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Now showing items 31-40 of 154
A collaborative auto-ethnographic exploration of socially just practices by new academics in two South African higher education institutions
(South African Journal of Higher Education, 2018)
Challenges experienced in the higher education context require new academics to engage with issues of social justice in their pedagogical practices. This article focuses on such challenges and how these are met by the ...
The mismatch between first-year students’ expectations and experience alongside university access and success: A South African university case study
(African Sun Media, 2018)
The widening of access into higher education institutions in South Africa has rapidly transformed the
student population to become more diverse. Students vary in age, race, culture, backgrounds, educational
experiences, ...
Contract workers at HEIs within a framework of motivational leadership
(Unisa Press, 2013)
Most literature sources are based on negative assumptions about contract workers and
career success. Despite the growing number of contract workers employed at higher
education institutions (HEIs), and the changes it ...
An evaluative framework for a socially just institution
(SUN Press, 2012)
The term ‘public good’ is very broad and can include a variety of ideologically informed positions. In this volume it is described by Bozalek and Leibowitz (chapter five) as a concern with participatory parity and equality, ...
"Satsified and/or dissatisfied?" The experience-based perceptions of social work student customers of studying at an open and distance-learning university
(University of Stellenbosch, 2013)
Introduction: When labelling institutions of higher education as “service industries”, the consumers of services of such higher institutions can no longer only be regarded as “students” but should be viewed as “customers”. ...
Lecturers’ perceptions: the value of assessment rubrics for informing teaching practice and curriculum review and development
(Taylor and Francis, 2015)
The assessment rubric is increasingly gaining recognition as a valuable tool in teaching and learning in higher education. While many studies have examined the value of rubrics for students, research into the lecturers’ ...
Exploring student engagement practices at a South African university : student engagement as reliable predictor of academic performance
(Higher Education South Africa (HESA), 2016)
Student engagement is one avenue to explore how the experiences within and beyond the classroom impact student persistence behaviours. This article contributes to the sparse research in South Africa on the correlates of ...
Diffracting socially just pedagogies through stained glass
(South African Association for Research and Development in Higher Education (SAARDHE), 2016)
This article emerges from our relationship with Theo Combrinck, a colleague, a passionate social and academic activist, a recovering addict and a PhD student, who left our living space during 2014 - a death that was ...
Analysing the professional development of teaching and learning from a political ethics of care perspective
(Routledge, 2014)
This paper uses Tronto’s political ethics of care as a normative framework to evaluate
a model of teaching and learning professional development. This framework identifies
five integrated moral elements of care – ...
Re-imagining socially just pedagogies in higher education: the contribution of contemporary theoretical perspectives
(University of Johannesburg and UNISA Press, 2017)
Despite post-apartheid policy intentions to redress the effects of apartheid, inequalities in higher education have remained an endemic problem in South Africa, and continue to have a major influence on students and educators ...