal in detail, we also define key terminology, such as the research question, problem statement, aims and objectives, and how these are interrelated to give us the 'golden thread'.  These components are the basic building blocks of any research project.  In the late afternoon, there is a group exercise, in which delegates are broken into groups and asked to formulate the key components of a research proposal, with the presenter giving feedback.

Day 2: Research design and methodology
Following the research proposal day, on the 2nd day the workshop presenter focus on research design and methodology. Many students have a weak research design and methodology, which can undermine the credibility of their results.  The examiner’s perspective and typical research design and methodology questions are discussed additionally.
 
The first part of the day deals with defining what research design and methodology is and looking at the importance of effective record-keeping, at different types of data (primary and secondary, as well as quantitative and qualitative), and how to decide what kind of data to use.  Then we turn our attention to 18 commonly used research methods across a range of disciplines, with examples being provided to show ethical considerations and how complicated research design and methodology can be.  It is emphasised that PhD candidates need to be able to rationalise why they have selected certain methods, taking advantages and disadvantages of different methods into consideration.  The presenter will cover key concepts that examiners are likely to raise, such as sampling, error, bias, reliability, validity and pilot testing.  We also take a look at data analysis, both quantitative and qualitative, and how to do content analysis (coding).  Project management principles in research are also covered, so that you can complete your research projects on time, within budget and to the required quality standards.  In the late afternoon, there will be a group exercise for developing a detailed research design and methodology.

​​​Day 3: Thesis writing
The third day starts with important initial considerations, such as when to start writing, institutional requirements regarding the thesis, the process of editing, writer's block and other problems that students may have, such as time management, stress, health and quality of life challenges, which may act as stumbling blocks to the completion of the thesis.  This includes the different structures of a thesis, and how to write the different chapters or sections, covering each chapter in detail. Special emphasis is placed on writing a high quality literature review, a key component of the thesis.  After going through the full structure of the thesis, we then explore the important topic of theoretical frameworks, how to choose and use theoretical frameworks and where these go in the thesis.  
 
The typical university requirements relating to thesis submission, and examiners' expectations are covered in the last section. A typical examiner's form is supplied with the kinds of questions examiners will be asked when marking your thesis to use as a guide when writing your thesis to ensure completeness. There is a detailed consideration of the thesis examination process, what can go wrong in this and how to address examiners' feedback.  We end off by looking at common mistakes in academic writing that students make when writing their theses.  If you can avoid these mistakes, you will immediately notice an improvement in the quality of your writing.

Course Outcomes

At the end of the course, the delegates will be able to:

  • Complete a comprehensive, well conceptualised research proposal
  • Justify why they have used particular research methods, and show how these are appropriate for their research
  • Discuss what steps they have undertaken to decrease the potential for error and bias, and what they have done to increase the reliability and validity of their research
  • Have an interdisciplinary, intersectional understanding of research
  • Present their findings in a logical, user-friendly thesis format that meets the university’s requirements for submission and that satisfies examiners​
  • Address various quality of life challenges that can make it more difficult to complete the research project, such as time management, writer's block, stress and health-related problems


Course 2: Preparing for your PhD: Considerations and planning your research project

​Presenters​
​Dr Layla Cassim - Layla Cassim ERS Consultants CC
Dr Nicoline Herman - Stellenbosch University
​Cost
​Early Bird Rate: R7 550 + R380 for prescribed Toolkit *Waiting List forming, but registrations still open.
SU staff and students paying by OE code/student account, retain this price until bookings close.
Standard Rate: R8 500 + R380 for prescribed Toolkit
​Prescribed material
​Postgraduate Toolkit on DVD (3rd edition) - developed by Dr Layla Cassim

​​Requirements
​There are no prerequisite requirements for this course as it is a preparatory course aimed at providing delegates with the background and context of the doctoral process.
​Target audience
​Delegates planning to start their PhDs imminently or who are in the early phase of their PhD and want to understand the background and context of the doctoral process. Delegates who are preparing for a research degree or project. It is not possible to enrol for both Course 1 and 2.

Course Description
During the two book-end sessions of the workshop (Monday and Friday), co-presenter, Dr Herman, will cover the following topics.
 
Monday: Introduction to doctoral studies

  • Positioning yourself within the doctoral landscape
  • Aligning your own goals and ideals with the criteria of a successful PhD
  • Reflecting on your own doctoral journey: experienced or envisaged
  • Exploring identity development as key to doctoral studies
  • Selecting a supervisor and exploring different supervisory roles
  • Building resilience in your studies

Dr Layla Cassim
The middle three days of the workshop will be an intensive session on the practicalities of getting started with your degree. This comprehensive, three-day workshop covers the Doctoral  research process:  The aim is to demystify the process of research and to help delegates to complete a high quality thesis in good time. 

Tuesday: The research proposal
On day 1, the presenter will cover the fundamentals of research – what research is; the nature, philosophy and history of research; research within a South African context and some of the challenges being experienced, which are applicable to many other countries as well; key ethical considerations in research; and the importance of narrowing down the scope of the research project.  We spend most of the day going through the structure of a comprehensive research proposal, because a solid, well conceptualised research proposal is the most important document that guides the successful execution of the research project - , a weak proposal will make for a weak thesis later on.  As we go through the proposal in detail, we also define key terminology, such as the research question, problem statement, aims and objectives, and how these are interrelated to give us the 'golden thread'.  These components are the basic building blocks of any research project.  In the late afternoon, there is a group exercise, in which delegates are broken into groups and asked to formulate the key components of a research proposal, with the presenter giving feedback.

Wednesday: Research design and methodology
Following the research proposal day, on the 2nd day the workshop presenter focus on research design and methodology. Many students have a weak research design and methodology, which can undermine the credibility of their results.  The examiner’s perspective and typical research design and methodology questions are discussed additionally.
 
The first part of the day deals with defining what research design and methodology is and looking at the importance of effective record-keeping, at different types of data (primary and secondary, as well as quantitative and qualitative), and how to decide what kind of data to use.  Then we turn our attention to 18 commonly used research methods across a range of disciplines, with examples being provided to show ethical considerations and how complicated research design and methodology can be.  It is emphasised that PhD candidates need to be able to rationalise why they have selected certain methods, taking advantages and disadvantages of different methods into consideration.  The presenter will cover key concepts that examiners are likely to raise, such as sampling, error, bias, reliability, validity and pilot testing.  We also take a look at data analysis, both quantitative and qualitative, and how to do content analysis (coding).  Project management principles in research are also covered, so that you can complete your research projects on time, within budget and to the required quality standards.  In the late afternoon, there will be a group exercise for developing a detailed research design and methodology.

​Thursday: Thesis writing
The third day starts with important initial considerations, such as when to start writing, institutional requirements regarding the thesis, the process of editing, writer's block and other problems that students may have, such as time management, stress, health and quality of life challenges, which may act as stumbling blocks to the completion of the thesis.  This includes the different structures of a thesis, and how to write the different chapters or sections, covering each chapter in detail. Special emphasis is placed on writing a high quality literature review, a key component of the thesis.  After going through the full structure of the thesis, we then explore the important topic of theoretical frameworks, how to choose and use theoretical frameworks and where these go in the thesis. 
 
The typical university requirements relating to thesis submission, and examiners' expectations are covered in the last section. A typical examiner's form is supplied with the kinds of questions examiners will be asked when marking your thesis to use as a guide when writing your thesis to ensure completeness. There is a detailed consideration of the thesis examination process, what can go wrong in this and how to address examiners' feedback.  We end off by looking at common mistakes in academic writing that students make when writing their theses.  If you can avoid these mistakes, you will immediately notice an improvement in the quality of your writing.
 
Dr Herman is once again presenting the Friday session:  Thinking about dissemination of your research right from the start.

  • Planning and conducting your research with a focus on dissemination: From the oral to the conference presentation to the article
  • Introducing academic writing
  • Publishing from your PhD 

Course Outcomes
At the end of the course, the delegates will be able to:

  • Understand and reflecting on the rigours of the PhD and research process.
  • Complete a comprehensive, well conceptualised research proposal;
  • Justify why they have used particular research methods, and show how these are appropriate for their research;
  • Discuss what steps they have undertaken to decrease the potential for error and bias, and what they have done to increase the reliability and validity of their research;
  • Have an interdisciplinary, intersectional understanding of research;
  • Present their findings in a logical, user-friendly thesis format that meets the university's requirements for submission and that satisfies examiners;
  • Address various quality of life challenges that can make it more difficult to complete the research project, such as time management, writer's block, stress and health-related problems.
  • Identify opportunities to publish from the PhD and disseminate your science.

Course material: The course will include lectures, exercises and group work. The Toolkit and class notes will be distributed during the classes.


Course 3: Introduction to Quantitative research design and methodology

Presenter​Prof Timothy C Guetterman - Creighton University, Omaha, USA
​Cost 
​Early Bird Rate: R7 550
SU staff and students paying by OE code/student account, retain this price until bookings close​
Standard Rate: R8 500​

​RequirementsParticipants should have a basic understanding of the process of research. It is critical to come with an idea for a research project and topic. We will refine and work on it throughout the course.
​Target audience
This course will benefit delegates who want to learn more about quantitative (indicating that the data collected is in numerical form) research design and methods. It is idea for students who are at the early phases of their PhD, who can actively develop their proposal through the course. Delegates planning a quantitative research study will benefit. The course is highly interdisciplinary, as is the instructor, and will use examples from the education, social, and health sciences conducted across nations and settings.

Course Description
Introduction to quantitative research (indicating that the data is collected in numerical form) design is an introductory course to develop foundational quantitative research design knowledge and skills. Quantitative research may be broadly defined as an inquiry approach useful for describing trends and explaining the relationship among variables generally through collecting and analysing numeric, closed-ended data - e.g. through surveys.

The primary expectation is that delegates will work on their project and exit with the building blocks of a quantitative research design. As a group, we will actively work on the major aspects of quantitative research designs, including:

  • the statement of the problem;
  • purpose statements;
  • research questions, or hypotheses; 
  • a specific quantitative design; 
  • data collection and analysis plans; 
  •  limitations

Course Outcomes
At the completion of the course, students will have skills to:

  • Understand the process of conducting research using a quantitative approach
  • Plan a research design
  • Specify a quantitative purpose, research question, or hypothesis
  • Understand the types of quantitative research designs including
    • Survey design
    • Correlational design
    • Causal comparative design
    • Quasi-experimental/ Experimental designs
  • Know how to select a research design
  • Plan quantitative data collection procedures
  • Understand threats to validity in quantitative research

Course material: Class notes and readings will be provided at the start of the course.


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​​Presenters​
Dr Cindy Lee Steenekamp – Research Associate at the Centre for International and Comparative Politics, Stellenbosch University
​Cost
​Early Bird Rate: R7 550
SU staff and students paying by OE code/student account, retain this price until bookings close
Standard Rate: R8 500
​Software
The SPSS classroom is equipped with computers which provide delegates with the latest version of SPSS. A license for the SPSS package for private use is not included in the price of the workshop and must either be purchased or provided by delegates or their institution if they wish to make use of the software. Please note that we cannot accommodate private laptops in the class.​
​Requirements
Delegates must be computer literate and competent to register for this course.
​Target audience

​Postgraduate students, supervisors and researchers interested in acquiring quantitative research skills and techniques. This course is especially useful for participants who make use of surveys or want to conduct secondary data analysis based on survey research.


Course Description
During this course, participants will be introduced to the Statistical Package for the Social Sciences (SPSS) – one of the most widely used social statistical packages in the world. It needs to be emphasized that this is an introductory course, ideally suited for first time users or participants with limited experience with the software program. Participants should be computer literate and competent as this is a computer-based course with an emphasis on skills transfer. 

This short course focuses specifically on the knowledge and skills required for quantitative data analysis. The broad objectives of this course are to provide participants with an understanding of the logic of quantitative data analysis and to give participants the opportunity to develop the practical computer skills required for data analysis.

Course Outcomes
When delegates have completed this course they should:

  • Be familiar with the layout and basic functioning of SPSS
  • Be able to create and maintain a database
  • Be able to do a summary analysis of a data set - produce frequencies, descriptive statistics, cross-tabulations and comparison of means
  • Be able to manipulate data - recode, treat missing values and construct a variable
  • Be able to graphically illustrate data using a variety of chart options
  • Be able to interpret and present the ensuing results
  • The following aspects are covered:
    • Levels of measurement, creating and editing a data file, transporting a file from Excel
    • Univariate analyses: Frequencies and summary statistics
    •  Bivariate analyses: Cross-tabulations and comparison of means
    • Inspecting variables: Recoding variables, computing variables, selecting cases and splitting files


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​ ​​

Presenter​Prof Wayne A Babchuk - University of Nebraska, Lincoln, USA
​Cost​Early Bird Rate: R7 550 + R520 for Textbook *Closed for applications - waiting list in place. 
SU staff and students paying by OE code/student account, retain this price until bookings close
Standard Rate: R8 500 + R520 for Textbook
​Textbook
​Merriam, S., & Tisdell, E.J. (2016). Qualitative research: A guide to design and implementation (4th ed.). San Francisco: John Wiley and Sons
​RequirementsParticipants are expected to have a general broad-based knowledge of the process of research, however there are no prerequisites for this workshop.  
​Target audience
​This course will benefit participants who want to learn more about and fine-tune their skills in qualitative (indicating that the data collected is not in numerical form) design and implementation. The course will have a strong holistic and interdisciplinary focus and draw upon examples from the social and health sciences and education over time and across cultures.
​What to bring
​Please come with an idea for a research project you are working on or planning on working on in the future. Please bring a laptop computer with power cord. ​

Course Description
Introduction to Qualitative research design (indicating that the data collected is not in numerical form) and methodology is an introductory course presented in two parts.

Part 1 provides fundamental knowledge of several interlocking topics important to our understanding of qualitative research methodology including: ​​

  • the history of qualitative research across disciplines;
  • the ethics and responsible conduct of research; 
  • the epistemological or philosophical assumptions underlying qualitative designs;
  • key attributes and procedures of contemporary qualitative approaches including basic qualitative research, narrative, phenomenology, grounded theory, ethnography, grounded ethnography, case study, and participatory action research.

Part 2 extends our understanding of these qualitative approaches as participants learn more about the actual practice and conduct of qualitative research. As an engaged community of learners, we will focus on core processes of qualitative design and implementation: writing problem statements, purpose statements, and research questions; sampling strategies; interviewing and participant observation; and data analysis. We will also discuss assessment, validation, and writing reports for diverse audiences. This course will draw upon examples from participants’ own research interests that we will hone through collaborative problem-solving and instructional techniques. Upon completion of this course, participants will gain a deeper understanding of qualitative research and will have refined and practiced the skills needed to design and conduct their own studies.
The course covers the following main points:

  • ​Important themes and scholars that define the history of qualitative research over time and across disciplines
  • Ethics and the responsible conduct of research
  • Philosophical or epistemological assumptions undergirding qualitative research
  • Principles and practices of contemporary approaches to qualitative research (i.e., basic qualitative research, narrative, phenomenology, grounded theory, ethnography, grounded ethnography, case study, and participatory action research)
  • Designing qualitative research studies (purpose, sample, research questions)
  • Qualitative interviewing skills, participant observation, and other data collection techniques
  • Strategies of qualitative data analysis
  • Evaluating, writing, and publishing qualitative research

Course material: will consist of notes distributed during the class, a 'reader' hosted online and further texts.


​Presenters​

​Dr Ruth Albertyn - Centre for Higher and Adult Education, Stellenbosch University
Dr Christel Troskie-De Bruin - Centre for Higher and Adult Education, Stellenbosch University
​Cost

​Early Bird Rate: R8 000 *Closed for applications - waiting list in place. 
SU staff and students paying by OE code/student account, retain this price until bookings close
Standard Rate: R9 750
​Requirements
​Participants must have the following in place before the course commences:
  • The first rough draft of an article based on completed research (for example completed data analysis or completed section of the literature review)
  • Identified a journal where you would like to submit an article
  • The guidelines for authors of this journal
  • A laptop to use during the workshop (not only a tablet or iPad)
  • Power cables and adaptor for laptop
Delegates who would like to start out with publishing, for example from their Masters thesis, can consider the Saturday course: Turning your Masters thesis into journal articles.
​Target audience
​This course is aimed at doctoral candidates who have already begun their doctoral research project and are at a stage where they have completed some sections of their research and have publishable material from any part of their study. It is essential that the data has already been analysed or the literature already collected as there is not sufficient time for these tasks during the workshop.  The focus of this workshop is on actual writing of the article and there is thus minimal formal lecturing during the workshop. 
The size of the class is kept purposefully small, so delegates have optimal time with their facilitator and writing mentor.


Course Description
During this hands-on course, participants plan and write an article for publication in a scholarly journal. Participants work on material from their doctoral studies and it is essential for this workshop to have a draft manuscript to work on during your time with the ADA. As mentioned in the previous section, it is essential that the data have already been analysed or the literature already collected as there is not sufficient time for these tasks during the workshop.  The focus of this workshop is on actual writing of the article and there is thus minimal formal lecturing during the workshop.

Course Outcomes
After completion of the course, the participant will have a completed article which can be submitted for consideration by the intended journal. Throughout the week:

  • Input is provided on each section of the article
  • Participants write the relevant section
  • Facilitator reads work and provides feedback
  • Participants redraft before writing the next section of the article

Course material: A reader consisting of key readings that will be distributed during the class.



Course 7: Confident public speaking

This course take place on Saturday 06 July 2019

​Presenter
Ms Vicky Davis - MDram, Stellenbosch University
TV Presenter and Producer, Master of Ceremonies, Programme Director – Cape Town Music Academy NPC
​​Cost​
Rate: R1 550​ *Closed for applications - waiting list in place. 
​Target Audience
​Postgraduate researchers who are going to present an oral presentation at  a meeting, conference, thesis defence etc.
​What to bring
​A 2 slide slideshow to present at the workshop (3 slides with a cover slide is also acceptable). Each delegate will have 2 minutes to present. For example, many delegates choose to give an overview of their research.

Course Description

In this course, the participants gain theoretical and practical knowledge of successful public speaking & presenting. The course is specifically targeted at post graduate researchers who have to deliver presentations or talks at conferences, meetings and thesis defences.


Course Outcomes

After completion of the course, the participants will have insight into:

  • How to formulate a successful presentation
  • The principles of effective public communication
  • How to deal with stress and nerves when speaking in public
  • The physical aspects of presenting (body language, voice, hands etc.)
  • How to make an effective slideshow
  • How to handle question & answer sessions after a presentation 

Course material: Class notes will be provided online and/or printed and distributed d​uring the classes.​


​​Course 8: Turning your Masters thesis into journal article(s): Learning by doing

This course take place on Saturday 06 July 2019​ 

Presenter​
Prof Josephine Musango - School of Public Leadership, Stellenbosch University
​Cost
​Rate: R1 550 *Closed for applications - waiting list in place. 
​Requirements
​Completed or near-complete Masters thesis
​Target audience
This course is aimed at Masters students who are completing their studies and have done substantial research that can be converted into a journal article. Alternatively delegates that have not yet started their PhD journey.
PhD candidates that have already progressed far enough with their PhD and have a draft article ready, should consider taking Writing and Publishing an article during the final phases of the PhD
​What to bring
​Bring your own laptop and power cord, with a recent (or final) version of your Masters thesis.

Course Description
Turning your Masters thesis into a succinct and rigorous article that is ready for submission to a peer reviewed journal is the ultimate test of academia. This workshop will give you an overview and hands-on experience into the process, the art and science of writing a journal article from your thesis. Delegates will create a skeleton structure of their journal article during the workshop, with the idea to populate the structure themselves, following the course.

It should be noted that, the workshop is aimed at getting a manuscript ready from your thesis and does not endeavour into the publication process; that is, once you have prepared the manuscript from your thesis, there is another process of preparing it in accordance with the specific journal guidelines, review process, revision of the manuscript, checking of proofs, and final edits.

Part 1: Brief introduction into why, what, how and where

  • Why turn your thesis into journal article?
  • What is the difference between a thesis and journal article?
  • How to turn your thesis into journal article?
  • Where to publish your journal article?

Part 2: Learning by doing

  • ​Hands-on experience to convert your thesis into a journal article(s)
  • Creating a framework and draft that you can share with your supervisor for further development
At the end of the workshop, the participants should have a fully-fledged skeleton structure of a journal paper which will enable easy completion of the manuscript write-up. The participants would be provided with guidelines of how to work with their supervisor(s) after the course.​


​​Course 9: Good research practice: Research ethics and beyond

This course take place on Saturday 06 July 2019

​Presenter
Prof Catherine Comiskey - School of Nursing and Midwifery, Trinity College Dublin, Dublin University, Ireland
​CostRate: R1 550
​Requirements
Participants should have an experimental or intervention study planned and should bring with them a copy of their proposed ethics application form.
The course will be interdisciplinary and will focus on practical examples and workshops where students can develop their own project work with hands-on input from the facilitator.
Target audience
Postgraduate students that are planning to apply for ethical clearance.
Please note, a maximum of 6 Ethics CPD points will be awarded for attendance of this course.

Course Description
This course will benefit those who wish to undertake research within a range of real world settings and contexts, who wish to apply for ethical approval, ensure the quality of their data and understand the importance of research integrity in publication of findings.

The following topics will be covered
  • Review of  the origins of ethics
  • Ethical principles and responsibilities
  • Data Protection Acts
  • Levels of anonymity and confidentiality
  • Data storage, accessing and processing
  • Quality assurance
  • Types of consent
  • Access to participants and gate keeping
  • Service user engagement
  • Working with vulnerable populations
  • Working with children
  • Working in a range of settings
  • Completing an ethics application form
  • Planning ethical dissemination and feedback of results in publications

Course Outcomes
At the end of the course participants will be able to:

  • ​Describe the ethical principles and their origins
  • Have an awareness of the relevant data protection, data storage and sharing regulations
  • Be aware of how to obtain consent and work with gate keepers
  • Know how to work ethically with people who use services, vulnerable populations and children within a range of settings
  •  Complete an ethics application form
  • Plan appropriate dissemination and feedback to research participants

Course material: will be provided at the beginning of the course.

This course take place on Saturday 06 July 2019

​PresenterDr Joubert van Eeden - Department of Industrial Engineering, Stellenbosch University
​​Cost
​Rate: R1 550
​Target audience
Researchers who are preparing for or have recently started with an individual research project​ (PhD, Masters or other).

Course Description
The course will provide participants insight into the following aspects of project management: project management theory; scope management; stakeholder engagement; quality management; time management;  risk management; project control and progress monitoring.

The course has a specific focus on individual research projects for participants that are involved in research towards a degree.


Course Outcomes
  • Understand how the basic principles of project management relates to individual research projects
  • Argue the importance of time management within research project delivery and describe the cost and quality interdependency
  • Plan a research project at a high level and provide a clear scope statement and project plan
  • Be able to apply the basic risk management process to rank and mitigate risk on research projects
  • Have the ability to compile a (brief) report on project progress against defined key milestones

Course material: Notes will be provided.


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Course 11: Grant writing fundamentals

​This course take place on Saturday 06 July 2019

​PresenterMs Riana Coetsee - Division of Research Development, Stellenbosch University
​​Cost
​Rate: R1 550
​Requirements​Participants should be currently be undertaking research, be it at postgraduate or postdoctoral level or in full-time academic staff capacity.
​Target audience
Researchers (including postgraduate students and postdocs) who need to generate research funds.

Course Description
Although funding organisations and their application requirements differ, there are important elements expected from all funding agencies, whether it relates to small or to large grants.  The following elements will be thus be discussed and practised in the workshop:

  • Basic structure of grant proposal
  • Why grant proposals fail
  • The core components of a grant proposal
  •  Why writing style matters
  • The budget
  • Where to look for funding
  • Explaining peer review panels

Course Outcomes
Participants will understand the following:

  • What basic and core components an application should have to make it competitive
  • What pitfalls should be avoided when writing grant proposal
  • What elements should be included in the budget
    Where to start looking for funding

Course material: Notes on what will be presented in the workshop, as well as additional reading material.


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Course 12​: Doing case study research: Discourse, design and direction

​Presenters
Prof Peter Rule - Centre for Higher and Adult Education, Stellenbosch University
​CostEarly Bird Rate: R7 550 + R215 for Textbook
SU staff and students paying by OE code/student account, retain this price until bookings close
Standard Rate: R8 500 + R215 for Textbook
​Textbook

​Rule, P. & John, V. (2011). Your guide to case study research. Pretoria: Van Schaik. 
​Requirement
Participants should have a basic understanding of the process of research. It is critical to come with an initial or developed idea for a case study research project and topic. We will refine and work on it throughout the course.
​Target audience
This course will benefit delegates who want to learn more about case study research and how to conduct a case study. It is ideal for students who are at the early phases of their PhD, who can actively develop their proposal through the course; for students who are already in the process of conducting case studies; and for supervisors whose students conduct case studies. The instructor will use examples from the education, social, and health sciences conducted across locations.
​​​What to bring
Please come with an idea for a case study research project or a case study that is underway.
It may help to bring a laptop computer with power cord.


Course Description
The course will explore the discourses underpinning case study research, including instrumental, intrinsic and phronetic perspectives. It will examine the key issues involved in designing a case study, including selecting the case, developing research aims and questions, reviewing appropriate literature, considering the uses of theory in the study, determining methods of data collection and analysis, ensuring the quality of the case, and presenting findings. Finally, it will look at the possible directions for taking a case study regarding dissemination and further development. The course will draw on classic methodological literature on case study as well as on exemplary case studies, with particular attention to African contexts.​

Course Outcomes
At the completion of the course, students will have skills to:

  • Understand the research discourses underpinning case study research
  • Understand the nature, strengths and limitations of case study research
  • Design a case study
  • Critically engage with the challenges of conducting a case study
  • Develop ideas for disseminating and further developing case study research. 

Course material: Selected readings will be provided at the workshop.

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Course 13: Design and analysis of experimental data

​PresenterProf Catherine Comiskey - School of Nursing and Midwifery, Trinity College Dublin, Dublin University, Ireland
​Cost
​Early Bird Rate: R7 550
SU staff and students paying by OE code/student account, retain this price until bookings close
Standard Rate: R8 500
​Requirements
Participants should have an interest in, and a basic knowledge of quantitative research.  This course will be most beneficial to those who have a specific research project planned in the area of prevention or intervention within a real world community, education, social or healthcare setting.
​Target audience
This course will benefit those who plan to undertake and evaluate an intervention or prevention study using an experimental or quasi-experimental design. 
The facilitator will directly respond to the needs of the participants and the stage they are at in their research careers.
A range of facilitation approaches will be used including formal lectures, workshops, videos and class presentations.


Course Description
The course will be interdisciplinary and will focus on practical examples and workshops where students can develop their own project work with hands-on input from the facilitator. Students will be encouraged to use the time and their learning to write or develop grant and tender applications relevant to their project.​​

The following topics will be covered
  • Review of  basic quantitative study designs (survey, correlational, causal)
  • Gold standards, experimental and quasi-experimental designs (randomised control trials (RCT’s),  pragmatic RCT’s and observational studies)
  • Chosen design and level of measurement
  • Data collection methods and data types
  • Data analysis techniques for your data type, from descriptive statistics to hypothesis testing​​​
  • Sampling and the sample frame
  • Sample size determination and power analysis
  • Writing a logical data analysis plan
  • Reporting on results and using writing guides (Consort guidelines and Strobe checklists)
  • A note on the philosophical and theoretical underpinnings of experimental and quasi-experimental research
  • Planning the analysis of your study data
  • Writing an appropriate  data analysis plan Introduction to the role of Implementation Science when conducting an intervention or prevention study (fidelity in implementation, enablers and barriers to implementation)

Course Outcomes
At the end of the course participants will be able to:

  • ​Describe an appropriate experimental or quasi-experimental design for an intervention or prevention study
  • Conduct a power analysis and decide how many cases/participants are required within a study
  • Describe and defend their choice of sample selection
  • Write an appropriate data analysis plan including a statistical plan for their study design
  • Understand and write a statement on the philosophical underpinnings and the theoretical framework to their study 
  • Write a report on their study in line with the Consort or Strobe guidelines
  • Address the implementation of  their intervention or prevention study
  • Summarise and critically analyse  related studies
  • Understand and know where to access additional resources for their studies

Course material: The course materials and slides will be made available at the beginning of the short course. These will include readings and examples of published studies.

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Course 14: Teaching in the digital world: The use of blended active learning strategies

​Presenter​Prof Wim van Petegem - KU Leuven, Belgium
Dr JP Bosman - Director: Centre for Learning Technologies, Stellenbosch University
​Cost
​Early Bird Rate: R7 550 *Closed for applications - waiting list in place. 
SU staff and students paying by OE code/student account, retain this price until bookings close
Standard Rate: R8 500
​Requirements
Participants should have a genuine interest in digital technologies and their application in teaching and learning. While expert use of these digital technologies is not required, some basic experience with the use of learning technologies in general might be helpful in the practical sessions.
​Target audience
The course is designed for the teacher of the future, from new lecturers to more senior academics from all disciplines, with a keen interest in teaching and learning at the one hand, and digital technologies at the other hand.
 
Participants should want to learn to:
  • Further develop their skills on how to teach in the modern (digital) age;
  • How to activate learners both in a face-to-face and an online learning environment;
  • How to blend these different worlds into one new integrated learning experience;
  • How to cope with fast moving new trends in digital learning technologies;
  • How to apply these insights into their own practice as a teacher (and a learner), etc.
​Format​The course format includes face-to-face and virtual (online) presentations, hands-on practical activities, group discussions, and an individual project such as designing a digital active learning intervention.
​What to bring
​It is required for the participants to bring their own devices (laptop, smartphone) to make use of them during the course.​ ​


Course Description
The course will concentrate around the following themes:
  • Understanding the basics of active learning as a foundation for good academic teaching,
  • Using digital tools for classroom-based active learning,
  • Going fully online as teacher and learner,
  • Blending classroom and online learning experiences into a meaningful integrated learning experience,
  • Reflecting through action research on your own practice as a teacher in the digital world. 
The course will include presentations of theoretical evidence-based concepts, models and frameworks, good practices, inspiring examples, practical illustrations, and interesting (open) resources, combined with hands-on exercises. Together with the instructors, course participants will work together and reflect on how to change their own practice as a teacher in the digital world.
 
Furthermore, guest lectures by local experts will be provided on certain aspects of the course, either face-to-face or online.

Course Outcomes
After completion of the course, the participants will be able to:

  • Describe the fundamentals of active- and blended learning and apply them into a classroom, a fully online and a blended learning environment;
  • Search, assess and use up-to-date learning technologies in order to improve their own teaching;
  • Design, develop and implement meaningful learning experiences in order to activate learners;
  • Apply action research for reflection on their own practice as a teacher in the digital world

Course material: The course material will comprise slide sets, readings and journal articles, on-line tutorials, manuals, video material, provided in the sessions (and made available online), and partly co-created by the participants themselves.

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Course 15: Intersecting Qualitative with Mixed Methods research: Design and implementation

​Presenter
Prof Timothy C Guetterman - Creighton University, Omaha, USA​
​​Prof Wayne A Babchuk - University of Nebraska, Lincoln, USA
​​Cost
​Early Bird Rate: R7 550 *Waiting List forming, but registrations still open.
SU staff and students paying by OE code/student account, retain this price until bookings close.
Standard Rate: R8 500
​Requirement​Participants are expected to have had some previous exposure or training in research methodology—preferably with a qualitative and/or mixed methods focus--either through courses offered by their own home institutions or by the African Doctoral Academy, or have had some related experience working with qualitative or mixed methods designs prior to this course.
​Target Audience

This course is designed to help guide doctoral students or other researchers who are in the process of planning or conducting qualitative or mixed methods studies for their dissertations or other research projects.
​What to bring
​Please come with an idea for a research project you are working on or planning on working on in the future.
Please bring a laptop computer with power cord.

Course Description
Intersecting Qualitative with Mixed Methods Research: Design and Implementation will begin with a concise overview of qualitative and mixed methods research. Qualitative research is a systematic process of inquiry that relies on open-ended data (e.g., text, forms of interviews, focus groups, and images) and emphasizes inductive reasoning, collecting data in natural settings, and understanding participants’ points of view. Mixed methods research involves the integration of qualitative and quantitative data within a study. While basic research may rely on general descriptive qualitative research, the most rigorous research employs qualitative designs. Therefore, we focus the course on the major qualitative designs—ethnography, grounded theory, phenomenology, case study, and narrative research—in detail and discuss their intersection with mixed methods research.
 
The primary expectation is that delegates will bring either a qualitative or mixed methods project (either concept or in progress) and work on their project. Delegates will exit with the foundation of a sophisticated qualitative or mixed methods research design.

Course Outcomes

At the completion of the course, students will have skills to:

  • Understand how to apply mixed methods research
  • Design and implement the key procedures of five major qualitative designs: ethnography, grounded theory, phenomenology, case study, and narrative research
  • Identify, for each design,
    • its definition
    • how it has been used
    • its potential intersection with mixed methods
    • strategies for designing and conducting a study
    • unique ethical considerations
    • advantages, limitations, and challenges
    • validation strategies
  • Know how to select an appropriate research design
  • Apply criteria to evaluate research 
  • Recognise writing strategies for reporting and publication​

Course material: A course reader will be handed out in class which will include key readings and articles.


Course 16: Introduction to qualitative data analysis with ATLAS.ti​​

Presenter
​Prof Brigitte Smit - UNISA 
​Cost
​Early Bird Rate: R7 550 *Closed for applications - waiting list in place. 
SU staff and students paying by OE code/student account, retain this price until bookings close.
Standard Rate: R8 500
SoftwareThis course will feature version 8 of ATLAS.ti. The classes are presented in a fully equipped computer laboratory (classroom) and personal laptops cannot be accommodated. Please note that the course fee does not include the software for delegates to take with them after the course. However, if you are a student, you can purchase the software at a discounted price via the ATLAS.ti website.
​Requirements
​Delegates must be computer literate and competent to register for this course.
​Target audience
This course is interesting for all those who want to learn about a tool that can support them during their literature review stage in their research and for those who plan to work with qualitative data, like interview or focus group transcripts, field notes, reports, images or videos. ATLAS.ti is a tool that supports the process of analysing such data.

This course will feature version 8 of ATLAS.ti, which is now able to import data from reference managers like Mendeley and Endnote, as well as data from Evernote and Twitter. Thus, those already familiar with an older version of ATLAS.ti might also find this course valuable.​

Course Description
This is an introductory course dealing with qualitative data analysis (QDA) using a software programme called ATLAS.ti. Participants will learn the technical side of handling and working with qualitative data in ATLAS.ti.

Specific course elements are the following:

  1. Introduction to qualitative data analysis
  2. The ATLAS.ti interface
  3. Project Management
  4. Working with various data types
  5. Coding
  6. Exploratory data inspection
  7. Autocoding
  8. Search
  9. Writing comments and memos
  10. Basic Analysis
  11. Networks
  12. Presenting QDA​

Course Outcomes 
Participating in the course will enable you to begin to work with the software and to utilise it for your own research project.​ The course objectives will allow delegates to cover a range of the most frequently used functions for implementation in their research and analysis.

Course material: A reader with PowerPoint slides will be supplied. All readings will be electronic versions. Data for use in class will be provided. The class takes place in a fully equipped computer room and does not include the ATLAS.ti package for delegates to take with them.

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Course 17: Doctoral supervision for novice supervisors​​​​

​Presenter
Prof Leslie Swartz​ - Psychology Department, Stellenbosch University
​Prof Jan Botha - The Centre for Research on Evaluation, Science and Technology (CREST), Stellenbosch University
​​Cost
​Early Bird Rate: R7 550 + R440 Textbook
SU staff and students paying by OE code/student account, retain this price until bookings close
Standard Rate: R8 500 + R440 Textbook
​Textbook
​Mouton, J. 2001. How to succeed in your master's and doctoral studies: A South African guide and resource book. Pretoria: Van Schaik Publishers. 
​Requirement
​Delegates must already hold a PhD (or be graduating in the next few months) in order to participate in the workshop.

Course Description
The focus of the course is on the PhD as knowledge production accompanied by the appropriate pedagogical principles and practices. Insights based on up-to-date research on doctoral education underpin the course. Theoretical and practical dimensions of doctoral supervision are blended in the presentations and activities.  Delegates will have the opportunity to do hands-on exercises, participate in group work, and work on projects related to the supervision of their own PhD students.  Delegates will also have opportunities to interact with experienced supervisors in different disciplines.
 
The course is aimed at delegates that hold a PhD and is currently supervising or preparing to supervise PhD candidates. The course aims to sensitise delegates to the current environment regarding doctoral studies and educate them in the different models being used by supervisors to deliver successful Doctoral students.

Course Outcomes
Delegates will be expected to grasp the following concepts and elements of the PhD thesis:

  • The context of doctoral supervision in Africa
  • The nature of the PhD-qualification
  • Roles and responsibilities of supervisors
  • Models and styles of supervision
  • Joint or co-supervision
  • Research integrity
  • The process of supervision (guidance, feedback and assessment)
  • Supervising the development of the research proposal
  • The literature review
  • The examination of PhD theses

Course material: A reader with key readings and class notes will be provided online and/or printed and distributed d​uring the classes.​​​

Course Certification
The Doctoral Supervision course is an accredited competency short course at the University of Stellenbosch. The University will issue a Certificate of Competence to delegates who complete and submit all the assignments and meet the assessment criteria. Those delegates that do not submit the assignments or do not achieve a passing rate, will receive a certificate of attendance. Note that you will only receive a certificate (of attendance or competence) once the assignments have been marked.

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