Department/Unit: Centre for Development Support
Qualifications: B. Soc. Sc Hons. B. Soc. Sc (Sociology)(d) M.Soc.Sc. Gender Studies PHD Development Studies Social Entrepreneurship Certificate Programme
PhD Institution: University of the Free State
PhD dissertation title: Civic Culture and Local Economic Development in a Small Town
Current research interests and projects: Social entrepreneurship Social innovation Small mining towns
Selected publication 1: Marais, L., Burger, P., Campbell, M., Denoon-Stevens, S., and Van Rooyen, D., 2022. Coal and energy in South Africa. Considering a just transition. Edinburgh University Press: Edinburgh.
Selected publication 2: Marais, L., Campbell, M., Denoon-Steven, S., and Van Rooyen, D., 2021. Mining and community in the South African platinum belt: A decade after Marikana. New York: Nova Publishers.
Selected publication 3: Van Rooyen, D. and van Zyl, J. 2022. Boom or bust for emalahleni business. In Marais, L., et al. Coal and energy in South Africa. Considering a just transition. Edinburgh University Press: Edinburgh.
Selected publication 4: Van Rooyen, D. and Ellis, W. 2021. Flourish or Fail? Social Entrepreneurship in the Eastern Free State, South Africa. In van Niekerk, A. and Strijbos, S. We cannot continue like this: Sustainability beyond modernity. AOSIS: Cape Town
Selected publication 5: Sheik, A.; van Rooyen, D. and Mazzei, M. 2022. Social Innovation in South Africa: building inclusive economies. Social Enterprise Journal (DOI 10.1108/SEJ-07-2021-0060). Indexed: Web of Science. Impact factor 1.66 (Q2 for Development Studies); SJR: 0.389 (Q2 for Sociology and Political Science).
Selected publication 6: Marais, L., Nel, V., Rani, K., Van Rooyen, D., Sesele, K., Van der Watt, P., Du Plessis, L., 2021, Economic transitions in South Africa’s secondary cities: governing mine closures. Politics and Governance, 9(3) (accepted). Indexed Web of Science (Q2 in Political Science). SJR: 0.946 (Q1 Public Administration).
Selected publication 7: Sesele, K., Marais, L., van Rooyen, D., Cloete, J., 2021. Mine decline and women: reflections from the Free State Goldfields. The Extractive Industries and Society, 8(1), 211-219. Indexed: Web of Science. Impact factor 2.528 (Q2 for Environmental Studies); SJR: 0.66 (Q1 for Geography, Planning and Development).
Selected publication 8: Marais, L., McKenzi, F. Deacon, L., Nel, E., van Rooyen, D. and Cloete, J, 2018. The changing nature of mining towns: Reflections from Australia, Canada and South Africa. Land Use Policy, 76, 779-788. https://doi.org/10.1016/j.landusepol.2018.03.006. Indexed: Web of Science Impact factor: 3.089 (Q1 in Environmental Studies). SJR: 1.387 (Q1 in Geography, Planning and Development;. H5-index: 77.
Selected publication 9: Marais, L., van Rooyen, D., Nel, E. and Lenka, M. 2017. Responses to mine downscaling: Evidence from secondary cities in the South African Goldfields. The Extractive Industries and Society, 4: 163-171. Indexed: Scopus; SJR: 0.66 (Q1 for Geography, Planning and Development; Q2 for Development; Economic Ecology; Management, monitoring, policy and law). H5-index 12Marais, L., van Rooyen, D., Nel, E. and Lenka, M. 2017. Responses to mine downscaling: Evidence from secondary cities in the South African Goldfields. The Extractive Industries and Society, 4: 163-171. Indexed: Scopus; SJR: 0.66 (Q1 for Geography, Planning and Development; Q2 for Development; Economic Ecology Marais, L., van Rooyen, D., Nel, E. and Lenka, M. 2017. Responses to mine downscaling: Evidence from secondary cities in the South African Goldfields. The Extractive Industries and Society, 4: 163-171. Indexed: Scopus; SJR: 0.66 (Q1 for Geography, Planning and Development; Q2 for Development; Economic Ecology; Management, monitoring, policy and law). H5-index 12 Management, monitoring, policy and law). H5-index 12
Selected publication 10:
Capstone assignment title: Online supervision
Capstone assignment abstract: Distance education allows students not to attend classes daily and have frequent interaction with their supervisors, When lockdown levels of Covid-19 forced educational institutions into online teaching in 2020, the supervision of postgraduate students also had to adjust to permanent online functionality. Face-to-face sessions with postgraduate students were no longer possible. Across the world, policymakers acknowledge the crucial role of supervision in postgraduate education, and therefore online technologies added to the difficulties of doctoral studies. Although there have been extensive studies on the effectiveness and quality of online teaching, only a few studies have concentrated purely on online supervision of research. Other previous studies explained the need for exploring the role of Information and Communication Technologies (ICT) in advancing postgraduates' participation to complete their theses. Still, there has been minimal comparable investigation of supervision in the context of higher education, There is a paucity of research related to doctoral supervision, Online supervision can use lessons from face-to-face practices to improve online practices. All empirical studies about challenges and strategies of online supervision in postgraduate programmes are either only case studies or describe effects on a particular university. It is therefore essential to add perspectives from other universities to enhance the evidence already collected. The current study then looks at the view on the online supervision of supervisors from the Faculty of Management Sciences at the University of the Free State. Online supervision is definitely a new direction in which postgraduate supervision will be followed, and the rules of engagement are not clearly defined, This process may pose unique challenges for students and supervisors. Therefore, online supervision needs further investigation and intensive training opportunities for students and supervisors to enhance technological skills, Online supervision is a two-way communication process between supervisor and supervisee. This channel can be advantageous for doctoral programmes to include those previously excluded. Supervisors need to show genuine commitment, and flexibility and be willing to share knowledge, take an interest in conducting intellectual discussions, and track students on a mutually agreed schedule. The technology could assist students that wish to travel and do practical training in remote areas. Online supervision requires extensive planning and well-executed pedagogical approaches supported by adequate technologies that are accessible and user-friendly for both students and supervisors.
