South African Journal of Higher Education
Journal / South African Journal of Higher Education / Vol. 19 (2005): Special Edition / Articles

Published: 2010-01-29

Introducing indigenous education to University undergraduate students: Feelers from Obafemi Awolowo University, Nigeria

OD Kolawole

DOI:

10.4314/sajhe.v19i7.50214

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Africanising assessment practices: Does the notion of ubuntu hold any promise?

P Beets, L le Grange

DOI:

10.4314/sajhe.v19i7.50216

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The 'idea of engagement' and 'the African University in the 21st Century': Some reflections

L le Grange

DOI:

10.4314/sajhe.v19i7.50221

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The use of educational biographies to inform teaching and learning in an African University

BL Leibowitz, K Booi, S Daniels, A Loots, R Richards, I van Deventer

DOI:

10.4314/sajhe.v19i7.50222

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The pains and gains of supervising postgraduate students from a distance: The case of six students from Lesotho

MLE Mapasela, AC Wilkinson

DOI:

10.4314/sajhe.v19i7.50227

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Africa(n)-focused research: Two case studies from Lesotho

MLE Mapasela, A Leboea, MF Setenane

DOI:

10.4314/sajhe.v19i7.50230

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Evaluation of South African tertiary institutions' competitive orientation towards internationalisation

L Steynberg, JP Grundling, JW de Jager, F Ekulugo

DOI:

10.4314/sajhe.v19i7.50232

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Patchwork text: Innovative assessment to address the diverse neds of postgraduate learners at the African University of the 21st century

SP van Tonder, AC Wilkinson, JH van Schoor

DOI:

10.4314/sajhe.v19i7.50233

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On the possibility of an African University: Towards a scholarship of criticism, deliberation and responsibility

Y Waghid

DOI:

10.4314/sajhe.v19i7.50234

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The challenge of creating knowledge through action research

AA Beylefeld

DOI:

10.4314/sajhe.v19i7.50235

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Lessons from a cross-cultural online learning community

AS Blignaut, S Lillejord

DOI:

10.4314/sajhe.v19i7.50246

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Critical thinking education

SV Blunt

DOI:

10.4314/sajhe.v19i7.50250

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How to measure and reward teaching excellence within the changing higher education landscape

LA du Plessis

DOI:

10.4314/sajhe.v19i7.50251

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The idea of a South African university and implication for knowledge production

SN Imenda

DOI:

10.4314/sajhe.v19i7.50253

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Continuous assessment as a tool in curriculum development

H Israel

DOI:

10.4314/sajhe.v19i7.50256

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Mainstreaming local people's knowledge and implication for higher education in the South

OD Kolawole

DOI:

10.4314/sajhe.v19i7.50258

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Reflexivity and new modes of knowledge production: The case of the human and social sciences

L le Grange

DOI:

10.4314/sajhe.v19i7.50260

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Producing quality enabling knowledge: A priori for higher education

MW Maila

DOI:

10.4314/sajhe.v19i7.50261

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Relative effects of a history, philosophy and sociology of science course on teachers' understanding of the nature of science and instructional practice

MB Ogunniyi

DOI:

10.4314/sajhe.v19i7.50262

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An innovative approach to the management of knowledge overload in medical microbioogy

MC Struwig, AA Beylefeld, AP Hugo

DOI:

10.4314/sajhe.v19i7.50264

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Producing and sharing ICT-based knowledge through English and African languages at a South African university

A Terzoli, L Dalvit, S Murray, B Mini, X Zhao

DOI:

10.4314/sajhe.v19i7.50265

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The challenges of knowledge production by researchers in Public Administration, a South African perspective

JS Wessels

DOI:

10.4314/sajhe.v19i7.50267

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Journal Identifiers

eISSN: 1011-3487