Vol. 32 No. 4 (2018)

Published: 2021-07-11

Leading Article

Action research and educational technology: Cultivating disruptive learning

F. Waghid

1-11
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General Articles

The views of commerce students regarding "free" higher education in South Arica

E. Bitzer, E. De Jager

12-36
- PDF
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

H.J. Brits

37-50
- PDF
Towards a transformative and holistic continuing self-directed learning theory

C. Du Toit-Brits

51-65
- PDF
#RhodesMustFall: Using social media to "decolonise" learning spaces for South African higher education institutions: A cultural historical activity theory approach

S. Francis, J. Hardman

66-80
- PDF
A comparison of the utility of data mining algorithms in an open distance learning context

A. Fynn, J. Adamiak

81-95
- PDF
Values, institutional culture and recognition of prior learning

A.H.M. Jacobs

96-108
- PDF
A model for innovation in higher education

M. Jakovljevic

109-131
- PDF
Essentiality of stakeholder management for university survival

M. Khanyile

132-148
- PDF
Advancing career counselling research and practice using a novel quantitative+qualitative approach to elicit clients’ advice from within

J.G. Maree

149-170
- PDF
Developing globally competent researchers: An international perspective

E.K. Niemczyk

171-185
- PDF
Towards a sustainable anti-xenophobic rural-based university campus in South Africa

O.S. Obadire

186-198
- PDF
Addressing the negative impact of consumerism on young people by (re)awakening their spirituality through sense of place

K. Ontong

199-214
- PDF
Feeling some typ'a way: A young Black woman's experience of education in South Africa

N. Shabalala

215-228
- PDF
Assessing evaluation education in African tertiary education institutions: Opportunities and reflections

P. Tirivanhu, H. Robertson, C. Waller, T. Chirau

229-244
- pdf
Nationally hosted tax intervention: Exploring South African students' perceptions of its usefulness to develop pervasive skills

H.A. Viviers, G. Reitsma, J.P. Fouche

245-262
- PDF
Advancing border thinking through defamiliarisation in uncovering the darker side of coloniality and modernity in South African higher education

Z. Waghid, L. Hibbert

263-283
- PDF
Reconsidering postgraduate ‘supervision’ from a participatory action learning and action research approach

L. Wood, I. Louw

284-297
- PDF

Vol. 32 No. 4 (2018)

Leading Article

Action research and educational technology: Cultivating disruptive learning

General Articles

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

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