Vol. 32 No. 2 (2018)

View Vol. 32 No. 2 (2018)

Published: 2018-05-28

Leading Article

Prioritising higher education: Why research is all that matters

N. Davids, Y. Waghid

1-7
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General Articles

Contrasting motivation and learning strategies of ex-mathematics and ex-mathematical literacy students

W.L. Baumgartner, E.D. Spangenberg, G.J. Jacobs

8-26
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Attending to the affective: Exploring first year students' emotional experiences at university

S. Bharuthram

27-42
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Doctoral and master’s supervision: Does preference for research versus teaching really make a difference?

C.W. Callaghan

43-64
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#FeesMustFall and decolonising the curriculum: Stellenbosch University students’ and lecturers’ reactions

E. Costandius, M. Blackie, I. Nell, R. Malgas, N. Alexander, E. Setati, M. Mckay

65-85
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Strumming your way into Foundation Phase Education

E.N. Jansen van Vuuren

86-102
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Co-teaching within diversity: A disruptive productive source of professional development

L. Jeannin, N. Sing

103-121
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Student acculturation in the context of "feesmustfall"

R. Jogee, N.C. Callaghan, C.W. Callaghan

122-142
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A process model recognising prior learning of informal sector motor mechanics

C.J. Jordaan, A. Bezuidenhout, C. Schultz

143-156
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Trend analysis of first year student experience in university

L.L. Lekena, A. Bayaga

157-175
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Framework for a learning management system at a university of technology with a weak information technology maturity system

P.C. Machika, F. Dolley

176-191
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Exploring the present state of South African education: Challenges and recommendations

L. Maddock, W. Maroun

192-214
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Valorisation: The case of the Faculty of Applied Sciences at the National University of Science and Technology, Zimbabwe

S. Ngwenya, N. Boshoff

215-236
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Developing curricula for english for Occupational Purposes: A case study at a South African University of Technology

E. Rautenbach, C.C. Mann, L. van Ryneveld

237-257
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Language of instruction and its effect on the performance of accounting students

M. Rossouw

258-272
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Exploring demographic influences on students' academic performance over a five-year programme

T. Sommerville, V.S. Singaram

273-287
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