2020
Vol 34, No 5 (2020): Special Edition: Enhancing Academic Success, Student Involvement and Quality Assurance
Conference organised by the Council of Higher Education in February 2020
2019
Vol 33, No 6 (2019)
- The fourth industrial revolution reconsidered: On advancing cosmopolitan education
- Progress towards the implementation of the PRME: Lessons from a South African business school
- Impacts of implementing geogebra on eleventh grade student’s learning of Euclidean Geometry
- Students' experiences of human-centred interventions in a design education setting
- Does "free" higher education in South Africa make economic sense? Views of commerce students
- Informative assessment: A supportive tool for systemic validity in language education
- Re-positioning the competences of beginner teachers in South Africa: A capabilities perspective
- Students’ emerging pedagogical reflexivities in respect of their "student teacherly becoming" on a PGCE Diversity and Inclusivity module
- Health professions students' interprofessional experiences on a rural learning platform
- Improving student assessment feedback in an introductory accounting course through two-stage collaborative assessment
- E-Portfolios as a tool to enhance student learning experience and entrepreneurial skills
- Developing non-cognitive skills in part-time students at a South African university: Overcoming negativity and supporting behavioural change
- Radical inclusion: Students with disabilities’ professional learning in South African higher learning
- Prior accounting knowledge of first-year students at two South African universities: Contributing factor to academic performance or not?
- Mentee perceptions of beneficence of faculty-centered academic mentoring: Reflections from a pilot program
- Demystifying foundation phase teaching: Male student teachers’ motivation to enroll for B.ED. degree in foundation phase at a rural university
- Transitioning of final year nursing students to professional nurses: A best practice guideline
Vol 33, No 5 (2019): Special Issue of the 45th Annual South African Society for Education Conference
Part 1 : Special Section
- Editorial: The need for South African (higher) education institutions to be attuned to Education 4.0
- Decolonial pedagogical practices: Engaging with Rancière
- Numeracy students' perspectives on a new digital learning tool at a South African university
- Adoption of information and communication technologies in teaching and learning at a university
- "I hate Tuesdays!" The self-efficacy beliefs of postgraduate language practice students
- Self-assessment: A learner-centred approach towards transforming traditional practices and building self-directed learners
- Determination of factors influencing pre-service teachers' sense of self-efficacy
- Collaboration and teacher knowledge in a teacher learning community: A case of mathematics teachers in KwaZulu-Natal province
- Constraints in the implementation of continuing professional teacher development policy in the Western Cape
- Teaching English as a social practice: A practical guide
- Examining the performance of teacher graduates from Limpopo rural university
Articles
- Access to higher education and career advancement for women in the South African work environment
- Developing a student mental health policy for a South African university: Consultation, contestation and compromise
- Lesbian gay bisexual transgender and intersex (LGBTI) students are scrambling for access to healthcare services in the campus healthcare system: Perceptions of key informants
- Factors that influence the ways univrsity students think about referencing and related concepts
- The snowball effects of practices that compromise the credibility and integrity of higher education
- Efficiency assessment of public universities in South Africa, 2009-2013: Panel data evidence
Vol 33, No 4 (2019)
- Towards the contextualisation of democracy: A critical precursor for citizenship education in universities
- A comment on critiques of the article Age- and education-related effects on cognitive functioning in Colored South African women
- The development of management accounting skills in situations where practical exposure is limited: The perceptions of training officers in South Africa
- Adam Habib’s Rebels and Rage. Reflecting on #FeesMustFall: A critical appraisal
- Tolerance as an imperative for higher education and democracy
- Resourcefulness matters: Student patterns for coping with structural and academic challenges
- First year students' boredom in applied communiction skills classroom at a South African university of technology
- A study on the skills of master of arts in research psychology graduates from the employers’ perspective
- Pedagogic and learning spaces of leadership development: A sectoral case study
- Skills requirements in South African supply chains: A higher education perspective
- Fetishistic disavowal and elusive jouissance: The case of the South African higher education decolonization project
- Reflections of employed graduates on the suitability of their skills and knowledge for workplace-readiness
- Tracking students’ performance in higher education: The transition from national benchmark tests to quantitative literacy intervention course
- Can extended curriculum programmes be improved through engagement with students using appreciative inquiry?
- Teachers need scientific and experiential knowledge on learning support: Recommendations for a teacher educator
- Policy analysis as "text" in higher education: Challenging South Africa's "use of official languages act": A case-based approach
- Accounting students' perceptions: Internal control theory moves outside the classroom and online
- Students' perceptions of some factors influencing academic achievement at a rural South African university
Vol 33, No 3 (2019)
- Quality, dissonance and rhythm within higher education
- Supervision experiences of postgraduate research students at one South African higher education institution
- "Making windows where there were once walls": Transformation in higher education curricula
- Exploring undergraduate students’ productive struggles in a quantitative literacy course: Implications for the development of tutoring
- Developing teacher competencies through the open and distance learning approach in Zimbabwe
- Education versus indoctrination: Contextualising the crisis in higher education in South Africa
- Being first year B.Ed. Foundation phase student teachers at a university: Wrestling apprehension in and through a chosen career
- Lack of lecturer clarity during instruction: Possible reason for poor throughput?
- The profile of occupational stress in a sample of health profession academics at a historically disadvantaged university in South Africa
- Towards a framework for the integration of information security into undergraduate computing curricula
- Do institutional cultures serve as impediments for women's advancement towards leadership in South African higher education?
- Academic entrepreneurship: A focus on entrepreneurial alertness, attitudes, norms and beliefs
- Deficiencies in technical and vocational education and training lecturer involvement qualifications and its implications in the development of work related skills
- Containing HIV and AIDS: Creating a readers’ theatre script for professional learning in higher education
- Social media and social capital in online learning
Vol 33, No 2 (2019)
- Interrogating a cosmopolitanism of African higher education
- The use of active learning in a private higher education institution: The lecturer's perspective
- The accountability and professional security of the South African higher education lecturer
- Continuous professional learning in private higher education: Making a case for distributed leadership
- Students’ reflection on co-design: A cross-disciplinary collaboration between two SADC countries
- Employment experiences of post graduate students in KwaZulu-Natal: An intersection of qualifications and employability in the labor market
- Putting the human at the centre: Human rights and literary studies in South Africa
- Protecting the learning space: The case for the regulation of staff-student relationships at university campuses in South Africa
- Displaced margins and misplaced equity: Challenges for South African higher education
- Analysing a discussion on an online university forum: A communicative approach to discursive democracy
- The administration of the doctoral examination at South African higher education institutions
- Epistemic violence: A case for the decolonisation of South African business school curricula
- Academic mobility and the experiences of foreign staff at South African higher education institutions
- Lessons learnt from two decades of graduate tracer research: Recommendations for the South African context
- Promoting students’ sexual and reproductive health in peer-led programmes at two South African universities: Emergent tensions and dilemmas
- Pre-service teachers’ self-efficacy, attitudes and academic performance with regard to undergraduate research modules
Vol 33, No 1 (2019)
- On the polemic of academic integrity in higher education
- Exploring the role of dance in architectural education
- Music graduates and communities of practice
- Expanding the semantic range to enable meaningful real-world application in chemical engineering
- Expanding the semantic range to enable meaningful real-world application in chemical engineering
- Does team-based learning develop essential generic skills in pharmacy students?
- Multimodal mapping: Using mind maps to negotiate emerging professional communication practices and identity in higher education
- Online or offline supervision? Postgraduate supervisors state their position at University of South Africa
- University of South Africa staff’s learning experiences in online coursework master’s of education
- #Feesmustfall and beyond: Towards a sustainable national student loan regulatory framework
- Exploring academic development programme evaluation at a university: A systematic scholarly approach
- Challenges to admissions in the extended curriculum programme in the Faculty of Business and Management Sciences
- Relationship between transformtion and institutional culture
- Predictors of academic performance, success and retention amongst undergraduate nursing students: A systematic review
- Exploring constructivist task motivation of English L2 acquisition graduate students through learning materials
- Applying formative assessment strategies in the teaching of poetry: An experiment with third-year English studies students at the University of Limpopo
- Lecture attendance versus academic performance and prior knowledge of accounting students: An exploratory study at a South African university
- The contribution of a private higher education institution to the South African higher education landscape
2018
Vol 32, No 6 (2018): Special Edition 2018
Section A : The ethics of care & academic development
Section B : HELTASA Conference papers
Section B : Action research
Section A
- Editorial: The ethics of care and academic development
- Higher education for citizens of caring democracies
- Care and attention
- Caring for justice in a neoliberal university
- To care or not to care - reflections on the ethics of blended learning in times of disruption
- Development of students’ academic literacies viewed through a political ethics of care lens
- Creating ‘safe-ish’ learning spaces—attempts to practice an ethics of care
- Professional learning for teaching at a research-intensive university: The need for a ‘care-full’ environment
- Incubating a slow pedagogy in professional academic development: An ethics of care perspective
- Taking an ethics of care perspective on two university teacher training programmes
- Working with Wendy: A tribute to slow scholarship
Section B
- Editorial: Higher education well-being: A balancing Act
- Project-based learning: Panacea for change or old wine in new bottles?
- A little black number: Undressing transformation from student to pattern maker
- Enriching the information systems curriculum to enable digital innovation capacity
- Peer mentoring: Enhancing economics first years’ academic performance
- Friends or foes? A theoretical approach towards constructivism, realism and students’ wellbeing via academic literacy practices
- Critical interdisciplinary dialogues: Towards a pedagogy of well-being in stem disciplines and fields
- Addressing curriculum decolonisation and education for sustainable development through epistemically diverse curricula
- Enabling well-being and epistemological access through an authentic assessment intervention: A case study of a higher education programme
- Ethical inclusive curricula design: Conversational teaching and learning
- Promoting the well-being of higher education: Re-engineering of transnational nursing education
- Postgraduate writing groups as spaces of agency development
- Teaching research writing at exit-level undergraduate programmes in South Africa
- How to be or not to be? A critical dialogue on the limitations and opportunities of academic development in the current higher education context
Section C
- Editorial: Self-enquiry as an intrapersonal means to promoting scholarship of professional development: Our quest for new meaning making
- Leading article: A meta-reflection on my emerging as a scholar of action research
- Flipped out in the blended classroom, the good, the bad and the ugly: When academics become students
- Challenges reflected on by student teachers of English during teaching practice
- Enabling agency through participatory action research in an honours-level postgraduate class in a school of education
- On becoming a better supervisor: A deconstruction of autoethnography as method for professional development
- Exploring how personal mentoring added value to becoming a higher education practitioner
- Assessing the value of action research: Using a world café to explore the professional journey of nurse educators
- Stretching and transforming research practise for HIV and AIDS curriculum integration: An auto-ethnography
- School-visit by pre-service teachers: An insider view on students’ experiences and staff’s perceptions
- Switching colours: Becoming a culturally responsive teacher educator
- A collaborative auto-ethnographic exploration of socially just practices by new academics in two South African higher education institutions
- Creative strategies to support student learning through reflection
- Exploring my role modelling as a teacher educator: A self-study
Vol 32, No 5 (2018)
- What is (post)qualitative research?
- Reflections on the passing of Prof Bongani Mayosi: Universities and the burden of history
- Academics at three African universities on the perceived utilisation of their research
- Assessing employer satisfaction: An attempt to enhance graduate employability at an institution of higher learning
- Corporatisation of universities deepens inequalities by ignoring social injustices and restricting access to higher education
- Students’ and lecturers’ perceptions of the effect of open-book examinations on teaching and assessment at departments of accountancy at South African universities
- Learning style preferences of logistics learners
- Efficacy of teacher education institutions and primary schools in teacher preparation in Zimbabwe
- The experiences of first-year students in mathematics in using an e-learning platform at a university of technology
- Dialogic pedagogical innovation: Creating liberating learning practices for first year university students
- Student funding and student success: A case study of a South African university
- The impact of access to post-secondry education information on "rural origin" students' access to higher education: A case of three schools in Ntabamhlophe, Kwazule-Natal
- What works in citizenship and values education: Attitudes of high school leavers towards the Itorero training in post-genocide Rwanda
- Online assessment in Moodle: A framework for supporting our students
- The place of ‘vicarious memories’ in contemporary South Africa
- The perceptions of students and lecturers on the live streaming of lectures as an alternative to attending class
- The prediction of the success of first-year MBA candidates: One business school as a case study
- An entrepreneurship education, training and support framework for South African architects
Vol 32, No 4 (2018)
- Action research and educational technology: Cultivating disruptive learning
- The views of commerce students regarding "free" higher education in South Arica
- A quest for waste reduction at institutions of higher learning: Investigating the integration of Six Sigma and Lean Six Sigma methodologies with total quality management
- Towards a transformative and holistic continuing self-directed learning theory
- #RhodesMustFall: Using social media to "decolonise" learning spaces for South African higher education institutions: A cultural historical activity theory approach
- A comparison of the utility of data mining algorithms in an open distance learning context
- Values, institutional culture and recognition of prior learning
- A model for innovation in higher education
- Essentiality of stakeholder management for university survival
- Advancing career counselling research and practice using a novel quantitative+qualitative approach to elicit clients’ advice from within
- Developing globally competent researchers: An international perspective
- Towards a sustainable anti-xenophobic rural-based university campus in South Africa
- Addressing the negative impact of consumerism on young people by (re)awakening their spirituality through sense of place
- Feeling some typ'a way: A young Black woman's experience of education in South Africa
- Assessing evaluation education in African tertiary education institutions: Opportunities and reflections
- Nationally hosted tax intervention: Exploring South African students' perceptions of its usefulness to develop pervasive skills
- Advancing border thinking through defamiliarisation in uncovering the darker side of coloniality and modernity in South African higher education
- Reconsidering postgraduate ‘supervision’ from a participatory action learning and action research approach
Vol 32, No 3 (2018)
- Narrative explorations of the micro-politics of students' citizenship, belonging and alienation at South African universities
- A symbol of infinite (be)longing: Psychosocial rhythms of inclusion and exclusion at South African universities
- Finding a place to be our-selves: Narratives of young black women activists
- A critical reflexive model: Working with life stories in health promotion education
- Strangers “at home”: Gay, lesbian and bisexual students’ strategies for resisting heteronormativity in university residence life
- Bodies out of place: Black queer students negotiating identity at the University of Cape Town
- Photovoice as a narrative tool for decolonization: Black women and LGBT student experiences at UCT
- Ties that bind: The ambiguous role played by social capital in black working class first-generation South African students' negotiation of university life
- Students’ narratives on gender and sexuality in the project of social justice and belonging in higher education
- I just want to be somebody: Exploring students' motivations and experiences in universities
- Safety in student residences matters!
- Travelling into the other's world: South African pre-service teacher education students' construction of difference, belonging and identity
- Narratives of a sense of belonging: Perspectives from a sample of international students in South Africa
- Challenging gender equality in South African transformation policies - a case of the White Paper: A programme for the transformation of higher education
- Experiences of enterprise resource planning system at a flagship university in Africa: Familiarity, barriers and way forward
- Can an economically struggling university bolster community engagement as a learning city? Exploring one university initiative in Malawi
Vol 32, No 2 (2018)
- Prioritising higher education: Why research is all that matters
- Contrasting motivation and learning strategies of ex-mathematics and ex-mathematical literacy students
- Attending to the affective: Exploring first year students' emotional experiences at university
- Doctoral and master’s supervision: Does preference for research versus teaching really make a difference?
- #FeesMustFall and decolonising the curriculum: Stellenbosch University students’ and lecturers’ reactions
- Strumming your way into Foundation Phase Education
- Co-teaching within diversity: A disruptive productive source of professional development
- Student acculturation in the context of "feesmustfall"
- A process model recognising prior learning of informal sector motor mechanics
- Trend analysis of first year student experience in university
- Framework for a learning management system at a university of technology with a weak information technology maturity system
- Exploring the present state of South African education: Challenges and recommendations
- Valorisation: The case of the Faculty of Applied Sciences at the National University of Science and Technology, Zimbabwe
- Developing curricula for english for Occupational Purposes: A case study at a South African University of Technology
- Language of instruction and its effect on the performance of accounting students
- Exploring demographic influences on students' academic performance over a five-year programme
Vol 32, No 1 (2018)
- A multi-level researcher development framework to address contrasting views of student research challenges
- Effects of demographic factors on provision of feedback in postgraduate medical education
- Study demands, study resources and the role of personality characteristics in predicting the engagement of fist-year university students
- A doctrinal research perspective of master's degree students in accounting
- Rethinking visual journaling in the creative process: Exploring pedagogic implications
- Meta-modes of learning that support and influence the millennial student’s holistic learning experience at an academic institute in South Africa
- The effect of speaking English as a second language on the study of anatomy and physiology in the nursing programme
- Does a graph-intensive economics curriculum promote epistemological access to economic theory?
- Job-embedded, collaborative and reflective professional development for university administrators: The action learning pedagogy
- Responses to the short-term effect of the zero per cent fee increase on South African universities
- Predictors of academic performance among second-year nursing students at a university in the Western Cape
- Perspectives on graduate employability attributes for management sciences graduates
- In search of graduate attributes: A survey of six flagship programmes
2017
Vol 31, No 6 (2017)
- Editorial: On critique, dissensus and human rights literacies
- Discourses shaping human rights education research in South Africa: Future considerations
- The promotion of equality and prevention of unfair discrimination Act 4 of 2000: How to balance religious freedom and other human rights in the higher education sphere
- Moral responsibility and speaking to the 'dark side of human rights'
- Human rights literacies and students' paradoxical understandings of tolerance and respect
- Retreating rights: Human rights, pre-theoretical praxes and student activism in South African universities
- Critical transformation in higher education: Ethical reflections on #
- Human rights and sexuality - reimagining the language of equality towards transformation in and through education
- Language rights in education in South Africa
- Strong identities and endorsement of human rights: Conflictive or complementary?
- Leading article: (Trans)disciplinary research (re)considered
- Development and application of conceptual and analytic frameworks for community engagement at a South African higher education institution
- The reported study habits and time-management trends of post-graduate students in accountancy
- A guiding framework for the development of a trans-disciplinary community mental health student teaching and learning platform
- A new take on the assessment of first-year art projects
Vol 31, No 5 (2017)
- Educational theory as rhythmic action: From Arendt to Agamben
- A metaphorical approach to higher education engagement as a liminal and creative free space amid supercomplex and paradoxical dual demands
- The relativity of socio-cultural factors on young people’s access to higher education in Africa
- Work integrated learning benefits for student career prospects - mixed mode analysis
- Widening student access and participation in Allied Health Sciences: A critical reflection
- Socio-demographic insights into South African student drinking behaviour
- Defining plagiarism: Student and staff perceptions of a grey concept
- Postgraduate students' understanding of mixed methods research design at the proposal stage
- Driving responsible research and innovation: Science, society and the energy movement
- Writing into design: An embedded writing course for architectural studies
- 'Juggling the glass balls ...': Workplace spirituality in women leaders
- Barriers and challenges private higher education institutions face in the management of quality assurance in South Africa
- Using servicescape to manage student commitment towards a higher education institution
- Students are humans too: Psychosocial vulnerability of first-year students at the University of Johannesburg
- Shifting perceptions of black students in a South African university residence
Vol 31, No 4 (2017)
- Studying sexuality: LGBTI experiences in institutions of higher education in Southern Africa
- 'Its tough being gay'. Gay, lesbian and bisexual students' experiences of being 'at home' in South African university residence life
- Questioning heteronormative higher education spaces: experiences of lesbian women at a South African university
- 'So I decided not to invade straight black men's space': exploring heteronormative spaces on campus
- Christianity and homosexuality: contradictory or complimentary? A qualitative study of the experiences of Christian homosexual university students
- Constructing our identities: Identity Expression amongst lesbian women attending university
- Heteronormative higher education: Challenging this status quo through LGBTIQ awareness-raising
- ''Walking on eggshells to not offend people": Experiences of same-sex student couples at a South African university
- Top or Bottom? Varsity youth talk about gay sexuality in a Stepping Stones Workshop: Implications for sexual health
- Why do we have sex? Reflections from a Stepping Stones participatory action research with youth LGBTI in Johannesburg
- Considerations for South African higher education: A 'national student men who have sex with men' sexual behaviour survey
- Impact of stigma and discrimination on sexual wellbeing of LGBTI students in a South African rural university
- A SWOT analysis of health service access by men who have sex with men in South Africa: lessons for higher education institutions
- Experiences of challenging heteronormativity in pre-service teacher training at the University of KwaZulu-Natal: A reflective critical incident approach
- Sexual diversity and the role of educators: Reflections on a South African teacher education module
- Challenging heteronormative scripts through film and transformative pedagogy among TVET college students
- Social work students' attitudes towards gay men and lesbians in Namibia: Results from an exploratory study
- Deconstructing matula (taboo), a multi-stakeholder narrative about LGBTI
- Human Rights Violation: Its impact on the mental well-being of LGBTI students in a South African rural-based university
Vol 31, No 3 (2017)
- A university without ruins: Some reflections on possibilities and particularities of an African university
- University research ethics clearances: Safety nets, or a false sense of legal immunity?
- The experiences of postgraduate psychology students regarding the development of multicultural competence
- South African corresponding authors on perceived beneficiaries and the nature of university research
- Engaging students through writing: A collaborative journey
- A code theory perspective on science access: Clashes and conflicts
- Tutors' role in tutorials: 'Unpacking' and 'repacking' during the semantic journey
- Are South African public universities economically efficient? Reflection amidst higher education crisis
- Accessing higher education leadership: Towards a framework for women's professional development
- Student representation and the relationship between student leaders and political Parties: The case of Makerere University
- Efficacy of collaborative in improving learning outcomes of graphic design in higher education
- Using action research for curriculum development and improving the learning experience: A case study
- Accounting students’ profile versus academic performance: A five-year analysis
- Influencing mathematics students' academic success through online intervention: A case study
- The shrinking professoriate: Academic promotion and university teaching
- An e-portfolio as empowering tool to enhance students' self-directed learning in a teacher education course: A case of a South African university
Vol 31, No 2 (2017)
- Editorial: Problematising writing retreats for academic staff in higher education
- Innovation in conducting writing retreats for academic staff in higher education
- Buildig knowledge and knowers in writing retreats: Towards developing the field of higher education teaching and learning
- Slow scholarship in writing retreats: A diffractive methodology for response-able pedagogies
- Research on genre learning for re-imagining the pedagogy of writers’ retreats
- Writing retreats as third spaces
- Pedagogy of peers: Cultivating writing retreats as communities of academic writing practice
- Open spaces: The new frontier for academic writers
- Benefits of freewriting for academic staff engaged in writing retreat
- Quiet writing: Retreat as pedagogy
- Conceptualisation of an ethical risk assessment for higher education institutions
- Ethnographically oriented assessment of an emergent multidisciplinary science ESP group project module
- 'When you write you are not expected to come from your home': Analysing 'fateful moments' as a reclaiming of 'self' in historically white university
- Engineering identity: Analysing e-portfolios in a professional communications course
- Identification and critique of the citizenship notion informing the Itorero training scheme for high school leavers in post-genocide Rwanda
- To teach or not to teach? The question of the academic librarian's pedagogical competencies in the digital age
Vol 31, No 1 (2017)
- Can MOOCs contribute towards enhancing disruptive pedagogic encounters in higher education
- Reimagining education for transformation and social change: A case study of integrated learning at UCBC in the DRC
- The systems psychodynamic role identity of academic research
- Embedding motivation in the self-directedness of first-year teacher students
- An effective pedagogical practise for integrating HIV and AIDS into tertiary education: An Interior Design case study
- Internationalisation and African Intellectual metissage: Capacity-enhancement through higher education in Africa
- The academic experiences of Grade 12 top achievers in maintaining excellence in first-year university programmes
- Betwixt and between: Liminality and dissonance in developing threshold competences for research supervision in South Africa
- Students with disabilities’ experience in South African higher education – a synthesis of literature
- African universities on a global ranking scale: Legitimation of knowledge hierarchies?
- Integrating graduate attributes into a Master of Divinity programme at a South African university
- Student teachers’ perceptions of a Wits rural teaching experience project: What to learn and improve
- Supporting the academic success of first-year students in South Africa: A study of the epistemological access they acquired through a lecture and text
- Spacialities of widening participation: Narrative of first year students receiving financial aid
- Towards social change: South African university students as social entrepreneurs
2016
Vol 30, No 6 (2016)
- Why a contextual approach to professioal development?
- Against theoretical evangelism: Imagining the possibilities of a critical approach to theorising in professional academic development
- Conceptualising an epistemically diverse curriculum for a course for academic developers
- Scrutinising the role of reflection in a postgraduate diploma in higher education
- Enhancing learner achievement through professional development: The Zimbabwean experience
- Five writing development strategies to help academics flourish as writers
- Coaching interventions for postgraduate supervision courses: Promoting equity and understanding in the supervisor-student relationship
- Asserting agency: Navigating time and space for teaching development
- Rurality and the professional development of university teachers
- Prompts in lecturer's learning to teach in private universities in Kenya
- 'It takes a village': Attaining teaching excellence in a challenging context
- A proposed 'ladder of learning' for academics' professional development in teaching
- Professional academic development - the influence of context on motivation
- 'I have a chameleon-like existence': A duoethnographic account of border crossing by two academic development practitioners
Vol 30, No 5 (2016)
- Democratic engagement as denudation: Moving beyond risk taking
- A collaborative higher education initiative for leadership development: Lessons for knowledge sharing
- The leadership role of campus managers to improve student achievement in colleges
- A Freirean perspective on South African teacher education policy development
- A path unenvisaged to a destination unintended: A collaborative autoethnographic account of becoming a community of practice in an HEI
- Developing open source materials for foundation phase: Diverse spaces for collaboration
- Is teaching without understanding curriculum visions and goals a high risk?
- Transforming the post-school sector in South Africa: Limits of a skills-driven agenda
- Student leadership training as a stress reduction strategy at a South African university
- Exploring student engagegment practises at a South African university: Student engagement as reliable predictor of academic performance
- Towards a matrix for the advancement of black working class students in South Africa's historically privileged universities
- The ecology of distance learning: Bridging the gap between university and student
- Embedding literacies: Finding social spaces for dealing with linguistic diversity in higher education
- Assessing prior learning in English Business Communication at a South African university of technology
Vol 30, No 4 (2016)
- Inclusion of HIV education into a third-year Communication course for students of Engineering and the Built Environment
- Critical reflection on the integration of HIV into the health science curriculum
- 'It opened my eyes to the problem of stigma on campus': Training art students to be HIV stigma commentators
- HIV and AIDS, worldviews and transformation in higher education
- Scrapbooking as a tool for transdisciplinary professional learning about HIV and AIDS curriculum integration in higher education
- 'How did a white girl get AIDS?' Shifting student perceptions on HIV-stigma and discrimination at a historically white South African university
- Building empathy by watching apologies: Perceptions of facilitators regarding bystanders and perpetrators
- A review of HIV and AIDS curricular responses in the higher education Sector: Where are we now and what next?
- Creating access and inclusion of HIV education into core curricula
- Shaping social literacy through HIV in Higher Education curricula
- Lecturers' professional identity: The chase of chartered accountants in academia
- Academic success, language and the four year degree: A case study of a 2007 cohort
- The benefits of using small supervisor-initiated groups to supervise master's research
- A case study on the language and socio-cultural challenges experienced by international students studying at Cape Peninsula University of Technology
- Towards a broader understanding of selection of students to train as health care professionals
- Socialising postgraduate students to success in an open and distance learning environment
Vol 30, No 3 (2016)
- Revitalising career counselling to foster career adaptability and resilience during change and turbulence
- 'All's well that ends': Concluding a deanship
- Reflective career dialogues
- Enabling resilience: Shifting the intergenerational career expectations of South Africans challenged by structural disadvantage
- Supporting student transitions: Integrating life design, career construction, happenstance, and hope
- An interplay of self-efficacy in pursuit of a tertiary qualification: A case study of a black male
- Life Orientation teachers' career development needs in Gauteng: Are we missing the boat?
- Social career influences of Xhosa adolescents elicited using the Systems Theory Framework in a peri-urban South African township
- The value of the gap year in the facilitation of career adaptability
- The usefulness of facilitating narrative career counselling with learner-athletes in a South African sport school
- Career construction as a way of resolving career indecision
- Critical posthumanism, new materialisms and the affective turn for socially just pedagogies in higher education
- Diffracting socially just pedagogies through stained glass
- In pursuit of socially just pedagogies in differently positioned South African higher education institutions
- A diffractive exploration of affect: Learning, research and teaching in obstetrics
- The Anthropocene crisis and higher education: A fundamental shift
- The performativity of digital stories in contexts of systemic inequality
- The ethics of becoming in a pedagogy for social justice. A posthumanist perspective
- 'Entering the relation of movement and rest': Considering the State apparatus, becoming-women and anarchism in socially just pedagogies
Vol 30, No 2 (2016)
- Decolonising the university curriculum
- A realist assessment of the implementation of blended learning in a South African higher education context
- Seven problems with the scarce skills discourse in South Africa
- The global ranking tournament: A dialectic analysis of higher education in South Africa
- Why students drink: A study of South African University students' drinking behaviour
- My supervisor is so busy. Informal spaces for postgraduate learning in the Health Sciences
- Shifting sands on differentiation and specialisation in higher education in South Africa
- Evaluating black womens participation, development and success in doctoral studies: A capabilities perspective
- Applying predictive analytics in identifying students at risk: A case study
- An employee engagement framework for technical vocational education and training colleges in South Africa
- The Janus effect: Contradictory demands placed on the academic chairperson
- Making conceptual connections visible to students in professional programmes: The case of initial teacher education
- The challenge for a historically disadvantaged South African university to produce more postgraduate students
- Taking stock of South African accounting students pervasive skills development: Are we making progress?
- Pre-admission tests of learning potential as predictors of academic success of first-year medical students
- Multi-stakeholder work integrated learning model for higher education - a transdisciplinary approach
Vol 30, No 1 (2016)
- A conceptual framework for understanding pre-entry factors influencing first-year university experience
- Gender Equity Tensions in South Africas post-apartheid higher education: in defence of differentiation
- Facilitating critical enquiry about race and racism in a digital environment: Design considerations
- Rethinking my poetry pedagogy: An Autoethnographic self-study
- Exploration of supervisor and student experiences during masters studies in a health science faculty
- Academic citizenship and wellbeing: An exploratory cross-cultural study of South African and Swedish academic perceptions
- Student experiences of Microteaching: promoting Reproductive or Innovative Learning
- Educational leadership as action: Towards an opening of rhythm
- Quantitative literacy of school leavers aspiring to higher education in South Africa
- Exploring pathways towards an integrated development role: The University of Fort Hare
- Interdisciplinarity and (dis)integration in postgraduate, applied disciplinary curricula
- Social Accountability: Introducing a new dimension in optometric education
- Sink or swim?: Learning from stories of becoming academics within a transforming university terrain
- The assessment strategy: An elusive curriculum structure
- Examining Digital Technology for (Higher) Education through Action Research and Critical Discourse Analysis
2015
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