Vol. 15 No. 1 (2001) | South African Journal of Higher Education

Published: 2001-01-01

Editorial: Harold Wolpe Memorial lecture

S Badat

5-12

DOI:

10.4314/sajhe.v15i1.25374

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Thinking styles: implications for optimising learning and teaching in university education

CD Cilliers, RJ Sternberg

13-24

DOI:

10.4314/sajhe.v15i1.25375

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Education and the question about understanding: What's next: Curriculum 2005, 21, 2005 ...?

AP Craig

25-31

DOI:

10.4314/sajhe.v15i1.25376

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Entrepreneurship development in South Africa: redefining the role of tertiary institutions in a reconfigured higher education system

TA Davies

32-39

DOI:

10.4314/sajhe.v15i1.25377

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Accounting for change: the micropolitics of university restructuring.

P Gibbon, A Habib, J Jansen, A Parekh

40-46

DOI:

10.4314/sajhe.v15i1.25378

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The role of entrepreneurship education in career expectations of students

J Kroon, S Meyer

47-53

DOI:

10.4314/sajhe.v15i1.25379

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The recognition of prior learning: early lessons, challenges and promise

R Osman, J Castle

54-60

DOI:

10.4314/sajhe.v15i1.25380

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Reconstruction of meaning during group work in a teacher education programme

PDG Steyn, R Killen

61-67

DOI:

10.4314/sajhe.v15i1.25381

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Historical legacies hold us captive - an analysis of curriculum changes at Vista University, South Africa

GJ van der Westhuizen, MG Mahlomaholo

68-76

DOI:

10.4314/sajhe.v15i1.25382

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Transforming university teaching and learning through a reflexive praxis

Y Waghid

77-83

DOI:

10.4314/sajhe.v15i1.25383

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The development of a student rating of teaching effectiveness questionnaire

CM Fourie

84-91

DOI:

10.4314/sajhe.v15i1.25384

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Reflections of graduate nursing education students on their experiences in developing portfolios

NS Gwele

92-99

DOI:

10.4314/sajhe.v15i1.25385

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Are institutional combinations, mergers or amalgamation the answer? An investigation into staff perceptions

HR Hay, M Fourie, JF Hay

100-108

DOI:

10.4314/sajhe.v15i1.25386

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Entering the academy as "the other" - about writing competence and the bridge to the discourse communit

E Henning, A Mamiane, M Pheme

109-128

DOI:

10.4314/sajhe.v15i1.25387

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Marking standards and the differential predictability of the first-year university performance of different demographic groups

GK Huysamen

129-137

DOI:

10.4314/sajhe.v15i1.25388

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The effect of video supplemental instruction on the academic performance in mathematics of disadvantaged students

E Koch, M Snyders

138-146

DOI:

10.4314/sajhe.v15i1.25389

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Academic performance of English first and second-language students: a retrospective appraisal

R Miller, J Bradbury, K Acutt

147-153

DOI:

10.4314/sajhe.v15i1.25390

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Staff perceptions of teaching and research at the University of the North

D Ruth

154-170

DOI:

10.4314/sajhe.v15i1.25391

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Cognitive ability, learning potential, and personality traits as predictors of academic achievement by engineering and other science and technology students

R van Eeden, M de Beer, CH Coetzee

171-179

DOI:

10.4314/sajhe.v15i1.25392

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Die voorspelling van die akademiese prestasie van studente in 'n universiteitsoorbruggingsprogram

E van Rooyen

180-189

DOI:

10.4314/sajhe.v15i1.25393

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A practical guide to intradepartmental induction for first-year university lecturers

GP Barkhuizen

190-196

DOI:

10.4314/sajhe.v15i1.25394

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Building quality into academic programmes using quality circles

JP Ivy

197-204

DOI:

10.4314/sajhe.v15i1.25395

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Educating facilitators of an authentic learning approach

RP Muller, DM de Kock

205-216

DOI:

10.4314/sajhe.v15i1.25396

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Criteria for assessing learning material for distance education

JS Wessels

217-224

DOI:

10.4314/sajhe.v15i1.25397

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