This edited collection is cohesive by a focus on becoming: becoming a doctoral student, becoming a researcher, becoming an academic, and becoming a supervisor. This journey of becoming takes us from pre-enrolment in a doctoral programme, through the many phases of candidature and into the post-doctoral environment. Both advancing theory, and providing very practical examples, this book is of immense value to doctoral students and academics not only in South Africa ? for whom it should be a mandatory read ? but also for doctoral education researchers, doctoral students and supervisors worldwide, as the themes covered extend well beyond the borders of South Africa.

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The chapters in this collection are reflections of the intellectual, emotional and day-to-day experiences of professional staff engaged in academic development. They provide the reader with glimpses of how academic developers at one South African university are continuously shaping their identities through sense-making processes, how they creatively apply different theoretical approaches to both analysing and informing their work and what their views are of the practical and systemic challenges facing higher education. As such this book expands on as well as challenges the dominant ways of thinking about academic development and academic developers in higher education.

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EIn an increasingly complex and challenging profession, the need for teachers, administrators and school systems to become involved in

professional development activities is ever present. Action Research in South African Education: A Critical Praxis is a culmination of varying reflective accounts Professor Makoelle made as a teacher, anE academic and a devoted action researcher. The book delves into his beliefs, attitudes and conceptions about the evolving discourse of Action Research in education and how it could be operationalised in varying educative contexts. The conversation fosters openness toward new ideas and learning new innovations, as well as giving teachers ownership of effective practices. It ultimately provides teachers with the necessary skills, knowledge, and focus to engage in meaningful inquiry about their professional practice.

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This book provides a basic introduction to the supervision of postgraduate studies. At the centre of each discussion are examples of best practices and guidelines on how to deal with all aspects associated with postgraduate supervision.

Both the postgraduate student and the novice supervisor are targeted in this book, although seasoned supervisors could also benefit from the reflections. In the development of a supervision culture a comprehensive research guide is needed.