Vol. 17 No. 1 (2003) | South African Journal of Higher Education

Published: 2003-01-01

The introduction of multi-modal education: a strategy in process

I Broere, H. C. Geyser, M. Kruger

208-215

DOI:

10.4314/sajhe.v17i1.25210

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Reappraising learning programmes and knowledge production in higher education in post-apartheid South Africa

I M Ntshoe

61-66

DOI:

10.4314/sajhe.v17i1.25193

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Early childhood intervention: web-based training for transformation

M. Mophosho

185-199

DOI:

10.4314/sajhe.v17i1.25208

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RPL as cognitive praxis in linking higher education, the African Renaissance and lifelong learning

N. Hendricks, T. Volbrecht

47-53

DOI:

10.4314/sajhe.v17i1.25191

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Supplemental instruction in law: a case study in peer tutoring

K B Smuts

166-174

DOI:

10.4314/sajhe.v17i1.25206

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Beyond the ivory tower: service-learning for sustainable community development

M. Fourie

31-38

DOI:

10.4314/sajhe.v17i1.25189

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Student teachers' experiences of a learning programme based on the content dimension of the essential features of technology education

K. Reddy, P J Ankiewicz, A E de Swardt, E Gross

146-155

DOI:

10.4314/sajhe.v17i1.25204

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Understanding the impact of globalisation on universities

J. Currie

16-23

DOI:

10.4314/sajhe.v17i1.25187

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Challenges of online education in a developing country

E O Mashile, F J Pretorius

132-139

DOI:

10.4314/sajhe.v17i1.25202

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Real-world problem-based learning: a case study evaluated

M R de Villiers, D R Queiros

112-122

DOI:

10.4314/sajhe.v17i1.25200

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Gender representation patterns in higher education management in South Africa

C. Zulu

98-104

DOI:

10.4314/sajhe.v17i1.25198

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The four-year eternity: sacrifice, death, and resurrection as metaphors for aspects of tertiary institutional transformation

T. Ullyatt,

83-90

DOI:

10.4314/sajhe.v17i1.25196

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Are positive self-perceptions and expectancies really beneficial in an academic context?

C Ochse

67-73

DOI:

10.4314/sajhe.v17i1.25194

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Student learning for social relevance: the case of Melkhoutfontein

E M Bitzer, H Menkveld

200-207

DOI:

10.4314/sajhe.v17i1.25209

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On the proposed new funding framework - a trajectory for growth or negative entropy for research at technikons?

D C Jinabhai

54-60

DOI:

10.4314/sajhe.v17i1.25192

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Integrating the needs of industry and critical cross-field outcomes at a technikon: an example from information technology

T. Thomas, C. Schröder, L. Rishworth

175-184

DOI:

10.4314/sajhe.v17i1.25207

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The promise of problem-based learning for training pre-service technology teachers

A Hattingh, R Killen

39-46

DOI:

10.4314/sajhe.v17i1.25190

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Aspects of higher education and black chartered accountants: empirical findings

E Sadler

156-165

DOI:

10.4314/sajhe.v17i1.25205

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A new contract between higher education and society

J. Favish

24-30

DOI:

10.4314/sajhe.v17i1.25188

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Constructing a mutually empowering university: funder and school partnership through action research

R G P Ngcongo

140-145

DOI:

10.4314/sajhe.v17i1.25203

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Research and development in technikons: lacunae and challenges

R. Chetty

9-15

DOI:

10.4314/sajhe.v17i1.25186

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Deep learning? What deep learning?

C. M. Fourie

123-131

DOI:

10.4314/sajhe.v17i1.25201

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Service learning in teacher education: an institutional model for an emerging practice

J Castle, R Osman

105-111

DOI:

10.4314/sajhe.v17i1.25199

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Democracy, higher education transformation and citizenship in South Africa

Y. Waghid

91-97

DOI:

10.4314/sajhe.v17i1.25197

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Identifying and responding to barriers impacting women educators: reflections by feminist educators on institutional constraints

J. Perumal

74-82

DOI:

10.4314/sajhe.v17i1.25195

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