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