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Re-imagining Curriculum
0R535,00EThe book argues that academics, academic developers and academic leaders need to undertake curriculum work in their institutions that has the potential to disrupt common sense notions about curriculum and create spaces for engagement with scholarly concepts and theories, to re_imagine curricula for the changing times. Now, more than ever in the history of higher education, curriculum practices and processes need to be shared; the findings of research undertaken on curriculum need to be disseminated to inform curriculum work. We hope the book will enable readers to look beyond their contextual difficulties and constraints, to find spaces where they can dream, and begin to implement, innovative and creative solutions to what may seem like intractable challenges or difficulties.
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Re-imagining Curriculum
0R0,00The book argues that academics, academic developers and academic leaders need to undertake curriculum work in their institutions that has the potential to disrupt common sense notions about curriculum and create spaces for engagement with scholarly concepts and theories, to re_imagine curricula for the changing times. Now, more than ever in the history of higher education, curriculum practices and processes need to be shared; the findings of research undertaken on curriculum need to be disseminated to inform curriculum work. We hope the book will enable readers to look beyond their contextual difficulties and constraints, to find spaces where they can dream, and begin to implement, innovative and creative solutions to what may seem like intractable challenges or difficulties.
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Scholarly Engagement and Decolonisation
0R350,00Considering that one of the core tasks of academia is to provide social critique and reflection, universities have an undeniable role to formulate the contours of a more inclusive academia in contrast to visible and normalised structures of exclusion. Translating such ambitions into transformative practices seems to be easier said than done. Academics need mutual inspiration and exchange of thoughts and practices to reflect on their actions and their own knowledge productions. The authors in this book mirror the challenges and achievements of academics and practitioners in three national contexts, which could serve as a foundation for academia to move towards dismantling elitist and privileged-based assumptions, and formulating new forms of knowledge production and institutional policies, inside and outside academia. The book aims to help create a more inclusive society in which academics, students and practitioners can engage, learn and transform structures of inequality, exclusion and disconnection where it seems to have the biggest impact.
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Serving Higher Purposes
0R375,00Universities of the 21st century and beyond must be about teaching, learning, research excellence, creativity and innovation as much as they must be about enabling the destiny of students, communities and nations to realize their potential. UJ succeeded in her vision and responsibilities to transform the divisions, prejudices and limitations that often restrain the advancement of society. The story of UJOs transition to an inclusive, diverse, dynamic, bold and purposeful institution of learning demands to be read by everyone, South African, African and beyond. It is a story of how to be an object rather than the subject of history, while dynamically shaping our shared futures, laying a solid foundation for future generations to be advocates and architects for social change and cohesion. It is a story of courageous and visionary leadership. The book offers our nation profound lessons in leadership that should enrich all our efforts to transform institutions in a sustainable way, to play a meaningful role in building ONE NATION.
– DR WENDY LUHABE, Economic Activist, Social Entrepreneur, First Chancellor of the University of JohannesburgE
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Serving Higher Purposes
0R300,00Universities of the 21st century and beyond must be about teaching, learning, research excellence, creativity and innovation as much as they must be about enabling the destiny of students, communities and nations to realize their potential. UJ succeeded in her vision and responsibilities to transform the divisions, prejudices and limitations that often restrain the advancement of society. The story of UJOs transition to an inclusive, diverse, dynamic, bold and purposeful institution of learning demands to be read by everyone, South African, African and beyond. It is a story of how to be an object rather than the subject of history, while dynamically shaping our shared futures, laying a solid foundation for future generations to be advocates and architects for social change and cohesion. It is a story of courageous and visionary leadership. The book offers our nation profound lessons in leadership that should enrich all our efforts to transform institutions in a sustainable way, to play a meaningful role in building ONE NATION.
– DR WENDY LUHABE, Economic Activist, Social Entrepreneur, First Chancellor of the University of JohannesburgE
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Skoolleierskap en die Skep van Produktiewe Leerruimtes in Skole
0R300,00Hierdie boek dien as On hulpbron of roetekaart vir enige student, opvoeder, onderwysdistrikspersoneel of enige ander persoon wat by die onderrig en opvoeding van mense betrokke is en na verbeterde leeruitkomste streef. Leer- en onderrigprosesse vind binne bepaalde leerruimtes of leeromgewings plaas, en elk van hierdie ruimtes het On unieke karakter asook potensiaal wat wag om ontsluit te word. Onderrig of die oordrag van kennis kan in byna enige ruimte soos On klaskamer, laboratorium, tuin of onder On boom plaasvind. Ongeag op watter ruimte daar vir leer en onderrig besluit word, daar moet deurgaans fyn besin word oor hoe om die potensiaal wat in die verskillende leerruimtes opgesluit l in die beste belang van die leerders of studente te ontsluit aangesien dit On direkte invloed op die leeruitkomste en akademiese prestasies kan uitoefen.
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Skoolleierskap en die Skep van Produktiewe Leerruimtes in Skole
0R240,00Hierdie boek dien as ’n hulpbron of roetekaart vir enige student, opvoeder, onderwysdistrikspersoneel of enige ander persoon wat by die onderrig en opvoeding van mense betrokke is en na verbeterde leeruitkomste streef. Leer- en onderrigprosesse vind binne bepaalde leerruimtes of leeromgewings plaas, en elk van hierdie ruimtes het ’n unieke karakter asook potensiaal wat wag om ontsluit te word. Onderrig of die oordrag van kennis kan in byna enige ruimte soos ’n klaskamer, laboratorium, tuin of onder ’n boom plaasvind. Ongeag op watter ruimte daar vir leer en onderrig besluit word, daar moet deurgaans fyn besin word oor hoe om die potensiaal wat in die verskillende leerruimtes opgesluit lê in die beste belang van die leerders of studente te ontsluit aangesien dit ’n direkte invloed op die leeruitkomste en akademiese prestasies kan uitoefen.
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Spaces, journeys and new horizons for postgraduate supervision
0R425,00After centuries of barely visible incremental development, postgraduate education has experienced twenty years of considerable turbulence as governments recognise its latent power, some responding more quickly than others and each in different ways. This anthology, drawing on research, deep reflection and praxis, illustrates the current situation in a range of geographical environments that result from such interventions, or lack of them, providing readers both with information about neglected contexts, challenges and concerns and with stimulating ideas about how they might be managed more effectively.
Professor Emerita Pam Denicolo
University of Reading, UK
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Spaces, journeys and new horizons for postgraduate supervision
0R0,00After centuries of barely visible incremental development, postgraduate education has experienced twenty years of considerable turbulence as governments recognise its latent power, some responding more quickly than others and each in different ways. This anthology, drawing on research, deep reflection and praxis, illustrates the current situation in a range of geographical environments that result from such interventions, or lack of them, providing readers both with information about neglected contexts, challenges and concerns and with stimulating ideas about how they might be managed more effectively. Professor Emerita Pam Denicolo, University of Reading, UK
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Strengthening Postgraduate Supervision
0R0,00An excellent collection of diverse and deeply reflective perspectives. All offer insights into the multiple challenges confronted in improving the quality and depth of postgraduate supervision, increasing throughput, and dealing with complexity. What is also affirmed is the importance of individual capability in supervision that is developed and nurtured over time, and through arduous effort. The book will be of value to novice supervisors and to more experienced ones. Policy makers, planners and administrators looking to enlarge their understanding of the postgraduate terrain in all its complexities will find the mix of theoretical and practical lenses through which the topic is approached particularly illuminating. – Professor Narend Baijnath, Chief Executive Officer, Council on Higher Education
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Print: View Print Version
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Strengthening Postgraduate Supervision
0R390,00An excellent collection of diverse and deeply reflective perspectives. All offer insights into the multiple challenges confronted in improving the quality and depth of postgraduate supervision, increasing throughput, and dealing with complexity. What is also affirmed is the importance of individual capability in supervision that is developed and nurtured over time, and through arduous effort. The book will be of value to novice supervisors and to more experienced ones. Policy makers, planners and administrators looking to enlarge their understanding of the postgraduate terrain in all its complexities will find the mix of theoretical and practical lenses through which the topic is approached particularly illuminating. – Professor Narend Baijnath, Chief Executive Officer, Council on Higher Education
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eBook: View eBook Version
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Student Peer Support Initiatives in Higher Education
0R0,00This book provides practical examples of how students could be engaged in high-impact practices to support student retention and success. It is a good resource for Higher Education institutions making use of students in peer support initiatives. It aims to provide support for academics and professional units that are involved in student peer support initiatives. It also encourages readers to engage in critical inquiry into holistic student care and development to advance student success and retention.
