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Twenty years into democracy in South Africa, poverty and disease continue to limit the life prospects of the majority of people. Researchers in higher education have an opportunity, not to mention a moral obligation, to direct their research towards finding ways to ensure that the expected fruits of democracy can be more evenly dispersed throughout society. Yet, in general, the knowledge produced by the academy has had little positive impact on the quality of life of those on whom research is conducted. This article argues for the need to adopt more inclusive and participatory paradigms and methodologies that challenge entrenched views that research is the prerogative of the academy. In particular, the author proposes that an action research paradigm may offer suitable ways to navigate new educational pathways suited for improving and sustaining social life in the 21st century. Such an approach will help to ensure that academic research remains relevant in today's complex and fast-changing world

Postgraduate supervision is most often perceived as a one-to-one relationship between an expert and a novice researcher. Even when working in groups, an instructional approach tends to dominate, where the supervisor(s) prescribe(s) the content and process, with a narrow focus on the outcome of degree completion, rather than a more holistic approach to the development of postgraduate scholars. At a time when curriculum transformation is high on the agenda of Higher Education, we problematise this traditional conceptualisation of postgraduate supervision and argue for a more participatory action learning and action research (PALAR) approach to postgraduate learning and development. PALAR creates a relational and reflective space for dialogical conversations, equalizing traditional power relations and democratising knowledge creation. This opens up the possibility for postgraduate candidates to perceive themselves as self-directed lifelong learners and collaborative action leaders, rather than just 'students'. Using a case example of a postgraduate PALAR retreat, we thematically analyse the data generated from participant reflections, presented over three days in visual, oral and other creative forms. Findings reveal that this approach to postgraduate learning and development enhances critical thinking and promotes collaboration rather than competition. Participants are thus able to see themselves as developing scholars and action leaders within their specific fields of influence. Such outcomes are likely to provide a solid foundation for developing future academics or other professionals, able to model a holistic, participatory approach to knowledge creation in their own practice.

Postgraduate supervision is most often perceived as a one-to-one relationship between an expert and a novice researcher. Even when working in groups, an instructional approach tends to dominate, where the supervisor(s) prescribe(s) the content and process, with a narrow focus on the outcome of degree completion, rather than a more holistic approach to the development of postgraduate scholars. At a time when curriculum transformation is high on the agenda of Higher Education, we problematise this traditional conceptualisation of postgraduate supervision and argue for a more participatory action learning and action research (PALAR) approach to postgraduate learning and development. PALAR creates a relational and reflective space for dialogical conversations, equalizing traditional power relations and democratising knowledge creation. This opens up the possibility for postgraduate candidates to perceive themselves as self-directed lifelong learners and collaborative action leaders, rather than just "students". Using a case example of a postgraduate PALAR retreat, we thematically analyse the data generated from participant reflections, presented over three days in visual, oral and other creative forms. Findings reveal that this approach to postgraduate learning and development enhances critical thinking and promotes collaboration rather than competition. Participants are thus able to see themselves as developing scholars and action leaders within their specific fields of influence. Such outcomes are likely to provide a solid foundation for developing future academics or other professionals, able to model a holistic, participatory approach to knowledge creation in their own practice. ; The National Research Foundation ; http://www.journals.ac.za/index.php/sajhe ; am2019 ; Education Innovation

Governments have committed to conserving 17% of terrestrial and 10% of marine environments globally, especially "areas of particular importance for biodiversity" through "ecologically representative" Protected Area (PA) systems or other "area-based conservation measures", while individual countries have committed to conserve 3–50% of their land area. We estimate that PAs currently cover 14.6% of terrestrial and 2.8% of marine extent, but 59–68% of ecoregions, 77–78% of important sites for biodiversity, and 57% of 25,380 species have inadequate coverage. The existing 19.7 million km2 terrestrial PA network needs only 3.3 million km2 to be added to achieve 17% terrestrial coverage. However, it would require nearly doubling to achieve, costefficiently, coverage targets for all countries, ecoregions, important sites, and species. Poorer countries have the largest relative shortfalls. Such extensive and rapid expansion of formal PAs is unlikely to be achievable. Greater focus is therefore needed on alternative approaches, including community- and privately managed sites and other effective area-based conservation measures. ; We are grateful to the many individuals and organizations who contribute to the IUCN Red List of Threatened Species,WDPA, or to identification of IBAs or AZEs. We thank A. Bennett for help with data collation and N. Dulvy, W. Laurance, and D. Faith for helpful comments on an earlier draft. This work was supported by the Cambridge Conservation Initiative Collaborative Fund and Arcadia. ; This is the final version of the article. It first appeared from Wiley via http://dx.doi.org/10.1111/conl.12158