{"id":367,"date":"2017-01-17T12:54:46","date_gmt":"2017-01-17T10:54:46","guid":{"rendered":"http:\/\/blogs.sun.ac.za\/sunscholar\/?p=367"},"modified":"2017-01-17T12:54:46","modified_gmt":"2017-01-17T10:54:46","slug":"south-african-journal-of-higher-education","status":"publish","type":"post","link":"https:\/\/blogs.sun.ac.za\/sunscholar\/2017\/01\/17\/south-african-journal-of-higher-education\/","title":{"rendered":"South African Journal of Higher Education"},"content":{"rendered":"

SAJHE has published its latest issue 2016 30(6) at
\nhttp:\/\/www.journals.ac.za\/index.php\/sajhe<\/a>. We invite you to review the Table
\nof Contents here and then visit our web site to review articles and items of
\ninterest.<\/p>\n

Thanks for the continuing interest in our work,
\nMs Anel de Beer
\nManaging Editor
\nsajhe@sun.ac.za<\/a><\/p>\n

SAJHE
\nVol 30, No 6 (2016)
\nTable of Contents
\nhttp:\/\/www.journals.ac.za\/index.php\/sajhe\/issue\/view\/75<\/a><\/p>\n

General Articles
\n——–
\nWhy a contextual approach to professioal development? (1-7)
\nB.L. Leibowitz, J. Vorster,\u00a0\u00a0\u00a0\u00a0 C. Ndebele
\nAgainst theoretical evangelism: Imagining the possibilities of a critical
\napproach to theorising in professional academic development (8-23)
\nK. Naidoo
\nConceptualising an epistemically diverse curriculum for a course for
\nacademic developers (24-38)
\nL. Quinn,\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 J. Vorster
\nScrutinising the role of reflection in a postgraduate diploma in higher
\neducation (39-55)
\nL. Dison
\nEnhancing learner achievement through professional development: The
\nZimbabwean experience (56-72)
\nG.N. Shava
\nFive writing development strategies to help academics flourish as writers
\n(73-93)
\nJ. Castle,\u00a0\u00a0\u00a0\u00a0\u00a0 M. Keane
\nCoaching interventions for postgraduate supervision courses: Promoting
\nequity and understanding in the supervisor-student relationship (94-111)
\nM. Keane
\nAsserting agency: Navigating time and space for teaching development
\n(112-126)
\nJ. Jawitz,\u00a0\u00a0\u00a0\u00a0\u00a0 T. Perez
\nRurality and the professional development of university teachers (127-145)
\nC. Ndebele,\u00a0\u00a0\u00a0\u00a0 P. Muhuro,\u00a0\u00a0\u00a0\u00a0\u00a0 V. Nkonki
\nPrompts in lecturer’s learning to teach in private universities in Kenya
\n(146-160)
\nM. Omingo
\n‘It takes a village’: Attaining teaching excellence in a challenging context
\n(161-175)
\nC. Winberg,\u00a0\u00a0\u00a0\u00a0 J. Garraway
\nA proposed ‘ladder of learning’ for academics’ professional development in
\nteaching (176-190)
\nA. Cameron,\u00a0\u00a0\u00a0\u00a0 C. Woods
\nProfessional academic development – the influence of context on motivation
\n(191-206)
\nB.L. Leibowitz
\n‘I have a chameleon-like existence’: A duoethnographic account of border
\ncrossing by two academic development practitioners (207-223)
\nS. van Schalkwyk,\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 W.J. McMillan<\/p>\n