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Tag: academic development

Narodien-Fataar, N. (2021) Exploring lecturers’ engagement with the institutional programmes at a university of technology, in Ralarala, M. K., Naidoo, R. & Hassan, S. L. (eds) Knowledge Beyond Colour Lines: Towards Repurposing Knowledge Generation in South African Higher Education. African Sun Media.

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Quinn, L. & Vorster, J. (2019) Why the focus on curriculum? Why now? The role of academic development, in Quinn, L. (ed) Re-imagining Curriculum: Spaces for disruption (pp. 1–22). SuN PReSS: South Africa.

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Morreira, S. (2019) Disruption by Curriculum Design: Using Steve Biko’s I Write What I Like as a Tool for Participatory Parity in post-Apartheid Higher Education, Alternation, 26 (2): 161–182. DOI: 10.29086/2519-5476/2019/v26n2a8

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Kinchin, I. M. (2019) Accessing Expert Understanding: The Value of Visualising Knowledge Structures in Professional Education, in Trimmer K., Newman T., Padró F. (eds) Ensuring Quality in Professional Education Volume II (pp. 71–89). Palgrave Macmillan, Cham.

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Clarence, S. (2018) Understanding the student experience through the lens of academic staff development practice and research, in Ashwin, P. & Case, J. Higher Education Pathways: South African Undergraduate Education and the Public Good (pp. 204–215). Bloemfontein: African Minds.

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Winberg, C., Wright, J., Wolff, K. E., Pallitt, N., Bozalek, V. G. and Conana, H. (2018) Critical interdisciplinary dialogues: Towards a pedagogy of well-being in STEM disciplines and fields, South African Journal of Higher Education, 32(6): 270–287.

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Mistri, G. (PhD, 2016) A Social Realist Analysis of participation in Academic Professional Development for the integration of Digital Technologies in Higher Education, Rhodes University, South Africa.

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Ellery, K. (2017) Conceptualising knowledge for access in the sciences: Academic development from a social realist perspective, Higher Education, 74(5): 915–931.

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Clarence, S. & McKenna, S. (2017) Developing academic literacies through understanding the nature of disciplinary knowledge, London Review of Education, 15(1): 38–49.

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Ellery, K. (2017) Conceptualising knowledge for access in the sciences: Academic development from a social realist perspective, Higher Education, 74(5): 915–931.

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Vorster, J-A. & Quinn, L. (2015) Towards shaping the field: Theorising the knowledge in a formal course for academic developers, Higher Education Research & Development, 34(5): 1031–1044.

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Loads, D. (2014) Re-imagining academic staff development: Spaces for disruption, International Journal for Academic Development, 19(1): 70–72.

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Quinn, L. & Vorster, J. (2014) Isn’t it time to start thinking about ‘developing’ academic developers in a more systematic way?, International Journal for Academic Development, 19(3): 255–258.

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Clarence, S. (2015) Exploring the nature of disciplinary teaching and learning using Legitimation Code Theory Semantics, Teaching in Higher Education, 21(2): 123–137.

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