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Suriamurthee Maistry

Position Associate Professor
Discipline Commerce Education
Phone 031 260 3457
Email maistrys@ukzn.ac.za
Campus Edgewood Campus
Office Address Room CF101, First Floor, Main Tutorial Building

Degrees Held

  • Bachelor of Paedagogics (Commerce) – University of Durban- Westville
  • Bachelor of Commerce Honours (Economics) – UNISA
  • Bachelor of Education Honours – (Curriculum) - University of Natal
  • Master of Education (Curriculum Studies) – University of Natal
  • PhD (Economic Education) – University of KwaZulu-Natal

Profile

Experience

  • 1988-1996: School Teacher (Economics, Accounting, Business Economics)
  • 1997-1999: Lecturer , University of Durban-Westville (BEd, PGCE, MEd)
  • 2000-2001: School Teacher (Accounting, Economic and Management Sciences)
  • 2002-2008: Lecturer, University of KwaZulu-Natal (Discipline Head: 2002-2005, 2008)
  • 2009- 2012: Senior Lecturer, University of KwaZulu-Natal (Discipline Head)
  • 2010 -2011: Head: School of Social Science Education, UKZN
  • 2013- 2016: Associate Professor
  • 2012-2014 – Academic Leader : Social Science Education
  • 2017- Full Professor

Accomplishments

  • Member of the National Research Foundation Review Committee for the Competitive Programme for Rated Researchers (2010-2012)
  • Member of the Umalusi Research Forum (2009-2017)
  • Achieved National Research Foundation (NRF) C3 rating in 2011.
  • Umalusi evaluator and research consultant for NSC Economics (2008-2016)
  • NASCA Policy writing committee for Economic and Management Sciences (2014-2015)

Awards

  • Top 30 Researchers category for University of KwaZulu-Natal in 2008
  • Prolific Researcher Category for UKZN 2010 and 2012
  • Excellence in Teaching and Research Supervision (School of Education)  2016

Research Interests:

  • Higher education curriculum and pedagogy (Commerce Disciplines)
  • Textbook research (Economics, accounting and management)

Teaching Interests

  • Curriculum and pedagogy as it relates to commercial subjects


Supervision:

Successful PhD Students to date

  • Pillay P 2017 Gender representation in four SADC high school Business Studies textbooks
  • Goebel J 2017 Students’ learning of threshold concepts in undergraduate Economics.
  • Mkhize MV 2016 The Influence of Attitudes Towards Mathematics on Learning Accounting Amongst Pre-service Accounting Teachers
  • Pillay D 2016 In search of a sustainability marketing curriculum: A critical exploration
  • Arfo EB 2016 A Comparative Analysis of Technical Vocational Education and Training in selected African Countries
  • Mtshali MA 2015 Student experiences of online support in Business Management Education
  • Ngwenya JC 2013 Formative assessment in Accounting: Exploring teachers’ understanding and practices
  • Bargate K 2013 Managerial Accounting and Finance Students’ Experiences of Learning in a Writing Intensive Tutorial Programme
  • Dos Reis K 2013 (CPUT) Mentoring Pre-service teachers in an Accounting Programme (co-supervision)

Successful Masters Students: 10 Masters

Current PhD Students:

  • Wood NA: Teaching practices in Management Accounting and Finance (currently under examination - 2017)
  • Motebang B: Theoretical perspectives in school Accounting textbooks: the case of Lesotho and South Africa (currently under examination - 2017)
  • Ramdhani J: A Critical analysis of the representations of poverty in school Economics textbooks (currently under examination - 2017)
  • Perumal K: Pedagogical Competencies of Marketing Educators at South African Higher Education Institutions.  
  • Lathleiff C: Imagining an authentic workplace using simulation as pedagogy in Auditing
  • Davis J: First year students’ learning experience of a gaming intervention in an Economics programme at DUT
  • Okoli M: Doctoral Research Supervision Experiences of Business Education Students in Nigeria
  • Maniram R: Epistemological access and authentic learning in Hospitality Financial Management
  • Singh A: Student experiences of learning Statistics in a cooperative learning programme.
  • Padayachee S: Applying a Threshold Concepts framework in the teaching of Taxation in a higher education Accounting programme (new student to register in 2017)
  • David R: Exploration of discourses of globalization in four South African Grade 12 Economics textbooks
  • Hutchinson MV: Discourses of entrepreneurship in contemporary commerce textbooks in secondary schools in selected Southern African Development Community (SADC) countries
  • Naidoo L: A critical analysis of metaphors in HIV/AIDS discourses in contemporary Business textbooks in South Africa
  • Cassim T: Discourses of affirmative action in South African Business Studies school textbooks.
  • Afrika I: School Financial Management in Low Socio-Economic Urban Contexts: A Critical Exploration.

PhD and Masters examination experience

  • Examined 6 PhD and over 15 Masters studies to date.
Community Involvement/Outreach:
  • Umalusi Research Forum

Publications/Selected Publications (2014 – 2016):

Journal articles

  • Maistry SM (2017) Betwixt and between: Liminality and dissonance in developing threshold competences for research supervision in South Africa. South African Journal of Higher Education. Volume 31(1). Pp119-134.
  • Maistry SM (2015) Crossing over to education for PhD study: liminality and threshold crossing. Alternation: Interdisciplinary Journal for the Study of the Arts and Humanities in Southern Africa, Volume 17, pp209-225.
  • Bargate K & Maistry SM (2015) Writing-to-learn in a higher education writing intensive tutorial programme: student collaboration and confidence building. South African Journal of Higher Education; Volume 29(4), pp35-49. (50% contribution)
  • Mtshali, MA, Maistry SM, & Govender DW (2015) Online chats: A strategy to enhance learning in large classes. South African Journal of Education, Volume 35(4) pp 1-10.
  • Maistry SM (2015) Towards a humanizing pedagogy: an autoethnographic reflection of my emerging postgraduate research supervision practice. Journal of Education, Volume 62, pp92-102.
  • Maistry SM (2015) Accountability and Surveillance: New technologies of control in higher education. Transformation: Critical Perspectives on Southern Africa, Volume 88, pp25-35.
  • Wood N & Maistry SM (2014) Professional accounting associations’ influence on higher education accounting pedagogy. Alternation: Interdisciplinary Journal for the Study of the Arts and Humanities in Southern Africa, Volume 12, pp198-239. (50% contribution)
  • Maistry (2014) Education for economic growth: a neoliberal fallacy! Alternation: Interdisciplinary Journal for the Study of the Arts and Humanities in Southern Africa, Volume 21(1), pp 57-75
  • Maistry SM & Pillay P (2014) Gender representation in contemporary grade 12 Business Studies textbooks. Perspectives in Education. Volume 32(4),pp74-92. (50% contribution)
  • Samuel MA & Maistry SM (2014) Brother Sun and Sister Moon: I hear your tune, so much in love with all I survey. Alternation: Interdisciplinary Journal for the Study of the Arts and Humanities in Southern Africa, Volume 21(1), pp1-14. (50% contribution)


Chapters in Books:

  • Maistry SM (2015) An analysis of economic modelling used in school economics textbooks, in W Hugo, Picking up knowledge: Conceptual Integration and Educational Analysis, pp 54-63.Pretoria: HSRC Press.

Complete Research Record:

  • Maistry SM (2017) Betwixt and between: Liminality and dissonance in developing threshold competences for research supervision in South Africa. South African Journal of Higher Education. Volume 31(1). Pp119-134.
  • Maistry SM (2015) Crossing over to education for PhD study: liminality and threshold crossing. Alternation: Interdisciplinary Journal for the Study of the Arts and Humanities in Southern Africa, Volume 17, pp209-225.
  • Bargate K & Maistry SM (2015) Writing-to-learn in a higher education writing intensive tutorial programme: student collaboration and confidence building. South African Journal of Higher Education; Volume 29(4), pp35-49. (50% contribution)
  • Mtshali, MA, Maistry SM, & Govender DW (2015) Online chats: A strategy to enhance learning in large classes. South African Journal of Education, Volume 35(4) pp 1-10.
  • Maistry SM (2015) Towards a humanizing pedagogy: an autoethnographic reflection of my emerging postgraduate research supervision practice. Journal of Education, Volume 62, pp92-102.
  • Maistry SM (2015) Accountability and Surveillance: New technologies of control in higher education. Transformation: Critical Perspectives on Southern Africa, Volume 88, pp25-35.
  • Maistry SM (2015) An analysis of economic modelling used in school economics textbooks, in W Hugo, Picking up knowledge: Conceptual Integration and Educational Analysis, pp 54-63.Pretoria: HSRC Press.
  • Wood N & Maistry SM (2014) Professional accounting associations’ influence on higher education accounting pedagogy. Alternation: Interdisciplinary Journal for the Study of the Arts and Humanities in Southern Africa, Volume 12, pp198-239. (50% contribution)
  • Maistry (2014) Education for economic growth: a neoliberal fallacy! Alternation: Interdisciplinary Journal for the Study of the Arts and Humanities in Southern Africa, Volume 21(1), pp 57-75
  • Maistry SM & Pillay P (2014) Gender representation in contemporary grade 12 Business Studies textbooks. Perspectives in Education. Volume 32(4),pp74-92. (50% contribution)
  • Samuel MA & Maistry SM (2014) Brother Sun and Sister Moon: I hear your tune, so much in love with all I survey. Alternation: Interdisciplinary Journal for the Study of the Arts and Humanities in Southern Africa, Volume 21(1), pp1-14. (50% contribution)
  • Bargate K & Maistry SM (2013) Students’ experiences of learning in a structured writing intensive tutorial programme, Alternation: Interdisciplinary Journal for the Study of the Arts and Humanities in Southern Africa, Volume 9, pp74-98. (50% contribution)
  • Maistry SM (2012) Confronting the neoliberal brute: Critical reflections of a higher education middle-level manager. South African Journal of Higher Education, Volume 26(3), pp515-528
  • Maistry SM (2012) Using memory as a resource for pedagogy: fashioning a ‘bridging pedagogical moment’. Journal of Education, Volume 54, pp 65-84.
  • Maistry SM (2012) Foregrounding a social justice agenda in Economic Education: Critical reflections of a teacher education pedagogue. Journal for New Generation Sciences, Volume 10(2), pp 30-45.
  • Maistry SM (2011) Transformation through the curriculum: Engaging a process of unlearning in Economics Education pedagogy. Alternation: Interdisciplinary Journal for the Study of the Arts and Humanities in Southern Africa, Volume 18(2), pp 115-134.
  • Maistry SM (2010) Using cultural capital as a resource for negotiating participation in a teacher community of practice: a case study. Perspectives in Education, Volume 28(3), pp 46-54.
  • Maistry SM (2010 Breaking the back of economic and financial (il) literacy in South Africa: A critical of the role of economic education. South African Journal of Higher Education, Volume 24(3), pp 432-442
  • Maistry SM & Parker KM (2010) Teacher efficacy: an investigation of Economics teachers. Africa Education Review, Volume 2,(7), pp 376-401.(50% contribution to this article)
  • Maistry SM (2009) Negotiating access to schools as research sites: a process of developing positive reciprocal relationships between researchers, teachers and school managers. Journal of Educational Studies.        
  • Maistry SM (2008) Transcending traditional boundaries for teacher professional development: exploring a community of practice approach to CPD. Journal of Education, Volume 43, pp 1-27.
  • Maistry SM (2008) Towards collaboration rather than co-operation for effective teacher professional development in South Africa: insights from social practice theory. Southern African Review of Education, Volume 14(1), pp 119-142.
  • Maistry SM (2008) School-University CPD partnerships: fertile ground for cultivating teacher communities of practice. South African Journal of Higher Education, Volume 22( 2), pp363-374.
  • Maistry SM (2007) Building communities of practice for the continuing professional development of history teachers: insights from the TEMS project. New Contree, Volume 54, pp 53-71.
  • Maistry SM (2001) The challenges of teaching economics in an under-resourced Black South African School. Perspectives in Education. Volume 19(1), pp159-171.
  • Maistry SM & Ramdhani J (2010) Managing tensions in a service-learning programme: some reflections. South African Journal of Higher Education, Volume 24(4), pp 555-567.(50% contribution)
  • Maistry SM & Ramdhani J (2010) Integrating social responsibility into an entrepreneurship education program: a case study. US-China Education Review, Volume7, No.4.pp 23-29. (50%)
  • Maistry SM (2009) Applying a partial problem-based learning environment to a non-major economics course: a case of cognitive dissonance. South African Journal of Higher Education, Volume 23(2), pp 329-339.
  • Maistry SM (2006) Negotiating access to teachers’ classrooms: a South African experience. Bulletin for academic staff and students. Volume.16, No.1.

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