Vol. 30 No. 6 (2016)

General Articles

• Why a contextual approach to professioal development?

  B.L. Leibowitz, J. Vorster, C. Ndebele

  1-7

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• Against theoretical evangelism: Imagining the possibilities of a critical approach to theorising in professional academic development

  K. Naidoo

  8-23

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• Conceptualising an epistemically diverse curriculum for a course for academic developers

  L. Quinn, J. Vorster

  24-38

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• Scrutinising the role of reflection in a postgraduate diploma in higher education

  L. Dison

  39-55

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• Enhancing learner achievement through professional development: The Zimbabwean experience

  G.N. Shava

  56-72

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• Five writing development strategies to help academics flourish as writers

  J. Castle, M. Keane

  73-93

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• Coaching interventions for postgraduate supervision courses: Promoting equity and understanding in the supervisor-student relationship

  M. Keane

  94-111

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• Asserting agency: Navigating time and space for teaching development

  J. Jawitz, T. Perez

  112-126

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• Rurality and the professional development of university teachers

  C. Ndebele, P. Muhuro, V. Nkonki

  127-145

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• Prompts in lecturer's learning to teach in private universities in Kenya

  M. Omingo

  146-160

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• 'It takes a village': Attaining teaching excellence in a challenging context

  C. Winberg, J. Garraway

  161-175

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• A proposed 'ladder of learning' for academics' professional development in teaching

  A. Cameron, C. Woods

  176-190

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• Professional academic development - the influence of context on motivation

  B.L. Leibowitz

  191-206

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• 'I have a chameleon-like existence': A duoethnographic account of border crossing by two academic development practitioners

  S. van Schalkwyk, W.J. McMillan

  207-223

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