Articles

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

  OD Kolawole

  DOI: 10.4314/sajhe.v19i7.50214

  • Requires Subscription PDF
• Africanising assessment practices: Does the notion of ubuntu hold any promise?

  P Beets, L le Grange

  DOI: 10.4314/sajhe.v19i7.50216

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

  L le Grange

  DOI: 10.4314/sajhe.v19i7.50221

  • Requires Subscription PDF
• 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

  • Requires Subscription PDF
• 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

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

  Y Waghid

  DOI: 10.4314/sajhe.v19i7.50234

  • Requires Subscription PDF
• The challenge of creating knowledge through action research

  AA Beylefeld

  DOI: 10.4314/sajhe.v19i7.50235

  • Requires Subscription PDF
• Lessons from a cross-cultural online learning community

  AS Blignaut, S Lillejord

  DOI: 10.4314/sajhe.v19i7.50246

  • Requires Subscription PDF
• Critical thinking education

  SV Blunt

  DOI: 10.4314/sajhe.v19i7.50250

  • Requires Subscription PDF
• How to measure and reward teaching excellence within the changing higher education landscape

  LA du Plessis

  DOI: 10.4314/sajhe.v19i7.50251

  • Requires Subscription PDF
• The idea of a South African university and implication for knowledge production

  SN Imenda

  DOI: 10.4314/sajhe.v19i7.50253

  • Requires Subscription PDF
• Continuous assessment as a tool in curriculum development

  H Israel

  DOI: 10.4314/sajhe.v19i7.50256

  • Requires Subscription PDF
• Mainstreaming local people's knowledge and implication for higher education in the South

  OD Kolawole

  DOI: 10.4314/sajhe.v19i7.50258

  • Requires Subscription PDF
• Reflexivity and new modes of knowledge production: The case of the human and social sciences

  L le Grange

  DOI: 10.4314/sajhe.v19i7.50260

  • Requires Subscription PDF
• Producing quality enabling knowledge: A priori for higher education

  MW Maila

  DOI: 10.4314/sajhe.v19i7.50261

  • Requires Subscription PDF
• 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

  • Requires Subscription PDF
• An innovative approach to the management of knowledge overload in medical microbioogy

  MC Struwig, AA Beylefeld, AP Hugo

  DOI: 10.4314/sajhe.v19i7.50264

  • Requires Subscription PDF
• 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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