Dr Amanda Hlengwa

https://orcid/0000-0003-1481-6732

 

 

Amanda (Mandy) Hlengwa’s research interests are in national interventions related to academic staff development and in particular in the institutional adoption and implementation of programmes focused on developing early career academics. Mandy draws on sociocultural theories of learning and teaching, curriculum and pedagogies, Legitimation Code Theory, Archer's social realism and Sen's Capabilities Approach.

 

Recent publications include

• Hlengwa, A. & Clarence, S. (2020). Mid-term review of the New Generation of Academics Programme (nGAP): An analysis of annual reports, 2016-2018. Commissioned report for Department of Higher Education and Training.
• Hlengwa, A. (2019). How are institutions developing the next generation of university teachers? Critical Studies in Teaching and Learning. 7(1) 1-18.
• Co-author of national commissioned report: Early career researcher mobility in higher Education-A critical review of the nGAP mobility scheme

 

Professor Lynn Quinn

https://orcid.org/0000-0002-2922-1312

 

 

Lynn Quinn conducts research on various aspects of academic staff development, teaching, and learning, curriculum, and assessment in higher education. She has supervised master and doctoral students in the field of higher education studies on a range of topics including academic literacy, curriculum, assessment, quality assurance, and academic staff development. Lynn’s own work, and that of some of her students, has been underpinned by social realist theories. She has experience of using academic literacies, critical discourse analysis, and Legitimation Code Theory.

Recent publications include

 

• Wilmot, K., Quinn, L. & Vorster, J. (2021). Editorial: Pedagogies in Context: A selection of papers from the HELTASA 2019 Conference. Critical Studies in Teaching and Learning, 9(SI): ii-vi. https://doi.org/10.14426/cristal.v9iSI.478
• McKenna, S. & Quinn, L. (2020). Misconceptions and misapplications of student-centered approaches. In S. Hoidn & M. Klemen?i?, M. (Eds) Handbook of Student-Centered Learning and Instruction. Oxford: Routledge.
• Quinn, L. (2020). The role of assessment in preparing academic developers for professional practice, in C. Winberg, S. McKenna & K. Wilmot (eds.), Building knowledge in higher education: New directions in teaching and learning. London: Routledge.
• Quinn, L. (ed) (2019) Re-imagining Curriculum: Spaces for Disruption. African Sun Media:
• Quinn, L. & Vorster, J. (2019) Why the focus on curriculum? Why now? The role of academic development. In Quinn, L. (ed) (2019) in Re-imagining Curriculum: Spaces for Disruption. African Sun Media:   1 – 22

 

 

Professor Jo-Anne Vorster

http://orcid.org/0000-0002-5257-6832

 

Jo-Anne conducts research on various aspects of teaching and learning and academic staff development. Her research interests include curriculum development, knowledge and the curriculum, academic staff development, induction and mentoring of new academics into higher education, the field of academic development, student learning. She is interested in socio-cultural theories of learning and teaching, social realist perspectives on knowledge, curriculum and pedagogies, Legitimation Code Theory and Archer’s social realism. 

 

Recent publications include

• Musara E., Grant C.., Vorster JA. (2021) Inclusion as Social Justice: Nancy Fraser’s Theory in the South African Context. In: Mullen C.A. (eds) Handbook of Social Justice Interventions in Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-35858-7_107.
• Wilmot, K., Quinn, L. & Vorster, J. (2021). Editorial: Pedagogies in Context: A selection of papers from the HELTASA 2019 Conference. Critical Studies in Teaching and Learning, 9(SI): ii-vi. https://doi.org/10.14426/cristal.v9iSI.478
• Vorster, J. (2020). Academic Development: Autonomy pathways towards gaining greater legitimacy, in C. Winberg, S. McKenna & K. Wilmot (Eds.), Building knowledge in higher education: Enhancing Teaching and Learning with Legitimation Code Theory. London: Routledge.
• Vorster, J. (2020). SoTL: A mechanism for understanding and finding solutions to teaching and learning challenges. SOTL in the South, 4(2): 6-21
• Quinn, L. & Vorster, J. (2019) Why the focus on curriculum? Why now? The role of academic development. In Quinn, L. (ed) (2019) in Re-imagining Curriculum: Spaces for Disruption. African Sun Media:   1 – 22

 

 

Dr Nicola Pallitt

https://orcid.org/0000-0003-1362-670X

 

 

Nicola values contextually and culturally responsive approaches to learning design and educational technology usage. She seeks to expand critical perspectives on educational technologies in Higher Education and regularly contributes to collaborative research. Nicola’s current research focuses on learning design and online professional development. Professionally, she has a strong interest in promoting inclusivity in the Educational Technology field and co-creating opportunities for practitioner-researchers working in African higher education settings. Her research interests include educational technology, online professional development, learning design, and online supervision.

 

Recent publications include

• Gourlay, L.; Rodríguez-Illera, J.L.; Barberà, E.; Bali, M.; Gachago, D.; Pallitt, N.; Jones, C.; Bayne, S.; B?rsen Hansen, S.; Hrastinski, S.; Jaldemark, J.; Themelis, C.; Pischetola, M.; Dirckinck-Holmfeld, L.; Matthews, A.; Gulson, K.N.; Lee, K.; Bligh,B.; Thibaut, P.; Vermeulen,M.; Nijland, F.; Vrieling-Teunter, E.; Scott, H.; Thestrup, K.; Gislev, T.; Koole, M.; Cutajar, M.; Tickner, S.; Rothmüller, N.; Bozkurt, A.; Fawns, T.; Ross, J.; Schnaider, K.; Carvalho, L.; Green, J.K.; Had?ijusufovi?, M.; Hayes, S.; Czerniewicz, L. & Knox, J. (2021). Networked Learning in 2021: A Community Definition. Postdigital Science and Education, 3, 326–369. https://doi.org/10.1007/s42438-021-00222-y
• Gachago, D., Pallitt, N., & Bali, M. 2020. No Size Fits All: Design Considerations for Networked Professional Development in Higher Education. Proceedings of the Networked Learning Conference. Denmark, online.
• Belluigi, D., Czerniewicz, L., Khoo, S., Algers, A., Buckley, LA., Prinsloo, P., Mgqwashu, E., Camps, C., Brink, C., Marx, R., Wissing, G., & Pallitt, N. (2020). “Needs Must”? Critical reflections on the implications of the Covid19 ‘pivot online’ for equity in higher education. Digital Culture and Education.
• Czerniewicz, L.; Agherdien, N.; Badenhorst, J.; Belluigi, D.; Chambers, T.; Chili, M.; de Villiers, M.; Felix, A.; Gachago, D.; Gokhale, C.; Ivala, E.; Kramm, N.; Madiba, M.; Mistri, G.; Mgqwashu, E.; Pallitt, N.; Prinsloo, P.; Solomon, S.; Strydom, S.; Swanepoel, M.; Waghid, F. & Wissing, G. (2020). A Wake-Up Call: Equity, Inequality and Covid-19 Emergency Remote Teaching and Learning. Postdigital Science and Education.
• Romero-Hall, E.; Correia, A.P.; Branch, R.; Cevik, Y.D.; Dickson-Deane, C.; Chen, B.; Liu, J.C.; Tang, H.; Vasconcelos, L.; Pallitt, N. & Thankachan, B. (2020). Futurama: Learning Design and Technology Research Methods. Research Methods in Learning Design and Technology. Ed. Enilda Romero-Hall. New York: Routledge.

 

 

 

 

Dr Kirstin Wilmot

https://orcid.org/0000-0001-9011-5888

 

 

Kirstin Wilmot has a background in socio-linguistics and has conducted research dealing with issues of identity, accent, social class and language/literacy practices. Her current research in higher education studies focuses on developing theoretical tools for analysing and understanding disciplinary knowledge-building practices, with a particular focus on doctoral writing and postgraduate supervision. Kirstin’s research seeks to make explicit the often tacit disciplinary literacy practices that act as gatekeepers to becoming members of a discipline. Kirstin’s theoretical expertise is in Legitimation Code Theory and academic literacies.

 

Recent publications include

• Wilmot, K. & McKenna, S. (2022), "Putting knowledge at the centre: The uptake of Legitimation Code Theory in Higher Education Studies in South Africa". In, Huisman, J. and Tight, M. (Eds.) Theory and Method in Higher Education Research, Vol. 7, pp. 147–160. Emerald Publishing Limited, Bingley. https://doi.org/10.1108/S2056-375220210000007009

• Wilmot, K., Quinn, L. & Vorster, J. (2021). Editorial: Pedagogies in Context: A selection of papers from the HELTASA 2019 Conference. Critical Studies in Teaching and Learning, 9(SI): ii-vi. https://doi.org/10.14426/cristal.v9iSI.478

• Wilmot, K. (2021). ‘Fail early and fail fast’: The value of group supervision for doctoral candidates. Higher Education Research and Development. https://doi.org/10.1080/07294360.2021.1969543
• Wilmot, K. (2020). Building knowledge with theory: Unpacking complexity in doctoral writing. Critical Studies in Teaching and Learning, 8(2): 18-38. https://doi.org/10.14426/cristal.v8i2.265
• Wilmot, K. (2020). Learning to theorise data in doctoral writing: A tool for teaching and learning, in C. Winberg, S. McKenna & K. Wilmot (Eds.), Building knowledge in higher education: Enhancing Teaching and Learning with Legitimation Code Theory, pp. 126–141. London: Routledge.

 

 Kelly Soloman

 

Kelly’s research background is in Anthropology and ethnographic methodological approaches. She is currently doing her PhD in Higher Education Studies with a focus on how students understand the purpose of an undergraduate education in hope that it will provide further insight into teaching approaches.

 

Masixole Booi

 

Masixole’s broad research interests are in sociology of education and knowledge, curriculum development, Black radical thought and Africana existential philosophy. His research has been on the experiences of Black lecturers and the alienating and exclusive institutional cultures in South African universities post-1994. His current doctoral research focuses on decolonial education and the Black existential condition of Black lecturers in Historically White Universities.

 

Recent publications include

 

• Booi, M. (2020). Book review: Ndlovu-Gatsheni, S.J. 2018. Epistemic Freedom in Africa: Deprovincialization and Decolonization. Abingdon, United Kingdom: Routledge. Scholarship of Teaching and Learning in the South. v. 4, n. 1, p. 89-96. April 2020. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=143
• Booi, M., Vincent, L., & Liccardo, C. (2017). Counting on demographic equity to transform institutional cultures at historically white South African universities? Higher Education Research and Development, Vol. 36, NO. 3, 498–510
• Booi, M., Vincent, L., & Liccardo, C. (2017). ‘If it ain’t broke, don’t fix it’: Challenges facing institutional transformation of historically white South African universities. African Sociological Review, Vol. 21(1)

 

 

Anthea Adams

https://orcid.org/0000-0002-2602-193X

 

 

 

Anthea’s research interests are professional identity in higher education, enhancing teaching and learning through academic staff development, and using digital storytelling and multilingualism as pedagogical tools. Anthea’s PhD studies focus on the formation of lecturers’ identities as teachers in a diverse higher education context.

Recent publications include 

• Muzanenhamo, G.N., Allen-Ile, C.O.K., Adams, A., & Iwu, C.G. (2016). The relationship among change implementation, job satisfaction and organizational citizenship behavior in the Business Process Outsourcing industry in South Africa. Problems and Perspectives in Management. 14, number 3, 473-482.
• Adams, A., Reiners, A. & De Louw, L. (2015). Learning about students through their digital stories. In Condy, J.(ed.). Telling Stories Differently. Stellenbosch: SunMedia

 

 

Neil Kramm

https://orcid.org/0000-0002-4173-5586

 

 

 

Neil has a background in Sociology and has research interest which includes educational technology, higher education, academic development and learning design. He is currently researching how COVID has impacted the use of educational technology in higher education.

Recent publications include

• Czerniewicz, L.; Agherdien, N.; Badenhorst, J.; Belluigi, D.; Chambers, T.; Chili, M.; de Villiers, M.; Felix, A.; Gachago, D.; Gokhale, C.; Ivala, E.; Kramm, N.; Madiba, M.; Mistri, G.; Mgqwashu, E.; Pallitt, N.; Prinsloo, P.; Solomon, S.; Strydom, S.; Swanepoel, M.; Waghid, F. & Wissing, G. (2020). A Wake-Up Call: Equity, Inequality and Covid-19 Emergency Remote Teaching and Learning. Postdigital Science and Education.

 

 

Last Modified: Mon, 24 Jan 2022 12:48:55 SAST