Advancing the scholarship of integration for impactful, sustainable and holistic student success
- Pule, Neo, Madiba, Matete, Mohasoa, Irene
- Authors: Pule, Neo , Madiba, Matete , Mohasoa, Irene
- Date: 2024
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/13055 , vital:77162 , ISSN: 2307-6267 , Citation: Pule, N., Madiba, M., & Mohasoa, I. (2024). Advancing the scholarship of integration for impactful, sustainable and holistic student success. Journal of Student Affairs in Africa, 12(2), v–ix. DOI: 10.24085/jsaa.v12i2.5483. , DOI: 10.24085/jsaa.v12i2.5483
- Description: Abstract: University professional and teaching staff are like two sides of the same coin. However, to a great extent, they work in silos – which leads to fragmentation and undermines efforts to achieve significant levels of impactful, sustainable and holistic student success. In this context, this special issue was proposed as a contribution towards closing the gap between the academic part of the university and the professional or support-services part; and as a means of encouraging the work required to forge integrated approaches in support of enhanced student success. The siloed approach, which is indicative of the politics and potential power dynamics that are embedded in university operations and structures, needs to be dismantled...
- Full Text:
- Authors: Pule, Neo , Madiba, Matete , Mohasoa, Irene
- Date: 2024
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/13055 , vital:77162 , ISSN: 2307-6267 , Citation: Pule, N., Madiba, M., & Mohasoa, I. (2024). Advancing the scholarship of integration for impactful, sustainable and holistic student success. Journal of Student Affairs in Africa, 12(2), v–ix. DOI: 10.24085/jsaa.v12i2.5483. , DOI: 10.24085/jsaa.v12i2.5483
- Description: Abstract: University professional and teaching staff are like two sides of the same coin. However, to a great extent, they work in silos – which leads to fragmentation and undermines efforts to achieve significant levels of impactful, sustainable and holistic student success. In this context, this special issue was proposed as a contribution towards closing the gap between the academic part of the university and the professional or support-services part; and as a means of encouraging the work required to forge integrated approaches in support of enhanced student success. The siloed approach, which is indicative of the politics and potential power dynamics that are embedded in university operations and structures, needs to be dismantled...
- Full Text:
A wake-up call: Equity, inequality and Covid-19 emergency remote teaching and learning
- Czerniewicz, Laura, Agherdien, Najma, Badenhorst, Johan, Belluigi, Dina, Chambers, Tracey, Chili, Muntuwenkosi, De Villiers, Magriet, Felix, Alan, Gachago, Daniela, Gokhale, Craig, Ivala, Eunice, Kramm, Neil, Madiba, Matete, Mistri, Gitanjali, Mgqwashu, Emmanuel, Pallitt, Nicola, Prinsloo, Paul, Solomon, Kelly, Strydom, Sonja, Swanepoel, Mike, Waghid, Faiq, Wissing, Gerrit
- Authors: Czerniewicz, Laura , Agherdien, Najma , Badenhorst, Johan , Belluigi, Dina , Chambers, Tracey , Chili, Muntuwenkosi , De Villiers, Magriet , Felix, Alan , Gachago, Daniela , Gokhale, Craig , Ivala, Eunice , Kramm, Neil , Madiba, Matete , Mistri, Gitanjali , Mgqwashu, Emmanuel , Pallitt, Nicola , Prinsloo, Paul , Solomon, Kelly , Strydom, Sonja , Swanepoel, Mike , Waghid, Faiq , Wissing, Gerrit
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/439449 , vital:73598 , https://doi.org/10.1007/s42438-020-00187-4
- Description: Produced from experiences at the outset of the intense times when Covid-19 lockdown restrictions began in March 2020, this collaborative paper offers the collective reflections and analysis of a group of teaching and learning and Higher Education (HE) scholars from a diverse 15 of the 26 South African public universities. In the form of a theorised narrative insistent on foregrounding personal voices, it presents a snapshot of the pandemic addressing the following question: what does the ‘pivot online’to Emergency Remote Teaching and Learning (ERTL), forced into urgent existence by the Covid-19 pandemic, mean for equity considerations in teaching and learning in HE? Drawing on the work of Therborn (2009: 20–32; 2012: 579–589; 2013; 2020) the reflections consider the forms of inequality-vital, resource and existential-exposed in higher education. Drawing on the work of Tronto (1993; 2015; White and Tronto 2004) the paper shows the networks of care which were formed as a counter to the systemic failures of the sector at the onset of the pandemic.
- Full Text:
- Date Issued: 2020
- Authors: Czerniewicz, Laura , Agherdien, Najma , Badenhorst, Johan , Belluigi, Dina , Chambers, Tracey , Chili, Muntuwenkosi , De Villiers, Magriet , Felix, Alan , Gachago, Daniela , Gokhale, Craig , Ivala, Eunice , Kramm, Neil , Madiba, Matete , Mistri, Gitanjali , Mgqwashu, Emmanuel , Pallitt, Nicola , Prinsloo, Paul , Solomon, Kelly , Strydom, Sonja , Swanepoel, Mike , Waghid, Faiq , Wissing, Gerrit
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/439449 , vital:73598 , https://doi.org/10.1007/s42438-020-00187-4
- Description: Produced from experiences at the outset of the intense times when Covid-19 lockdown restrictions began in March 2020, this collaborative paper offers the collective reflections and analysis of a group of teaching and learning and Higher Education (HE) scholars from a diverse 15 of the 26 South African public universities. In the form of a theorised narrative insistent on foregrounding personal voices, it presents a snapshot of the pandemic addressing the following question: what does the ‘pivot online’to Emergency Remote Teaching and Learning (ERTL), forced into urgent existence by the Covid-19 pandemic, mean for equity considerations in teaching and learning in HE? Drawing on the work of Therborn (2009: 20–32; 2012: 579–589; 2013; 2020) the reflections consider the forms of inequality-vital, resource and existential-exposed in higher education. Drawing on the work of Tronto (1993; 2015; White and Tronto 2004) the paper shows the networks of care which were formed as a counter to the systemic failures of the sector at the onset of the pandemic.
- Full Text:
- Date Issued: 2020
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