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| Vol 9 (2024) |
Beyond COVID-19: Teaching and learning lessons for the next pandemic through Ubuntu currere |
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Mlamuli N. Hlatshwayo, Amanda Mbatha |
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| Vol 8 (2023) |
Challenges of transforming curricula: Reflections by an interdisciplinary Community of Practice |
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Gerda Dullaart, Ydalene Coetsee, Jean L. Farmer, Jennifer Feldman, Jerome Joorst, Ruenda Loots, Marianne McKay, Simbongile Ntwasa |
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| Vol 8 (2023) |
The interplay between strategic drivers and neoliberalism in South African higher education |
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Dirk Rossouw, Geoffrey A. Goldman |
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| Vol 8 (2023) |
Information communication technology integration via Bloom’s taxonomy in accountancy curriculum |
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Olive Stumke |
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| Vol 8 (2023) |
Gender regimes and gender relations in higher education: The case of a civil engineering course |
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Noshmee D. Baguant, Hyleen Mariaye, Thabo Msibi |
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| Vol 8 (2023) |
Counselling support for postgraduate open and distance e-learning students in South Africa: A case study |
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Kamleshie Mohangi, Hermina Olivier |
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| Vol 8 (2023) |
Academic, keyword, and plain English subtitles for natural sciences students: Intralingual views |
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Elmarie Kruger-Marais, Helena Kruger-Roux |
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| Vol 8 (2023) |
In(ex)clusion of transgender students in South African higher education institutions |
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Johannes Buthelezi, Anthony Brown |
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| Vol 8 (2023) |
Optometry students’ experience of online learning during the COVID-19 pandemic |
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Davina Govender, Tarryn Pillay, Nandipha Maci, Nokukhanya Vilakazi, Snenkosi Mthethwa, Umar Mansoor, Zweli Manquzi, Diane van Staden |
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| Vol 8 (2023) |
South African Tourism students’ learning preferences during COVID-19 at universities of technology |
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Pavla P. Mokoena, Christiaan Hattingh |
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| Vol 8 (2023) |
COVID-19 and its impact on students with disabilities: A social justice expression at a South African university |
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Maboragane J. Magedi, Tebogo J. Rakgogo, Onica S. Mnguni, Madikwa H. Segabutla, Lazarus Kgwete |
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| Vol 8 (2023) |
International research collaboration between South Africa and rest of the world: An analysis of 2012–2021 trends |
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Savo Heleta, Divinia Jithoo |
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| Vol 8 (2023) |
The politics of knowledge in South African universities: Students’ perspectives |
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Corinne R. Knowles, Nomphumelelo Q. Babeli, Athabile Ntlokwana, Zhikona Q. Ntombolwana, Zinathi Z. Sobuza |
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| Vol 8 (2023) |
Decolonising and transforming curricula for teaching linguistics and language in South Africa: Taking stock and charting the way forward |
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Mark De Vos, Kristina Riedel |
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| Vol 7 (2022) |
Engaging Paulo Freire on deliberative democracy: Dialogical pedagogy, deliberation and inclusion in a transformative higher education online education space |
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Doniwen Pietersen |
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| Vol 7 (2022) |
The social integration experiences of international doctoral students at Russian universities |
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Nurudeen Abdul-Rahaman, Evgeniy Terentev, Issah Iddrisu |
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| Vol 7 (2022) |
Education in a ‘neoliberalised’ online teaching and learning space: Towards an affirmative ethics |
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Lesley Le Grange, Suriamurthee Maistry, Shan Simmonds, Anja Visser, Labby Ramrathan |
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| Vol 7 (2022) |
‘They are just women, what do they know?’: The lived experiences of African women doctoral students in the mathematics discipline in South African universities |
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Zamambo Mkhize |
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| Vol 7 (2022) |
Editing for change: From global bibliometrics to a decolonial aporetics of form in South African journal publishing |
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Willemien Froneman, Stephanus Muller |
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| Vol 7 (2022) |
The role of institutional practice, non-educational actors and social networks in shaping refugee student lifeworlds in Ugandan higher education |
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Rovincer Najjuma, Michael Gallagher, Rebecca Nambi |
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| Vol 7 (2022) |
Black Feminist Killjoy Reading Group: Informal reading groups as spaces for epistemic becoming |
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Sharlene Khan, Fouad Asfour, Zodwa Skeyi-Tutani |
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| Vol 7 (2022) |
Academic identities of South African black women professors: A multiple case study |
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Ncamisile T. Zulu |
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| Vol 7 (2022) |
What literary studies can offer sexuality education: Pre-service teachers’ responses to an animated film |
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Andy Carolin |
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| Vol 7 (2022) |
Decolonising the Criminology curriculum in South Africa: Views and experiences of lecturers and postgraduate students |
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Lufuno Sadiki, Francois Steyn |
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| Vol 6 (2021) |
Insights on student leadership using social dream drawing: Six propositions for the transformation role of South African student leaders |
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Neo T. Pule, Michelle May |
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| Vol 6 (2021) |
Why should an ethics of care matter in education? |
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Jerome P. Joorst |
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| Vol 6 (2021) |
Academic integrity of university students during emergency remote online assessment: An exploration of student voices |
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Anne H. Verhoef, Yolandi M. Coetser |
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| Vol 6 (2021) |
The question of access and spatial justice in universities in sub-Saharan Africa: A capabilities approach |
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Nomanesi Madikizela-Madiya |
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| Vol 6 (2021) |
Exploring the nexus between transdisciplinarity, internationalisation and community service-learning at a university of technology in Cape Town |
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Masilonyane Mokhele, Nicholas Pinfold |
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| Vol 6 (2021) |
Intersection of Ubuntu pedagogy and social justice: Transforming South African higher education |
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Nomalungelo I. Ngubane, Manyane J. Makua |
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| Vol 6 (2021) |
Decolonising an introductory course in practical theology and missiology: Some tentative reflections on shifting identities |
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Ian A. Nell |
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| Vol 6 (2021) |
Colour-blind attitudes of students at the North-West University, Potchefstroom Campus |
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Jaime-Lee Ayford, Johan Zaaiman |
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| Vol 5 (2020) |
A reflective analysis of articles published in the journal of Transformation in Higher Education (2016–2020): Beyond transformation? |
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Anne Becker |
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| Vol 5 (2020) |
Towards a humane community: The search for disability justice in higher education through African moral thinking |
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Erasmus Masitera |
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| Vol 5 (2020) |
Research ethics: Examining the tension between principlism and rational self-interest in a neoliberal university context |
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Lesley Le Grange |
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| Vol 5 (2020) |
Philosophers’ debt to their students: The South African case |
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Bernard Matolino |
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| Vol 5 (2020) |
Gender pronoun use in the university classroom: A post-humanist perspective |
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Marcos Norris, Andrew Welch |
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| Vol 5 (2020) |
Competency-based theological education in a postcolonial context: Towards a transformed competency framework |
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Ian A. Nell |
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| Vol 4 (2019) |
Bruno Latour and the myth of autonomous academic discipline: Rethinking education in the light of various modes of existence |
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Colby Dickinson |
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| Vol 4 (2019) |
A sociological exploration of the need for safe spaces for lesbian and gay students on a South African university campus |
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Tshanduko Tshilongo, Jacques Rothmann |
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| Vol 4 (2019) |
Research in curriculum studies: Reflections on nomadic thought for advancing the field |
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Shan Simmonds, Lesley Le Grange |
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| Vol 4 (2019) |
Foucault and the origins of the disciplined subject: Post-subjectivity as a condition for transformation in education |
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Martina L. Mabille |
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| Vol 4 (2019) |
Exploring shame and pedagogies of discomfort in critical citizenship education |
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Elmarie Costandius, Neeske Alexander |
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| Vol 4 (2019) |
Securitisation theory and the securitised university: Europe and the nascent colonisation of global intellectual capital |
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Liam F. Gearon |
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| Vol 4 (2019) |
Decolonising the higher education curriculum: An analysis of African intellectual readiness to break the chains of a colonial caged mentality |
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Jabulani Nyoni |
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| Vol 4 (2019) |
Applying Ayittey’s Indigenous African Institutions to generate epistemic plurality in the curriculum |
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Oscar O. Eybers |
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| Vol 4 (2019) |
Teacher training for religious education: Engaging academics through the Dialogical Self Theory |
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Cok Bakker, Ina ter Avest |
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| Vol 4 (2019) |
A black woman’s perspective on understanding transformation and diversity in South African higher education |
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Juliet Ramohai |
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| Vol 4 (2019) |
Acquisition of pedagogical knowledge by instructors of veterinary medicine |
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Jacob M. Shivley |
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| Vol 3 (2018) |
Blackhood as a category in contemporary discourses on Black Studies: An existentialist philosophical defence |
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M. John Lamola |
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| Vol 3 (2018) |
Embodied digital technology and transformation in higher education |
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Jean du Toit, Anné H. Verhoef |
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| Vol 3 (2018) |
Education hubs and private higher education expansion in small island developing states contexts: The case of Mauritius |
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Hyleen Mariaye, Michael Samuel |
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| Vol 3 (2018) |
Global world, global mind: Narratives of the University of Hong Kong Worldwide Exchange students |
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Ivy C.C. Lai |
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| Vol 3 (2018) |
(Re)Inserting charity in education |
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Erik Meganck |
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| Vol 3 (2018) |
Examining factors that shape Technical Vocational Education and Training engineering students’ understanding of their career choices |
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Anthony T. Sibiya, Nceba Nyembezi |
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| Vol 3 (2018) |
Transforming while transferring: An exploratory study of how transferability of skills is key in the transformation of higher education |
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Sandiso Bazana, Logan McLaren, Trust Kabungaidze |
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| Vol 3 (2018) |
Continuous programme renewal and critical citizenship: Key items for the South African higher education curriculum agenda |
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Eli Bitzer, Elmarie Costandius |
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| Vol 3 (2018) |
A social constructionist approach to resilience for lesbian, gay, bisexual, transgender, intersex, queer and/or questioning academics and students in South African universities |
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Jacques Rothmann |
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| Vol 2 (2017) |
Social identities and racial integration in historically white universities: A literature review of the experiences of black students |
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Sandiso Bazana, Opelo P. Mogotsi |
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| Vol 2 (2017) |
The relationship between internationalisation, creativity and transformation: A case study of higher education in Hungary |
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Melanie K. Smith, Vilmos Vass |
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| Vol 2 (2017) |
Rage, loss and other footpaths: Subjectification, decolonisation and transformation in higher education |
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Anne Becker |
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| Vol 2 (2017) |
‘Community of Learning’ for African PhD students: Changing the scene of doctoral education? |
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Mindel van de Laar, Martin Rehm, Shivani Achrekar |
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| Vol 2 (2017) |
Transmission and transformation in higher education: Indigenisation, internationalisation and transculturality |
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Kai Horsthemke |
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| Vol 2 (2017) |
The counter-terrorist campus: Securitisation theory and university securitisation – Three Models |
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Liam Gearon |
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| Vol 1, No 1 (2016) |
On extending the truncated parameters of transformation in higher education in South Africa into a language of democratic engagement and justice |
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Nuraan Davids |
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| Vol 1, No 1 (2016) |
Transformation and self-identity: Student narratives in post-apartheid South Africa |
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Frans Kamsteeg |
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| Vol 1, No 1 (2016) |
Decolonisation of higher education: Dismantling epistemic violence and Eurocentrism in South Africa |
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Savo Heleta |
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| Vol 1, No 1 (2016) |
Beyond counting the numbers: Shifting higher education transformation into curriculum spaces |
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Labby Ramrathan |
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| Vol 1, No 1 (2016) |
Transformation as an act of denudation: A response to Petro du Preez, Shan Simmonds and Anné Verhoef |
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Yusef Waghid |
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| Vol 1, No 1 (2016) |
Theology and the (post-)apartheid university: Mapping discourses, interrogating transformation |
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Rian Venter |
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| Vol 1, No 1 (2016) |
Rethinking and researching transformation in higher education: A meta-study of South African trends |
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Petro du Preez, Shan Simmonds, Anné Hendrik Verhoef |
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