South African Journal of Higher Education

SAJHE has published its latest issue 2016 30(6) at
http://www.journals.ac.za/index.php/sajhe. We invite you to review the Table
of Contents here and then visit our web site to review articles and items of
interest.

Thanks for the continuing interest in our work,
Ms Anel de Beer
Managing Editor
sajhe@sun.ac.za

SAJHE
Vol 30, No 6 (2016)
Table of Contents
http://www.journals.ac.za/index.php/sajhe/issue/view/75

General Articles
——–
Why a contextual approach to professioal development? (1-7)
B.L. Leibowitz, J. Vorster,     C. Ndebele
Against theoretical evangelism: Imagining the possibilities of a critical
approach to theorising in professional academic development (8-23)
K. Naidoo
Conceptualising an epistemically diverse curriculum for a course for
academic developers (24-38)
L. Quinn,       J. Vorster
Scrutinising the role of reflection in a postgraduate diploma in higher
education (39-55)
L. Dison
Enhancing learner achievement through professional development: The
Zimbabwean experience (56-72)
G.N. Shava
Five writing development strategies to help academics flourish as writers
(73-93)
J. Castle,      M. Keane
Coaching interventions for postgraduate supervision courses: Promoting
equity and understanding in the supervisor-student relationship (94-111)
M. Keane
Asserting agency: Navigating time and space for teaching development
(112-126)
J. Jawitz,      T. Perez
Rurality and the professional development of university teachers (127-145)
C. Ndebele,     P. Muhuro,      V. Nkonki
Prompts in lecturer’s learning to teach in private universities in Kenya
(146-160)
M. Omingo
‘It takes a village’: Attaining teaching excellence in a challenging context
(161-175)
C. Winberg,     J. Garraway
A proposed ‘ladder of learning’ for academics’ professional development in
teaching (176-190)
A. Cameron,     C. Woods
Professional academic development – the influence of context on motivation
(191-206)
B.L. Leibowitz
‘I have a chameleon-like existence’: A duoethnographic account of border
crossing by two academic development practitioners (207-223)
S. van Schalkwyk,       W.J. McMillan