UKZN – INSPIRING GREATNESS

Higher Education Studies in South Africa: An emergent field

Prof Michael SamuelUKZN School of Education

Presentation at PhD in Higher Education Doctoral Seminar One19 February 2017

Higher Education, Training and Development (HETD) UKZN: Durban

Structure of presentation

Some examples of the agenda of Higher Education Studies:

• REPORTS• The ASSAF report (on doctoral studies) (2010)• CREST 2015• The CHE report 2016

• INTERNATIONAL COMPARATIVE STUDIES

• BOOKS• Some recent publications

• PHD STUDIES

• JOURNALS• SAJHE, PIE, CriSTal, JOE

• CONFERENCES• SAERA 2019, Postgraduate supervision 2019

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National SA ReportsASSAF

CREST

CHE

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• The Academy of Science of South Africa (ASSAf) 2010.Consensus report: The PhD study. ASSAf: Pretoria.

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Despite positive growth in the production rate, South

Africa continues to produce a very small number of doctorates

per million of the total population (26 doctorates

per million in 2007). This compares very unfavourably

with other countries such as Portugal (569 per million),

Australia (264 per million), Korea (187 per million), and

Turkey (48 per million) (see below and Table 25).68 International Standard Classification of Education Level 6 (ISCED 6) refers to tertiary education programmes that lead directly to the award of an advanced research qualification,e.g. PhD. For a detailed description of the ISCED, refer to http://www.uis.unesco.org/TEMPLATE/pdf/isced/ISCED_A.pdf

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6

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RankingsNumber of doctorates produced (2000-2012)

• UCT 676

• SU 559

• UKZN 554

• UP 497

• UNISA 467

• WITS 414

• 70% of all doctorates produced by these 6 institutions

• Scale of university, demographics. History????

• Merged

• Historically advantaged/ under-served?

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Intersection of external pressures on doctorate production in SA

Moutonn, J 2015. The doctorate in SA:

Trends, challenges and constraints. UKZN Seminar.

18 June 2015: Durban.

Percentage of the academic staff with doctorates by institution (2012)

65%

55%53% 52% 51% 50% 49%

47%

41% 40% 39% 39% 38%

31%29%

27% 26%

21%

16% 16% 15%13% 12%

9%

0%

10%

20%

30%

40%

50%

60%

70%

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Ratios of doctoral graduates to academic staff with doctoral degrees by institution (2012)

0,46

0,390,370,360,360,35

0,32

0,280,280,270,260,250,250,250,250,25

0,19

0,13

0,070,070,050,040,04

0,000,00

0,05

0,10

0,15

0,20

0,25

0,30

0,35

0,40

0,45

0,50

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Council on Higher Education (CHE) 2016. South African higher education reviewed: Two decades of democracy. CHE: Pretoria.

Chapters

1. Overview

2. Regulation

3. Governance

4. Teaching and Learning

5. Research

6. Community engagement

7. Academic staffing

8. Funding

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Project on Postgraduate Educational Research (PPER) • Abstract

• Methodology

• Theoretical Framework

• Balfour R, Moletsane R, Karlsson J, Pillay G, Rule P, Nkambule T, Bengesaai A, Davey B, Lekens L, Molefe S, Madiya N & Goba B 2008. Project postgraduate educational research in education: National issues, friends and reflections (1995-2004). 4th Progress Report (unpublished).

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Comparative Studies in partnership with SA

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Comparative higher education studies

• Migration: Crossing borders• Global village

• Natural disasters

• Economic disasters

• War

• Negotiating collaborations continentally and globally• “small island developing states” SIDS

• Bologna Accord

• What can SA learn from the Mauritius study?

Samuel, M & Mariaye, H (eds.) (2016). Continuity, complexity and change. Teacher education in Mauritius. Common Ground Publishing:Champaign, IL.

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• This book makes a significant contribution to the literature on the Scholarship of Teaching and Learning (SoTL).

• It provides both theoretical and practical insights that should be of interest to many SoTLscholars and practitioners worldwide.

• The theme of teaching and learning, and SoTL, as fundamentally communicative acts, connects the entire volume and will be picked up by SoTLscholars elsewhere as a useful and critical frame for future scholarship.

• The cases from South Africa and Sweden offer new perspectives on teaching, learning, and SoTL.

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SA BooksPillay K & Farquharson (2014) UG teaching and learning

Pillay D, Naicker I & Pithouse-Morgan K (2016) HE academic identities

Dhunpath & Vithal (2013) UG ACCESS & SUCCESS

Fourie-Malherbe M, et al. (2016) PG Supervision Model of doctoral education (designers)

Frick L, et al. (2016) PG Study (Students’ perspectives)

SUNMEDIA Series (20142016) 6 books

Samuel, Dhunpath & Amin (2016) HE curriculum

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Dhunpath R & Vithal R (eds.) 2013. Alternative Access to Higher Education: Underprepared Students or Underprepared Institutions?Pearsons: Cape Town.

• Synopsis: In response to the access and equity imperative in South Africa, universities haveintroduced a variety of access programmes, the most common of which are the state-sponsoredFoundation Programmes, the success of which has never fully been investigated to assess theirefficacy and impact. Based on empirical work of acknowledged experts in alternative access andFoundation provisioning in South Africa and using the University of KwaZulu-Natal as a case study,this books shifts the gaze, placing under scrutiny the question of institutional (under) preparedness.

• Some of the main questions that authors ask in the book are:

• Is the policy framework underpinning the post-secondary sector sufficiently coherent to offer aviable alternative access?

• Have universities transformed their curricula and institutional cultures to meet the demands of arapidly changing student body?

• Has the increase in enrolments at universities resulted in a corresponding increase in graduations?

• Could the investment in Foundation support be better served by rethinking the funding model, theprogrammes themselves and the students they are meant to serve in relation to the mainstream,since the “mainstream” itself is changing?

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Pillay, K & Farquharson (eds.) 2014.Teaching & Learning in the College of Management Studies: Shared Approaches, Lessons & Good Practices

• Synopsis: "This volume is a timely addition to a growing literature and scholarship in teaching and learning in what may be referred to as the professional disciplines and programmes.

• The range of chapters provide a mosaic of theoretical and practical reflections: • from pedagogy, assessment and issues of access; • to practitioner research in management and related areas.

• It should be read by all academics who are involved and interested in advancing student success through innovative curricula and approaches, and will no doubt inspire further research ideas.“

Professor Renuka Vithal, DVC: Teaching & Learning

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Pillay, D., Naicker, I. & Pithouse-Morgan (2016). Academic autoethnographies: Inside teaching in higher education. Sense Publishing: Rotterdam

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Chapters

• PART ONE

• Ch1: Addressing some of the elephants in SA research education: Race and reflexivity in PG study

• Ch2: Student-supervisor relationships in a complex society: A dual narrative of scholarly becoming

• Ch3: Research ethics and ethical dilemmas in the SA context

• PART TWO

• Ch4: Getting started: Surviving and succeeding during the pre-doctoralstage

• Ch5: Close encounters: Becoming resilient through compassion and imagination

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• PART THREE

• Ch6: Surviving and succeeding: The first generation challenge

• Ch7: Caught between work and study: Exploring boundary zones as an employed postgraduate student

• Ch8: The inclusion of visually impaired students in postgraduate programmes: A personal and political perspective

• Ch9: Being a postgraduate woman: Relationships, responsibilities and resiliency

• Ch10: Being my own coach: Achieving balance in the four domains of life

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• PART FOUR

• Ch11: Seeing yourself in a new light: Crossing thresholds in becoming a researcher

• Ch12: Agency and Ubuntu: Exploring the possibility of complementarity in postgraduate study

• Ch13: Whose voice is right when I write? Identity in academic writing

• Ch14: The PhD process: doctor or doctored?

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• PART FIVE

• Ch15: So what do you think? The role of dialogue in doctoral learning

• Ch16: The benefits of being a part of a project team: A postgraduate student perspective

• Ch17: Sharing the quest of doctoral success: Creating a circle of critical friends

• PART SIX

• Ch18: Daring to be different: A postgraduate student’s perspective on originality

• Ch19: The viva voce: The living voice of a doctoral thesis

• Chapter 20: Publish or perish? Communicating research with the public

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New books

• Transformation in Higher Education (working title) (2017): IhronRhensburg, Shireen Motala, Michael Cross (eds.)

• Doctoral learning: On becoming a researcher (2018): Petru Du Preez, Shan Simmonds, Eli Bitzer (eds) (NWU, SU)

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New book

released

SA Past doctoral studiesUKZN

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PhD RESEARCH TOPICS: PhD in Higher Education (13 March 2016)

Working titles Researchers’ present work position Nationality, Race, Gender

1 A multi-method model to predict first year success Teacher educator at a SA university of technology (UOT) South African, CF

2 The use of gaming to develop undergraduate teaching and learning in Economics

Economics lecturer at undergraduate level at a SA UOT South African, WM

3 Students’ learning of threshold concepts in Intermediate Microeconomics

Economics lecturer at a SA university South African, WF

4 Internationalisation of higher education from leadership perspective: case of the University of XXX , in Malawi

Senior manager at an international university in Africa Malawian, AM

5 Negotiating communication strategies of newly-qualified Speech-Language Therapists in the workplace: A case study of XXX graduates.

Speech language therapist university lecturer at a SA university

South African, IF

6 Teaching and learning as a promotion criteria to Associate Professor level in a research –intensive university (PhD by publication)

Institutional researcher at a SA university: Teaching and Learning Office

South African, IF

7 Towards an emancipatory framework for justice education: exploring a clinical Law LLB community internship programme

Lecturer in a School of Law in a SA University; practicing attorney

South African, WM

8 Academic and industry conceptions of chemical engineering professional knowledge: convergences and disconnections

Lecturer in Communication (academic development) at a SA UOT

South African, IM

9 The use of MOODLE in teaching M Ed students at a Kenyan University

Lecturer in an international African university Kenyan, AM

10 Cognitive demand of assessment tasks in level 1 Financial Accounting textbooks in selected African countries

Part-time lecturer in Accounting in a South African university

Nigerian, AF

11 Epistemological Experiences in Community-based learning: Making critical connections in theory and practice

Lecturer in Social Work at a SA university South African, AF

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JournalsSAJHE

CriSTaL

PIE

JOE

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• The South African Journal of Higher Education as an independent, fully accredited publication, is a medium for articles of interest to researchers and practitioners in higher education, and provides a focal point for the publication of educational research from throughout the world.

• It is a referee-assisted publication and enjoys the professional support of an international Educational Advisory Board as well as the assistance of Consultant Editors.

• The journal is interdisciplinary in approach and its purpose is to provide institutions of higher education and professional readers with scholarly information on major innovations in higher education, research projects and trends.

• Other websites related to this journal: http://www.sajhe.org.za/

• and http://www.journals.co.za/ej/ejour_high.html

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• Critical Studies in Teaching and Learning is a peer-reviewed journal that publishes scholarly articles and essays that make marked contributions to the scholarship of teaching and learning in higher education. The Journal aims to provide a stimulating and challenging forum for contributors to describe, theorise and reflect on their teaching and learning practice, and is particularly interested in contributions that have relevance to the South African educational context.

• Contributions that are critical, well-researched and come at relevant problems and issues from theoretical, practice-based or analytical angles are welcomed, as well as contributions that focus on innovative and reflective approaches to teaching and learning.

• All submissions must have a clear issue or problem that is addressing, and must make reference to the relevant literature. Where applicable methodology, results and evaluation of findings must be clearly discussed and related to the wider field or literature. Submissions relating local studies should make clear the applicability to a wider context and readership.

• Other websites associated with this journal: http://cristal.epubs.ac.za/index.php/cristal#.VkpDFHYrLIU

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• Perspectives in Education is a professional, refereed journal, which encourages submission of previously unpublished articles on contemporary educational issues.

• As a journal that represents a variety of cross-disciplinary interests, both theoretical and practical, it seeks to stimulate debates on a wide range of topics.

• PIE invites manuscripts employing innovative qualitative and quantitative methods and approaches including (but not limited to) ethnographic observation and interviewing, grounded theory, life history, case study, curriculum analysis and critique, policy studies, ethnomethodology, social and educational critique, phenomenology, deconstruction, and genealogy.

• Debates on epistemology, methodology, or ethics, from a range of perspectives including postpositivism, interpretivism, constructivism, critical theory, feminism, post-modernism are also invited.

• PIE seeks to stimulate important dialogues and intellectual exchangeon education and democratic transition with respect to schools, colleges, non-governmental organisations, universities and technikons in South Africa and beyond.

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Journal of Education• The Journal of Education is an interdisciplinary publication of original research and writing on education. The

journal aims to provide a forum for scholarly understanding of the field of education.

• A general focus of the journal is on curriculum. Curriculum is understood in a wide and interdisciplinary sense, encompassing curriculum theory, history, policy and development at all levels of the education system (e.g. schooling, adult education and training, higher education). Contributions that span the divide between theory and practice are particularly welcome. Although principally concerned with the social sciences, the journal encourages contributions from a wider field.

• The Journal of Education is the official periodical of the South African Education Research Association (www.saera.co.za) and published by the School of Education of the University of KwaZulu-Natal. The journal has an international editorial board. Its serial number is ISSN 0259-479X.

• While it is intended that the journal will remain academic in nature, the readers are considered to be educational generalists and articles which are of interest to such readers will receive preference. Potential contributors are asked to ensure that submissions conform to the guidelines outlined in the Note to Contributors.

• Issues of the journal are downloadable in Adobe Acrobat format on this website at http://joe.ukzn.ac.za.

• The journal is intended to serve as a resource and readers are free to make a limited number of copies of articles for non-profit research and teaching purposes.

• Correspondence should be addressed to :

• The Editor, Journal of Education, School of Education, University of KwaZulu-Natal, Private Bag X01, Scottsville 3209 South Africa

• Telephone: +27 (0)33 260 6091

• E-mail: joe@ukzn.ac.za

• http://sed.ukzn.ac.za/Homepage.aspx 44

New journals …not yet accredited

• International Journal of Educational Development in Africa (IJEDA)• (UNISA)

• Scholarship of Teaching and learning in the South (SOTL in the South) (Brenda Leibowitz) (ed.) (UJ) (July 2017)

• Transformations in Higher Education • (2016): Petro Du Preez (NWU)

• African Perspectives of Research in Teaching and Learning.University of North (Nyna Amin, etc.) (eds.) (launched)

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SA ConferencesUTLO 2016 2017

SAERA 2016

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UTLO conferences

• The Annual Higher Education Conference is an international gathering of academics and researchers which seeks to showcase innovations, generate debate, theorise policy and practice, and explore opportunities and challenges in Higher Education.

• The Conference also serves as a platform for disseminating higher education and institutional research findings.

• The 2017 Conference theme “Higher Education Today: Crises, Contestations, Contemplations, and Futures” aims to interrogate the artificial dichotomy between teaching and research.

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• 1. Decolonisation and transformation of the curriculum: when, what, how, who?

• 2. Funding higher education: entitlements, accountabilities, consequences, possibilities

• 3. Building organizational and analytical capacity to support student access, persistence and

• success

• 4. Higher education policy, research and evaluation for relevance

• 5. Student attributes, transitions, destinations and aspirations

• 6. Specialisations, differentiation, articulation and integration in higher education

• 7. Collaborative quality enhancement for sector-wide change in higher education:

• responsibilities and possibilities

• 8. Higher education Data Analytics and Institutional Research for systemic change

• 9. Language policy, planning and implementation in Higher Education: Technology, innovation

• and futures

• 10. Higher education trends in developing contexts

• 11. Technology affordances and perils on 21st century teaching & learning

• 12. Responsive and innovative pedagogies in Higher Education

• 13. Reclaiming the performing arts in higher education: performance led research, research-led

• performance51

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• Reimagining the epistemological / methodological terms of educational renewal• Reimagining educational systems and institutional change• Reimagining teaching and learning cultures• Reimagining teacher education policy and practice• Reimagining how students experience educational access and success• Reimagining curriculum and pedagogy• Reimagining postgraduate study and thesis supervision• Reimagining language, literacy and learning• Reimagining professional educator identity• Reimagining intersections of communities and education• Reimaging data of, and for, education policy and practice• Reimagining educational management, leadership, policy and law• Reimagining Maths, Science, Technology education• http://saeraconference.co.za/

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Education 01?In search of a new operating system making

education more relevant, responsive and authentic

South African Education Research AssociationPromoting and supporting research in educationWebsite: www.saera.co.za

A menu of possibilities

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A family

• Scholarship ABOUT higher education (Higher Education Studies)

• Scholarship IN higher education (studies in higher education)

• Studies by HE (practitioners); studies in HE (space?), studies for HE (?); studies from HE

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Higher education

studiesSOUTH AFRICA

National REPORTS

JOURNALS

DOCTORAL TOPICS BOOKS

INTERNATIONAL COMPARATIVE STUDIES

CONFERENCES

Access & SuccessAcademic identityPG /UG curriculum

SupervisionStaff developmentStudent experience

Forging new identities

SOTL HE Studies

Intra-continentalInter-continental

Policy implementation Systemic analysis

SystemicConceptual

PhilosophicalPragmatic

Multi-paradigmatic

Multi-disciplinaryContinental

ComparativePedagogy

Curriculum, Management,

leadership, etc…

ASSAfCHE

MIE -UKZN

Sweden-WITS

SUUKZN

UJ

UKZN

SAJHEPIE

CriSTaLJOE

SAERAUTLO

Only a partial view

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SO MANY OPTIONS!!!Higher Education Studies:

AN EMERGENT NEW FAMILY OF FIELDS, DISCIPLINES, APPROACHES, FOCI…

So what could thethe focus

of my study be ???

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Some references•

• Academy of Science of South Africa (ASSAf) 2010. The PhD study: An evidence-based study on how to meet the demands for high-level skills in an emerging economy. Pretoria: Academy of Science of South Africa.

• Angelier C 2012. CIFRCE Grants and careers of former grant holders. Paper presented at Joint European Science Foundation-Luxembourg Research Fund Workshop: How to track researchers’ careers. 09-10 February 2012. Luxembourg. Retrieved on 29 May 2012 from www.researcherscareers.eu..

• Backhouse JP 2009. Doctoral Education in South Africa: Models, pedagogies and students experiences. Unpublished doctoral dissertation. University of Witwatersrand.

• Balfour R, Moletsane R, Karlsson J, Pillay G, Rule P, Nkambule T, Bengesaai A, Davey B, Lekens L, Molefe S, Madiya N & Goba B 2008. Project postgraduate educational research in education: National issues, friends and reflections (1995-2004). 4th Progress Report (unpublished).

• Casey BH 2009. The economic contribution of PhDs. Journal of Higher Education Policy and Management 31 (3): 219-227.

• Centre for Research on Science and Technology (CREST) 2009. Postgraduate studies in South Africa: A statistical profile. Report commissioned by the Council on Higher Education. Pretoria: Council on Higher Education.

• Centre for Innovation and Research in Graduate Education (CIRGE) 2007. Social Science PhDs—Five+ Years Out A National Survey of PhDs in Six Fields. University of Washington, Seattle, CIRGE.

• Ḉetin M 2011. The Gülen Movement: Civic service without borders. New York: Blue Dome Press.

• Commonwealth Secretariat 2004. Commonwealth Teacher Recruitment Protocol. London. Commonwealth Secretariat.

• De Lange N, Pillay G, & Chikoko V 2011. Doctoral learning: A case for a cohort model of supervision and support. South African Journal of Education 31(1): 15-30.

• Deacon R, Osman R & Buchler M 2009. Education scholarship in higher education in South Africa, 1995-2006. South African Journal of Higher Education 23 (6): 1072-1085.

• Govender K & Dhunpath R 2011. Student experiences of the PhD cohort model: Working within and outside communities of practice? Perspectives in Education 29(3): 126-138. Special edition: The changing face of doctoral education in South Africa.

• Gülen F 2011. Towards a global civilization of love and tolerance. New Jersey: Tughra Books.

• Jansen J 2011. The quality of doctoral education in South Africa: A question of significance. Perspectives in Education 29(3): 139-146. Special edition: The changing face of doctoral education in South Africa.

• Joint European Science Foundation (ESF) and Fonds Natianal de la Recherche (FNR) Workshop 2012. How to track researchers’ careers. 09-10 February 2012. Retrieved on 05 February 2012 from http://www.researcherscareers.eu.

• Kehm B 2007. Quo vadis doctoral education? New European approaches in the context of global changes. European Journal of Education 42 (3): 307-319.Nerad, M, Aanerud R & Cerny J 2004. “So You Want to Be a Professor! Lessons from the PhDs—Ten Years Later Study,” in Paths to the Professoriate: Strategies for Enriching the Preparation of Future Faculty. (eds.) Donald, H. Wulff, Ann Austin, and Associates. San Francisco: Jossey-Bass.

• Misu T 2012. Careers of doctorate holders project: Challenges for the future. Paper presented at Joint European Science Foundation-Luxembourg Research Fund Workshop: How to track researchers‘ careers. 09-10 February 2012. Luxembourg. Retrieved on 29 May 2012 from www.researcherscareers.eu.

• Metcalfe J 2012. Revealing the landscape and impact of researchers’ careers. Paper presented at Joint European Science Foundation-Luxembourg Research Fund Workshop: How to track researchers‘ careers. 09-10 February 2012. Luxembourg. Retrieved on 29 May 2012 from www.researcherscareers.eu.. 58

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• Nerad, M, Rudd E, Morrison E, & Picciano J 2007. Social Science PhDs- Five+ Years Out. A National Survey of PhDs in Six Fields. HIGHLIGHTS REPORT, CIRGE: Seattle, WA. Retrieved on 29 May 2012 from www.cirge.washington.edu.

• Nerad, M 2009. ‘Confronting Common Assumptions: Designing Future-Oriented Doctoral Education. In Ehrenberg R. and KuhCh. (eds.) Doctoral Education and the Faculty of the Future. Ithaka: Cornell University Press.

• Nerad M & Heggelund M (eds.) 2008. Towards a global PhD? Forces and forms in doctoral education worldwide. Seattle, WA: University of Washington Press.

• Nerad, M 2010. “Globalization and the Internationalization of Graduate Education: A Macros and Micro View. Canadian Journal of Higher Education, Volume 40, issue 1, pp.1-12.

• Nerad M 2012. Lessons Learned from three U.S. PhD Career Paths’ Studies. Paper presented at Joint European Science Foundation-Luxembourg Research Fund Workshop: How to track researchers‘ careers. 09-10 February 2012. Luxembourg. Retrieved on 29 May 2012 from www.researcherscareers.eu.

• Nerad, M 2012. (forthcoming). Joint European Science Foundation-Luxembourg Research Fund Workshop Report : How to track researchers‘ careers. 09-10 February 2012. Luxembourg. Section 1: The context of tracking researchers’ careers: Towards a conceptual framework. Retrieved on 29 May 2012 from www.researcherscareers.eu.

• Ochs, K and Jackson, PL 2009. Review of the Implementation of the Commonwealth Teacher Recruitment Protocol. Commonwealth Secretariat: London.

• Paulston R 1977. Social and educational change: Conceptual frameworks. Comparative Education Review 21 (2/3): 370-395.• Szanton D L & Manyika S 2002. Doctoral programs in African Universities: Current status and future prospects. Berkeley, CA:

The Institute of International Studies and Center for African Studies, University of California.• Samuel M 2008. Accountability to whom? for what? Teacher identity and the Force Field Model of Teacher Development.

Perspectives in Education. 26 (2). June 2008: 3-16.

• Samuel M & Vithal R 2011. Emergent frameworks of research teaching and learning in a cohort-based doctoral programme. In Perspectives in Education 29. (3): 76-87. Special edition: The changing face of doctoral education in South Africa.

• Samuel, M 2012. Joint European Science Foundation-Luxembourg Research Fund Workshop Report: How to track researchers‘ careers. 09-10 February 2012. Luxembourg. Section 4: Mirroring workshop findings: Key conclusions. Retrieved on 29 May 2012 from www.researcherscareers.eu.

• Scott J 2012. The Welcome Trust career tracker. Paper presented at Joint European Science Foundation-Luxembourg Research Fund Workshop: How to track researchers‘ careers. 09-10 February 2012. Luxembourg. Retrieved on 29 May 2012 from www.researcherscareers.eu..

• Sen, A 1998. Development as freedom. Oxford. Oxford University Press.

• The South African Department of Labour. 2004. Employment Equity Act No. 55 of 1998. Retrieved on 29 May 2012 from http://www.labour.gov.za.

• Taylor, S, Rizvi F, Lingard B & Henry M 1997. The Policy Phenomenon: Education Policy and the Politics of Change. London. Routledge.

• Thompson J, Pearson M, Akerlind G, Hooper J & Mazur N 2001. Postdoctoral training and employment outcomes. Canberra: Department of Education, Employment, Training and Youth Affairs, Commonwealth of Australia.

• Wolhuter C 2011. Research on doctoral education in South Africa against the silhouette of its meteoric rise in international higher education research. Perspectives in Education 29(3): 126-138. Special edition: The changing face of doctoral education in South Africa.

• Wright P, Campbell C & Garrett R 1996. The development of a framework of qualifications: relationships with continental Europe. The National Committee of Inquiry into Higher Education. Report 11, Annexure B from http://www.leeds.ac.uk/educol/niche/r11069.htm.

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Other• Samuel M & Mariaye H 2014. “De-colonising international partnerships: The

UKZN-Mauritius Institute of Education PhD programme”. COMPARE: A journal of Comparative and International Education. 44 (4) (July 2014): 501-521. DOI: 10.1080/03057925.2013.795100. ISSN 0305-7925 (Print) 1469-3623 (Online) http://dx.doi.org/1080/03057925.2013.795100

• Ndadozie, V & Samuel, MA. 2017. Alternative pathways to universal basic education: Through the lens of Almajiri nomadic schooling in northern Nigeria. Southern African Review of Education, 23(1): 105-120.

• Samuel MA 2017. Developing a syntax for SOTL (scholarship of teaching and learning). SOTL in the south 1 (1): 19-38. Inaugural journal edition journal dedicated to the scholarship of teaching and learning in the ‘global south’.

• Samuel M 2016. Methodological agency: constructing an institutional life history of a teacher education institution in Mauritius. Island Studies Indian Ocean 2016. 3 (1): 14-25.. Based on keynote address: News forms of intimacy and narrative possibilities. Negotiating relationships within small island states and its partners: Lessons from Mauritius and South Africa. Keynote address at conference: Rethinking education in small islands developing states. University of Seychelles, Seychelles. 05-08 July 2015.

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• Samuel, Michael Anthony 2016. Values and purposes of a PhD: Comparative responses from South Africa and Mauritius. Higher Education Forum. 13. March 2016: 1-23. “The original version of this paper was published in Higher Education Forum, published by Research Institute for Higher Education, Hiroshima University, Japan”.

• Samuel M 2015. Re-membering and re-directing the self: an educational journey. Journal of International Cooperation in Education. 17 (2). 2015: 109-127. Paper submitted to Transformations. (This paper was first presented at the launch of Rainbow Institute at the Horizon Education Trust Conference, Lusaka, Zambia, 29 May 2014. It was subsequently presented emphasising the journey of developing philosophy of education at the Memory in Africa, 2nd Memory Studies Conference, College of Humanities, University of KwaZulu-Natal. 14-15 November 2014.

• Munro N & Samuel M 2015. African students who excel in South African higher education: Retro(pro)spectivity and co-regulation of learning. Alternation. 17(2015): 168-190. ISSN 1023-1757. http://alternation.ukzn.ac.za/pages/volume-22-2015/alternation-special-edition-no-17-2015-student-acc.aspx

• Arbee, A & Samuel M 2015. The writing centre: A site for discursive dialogue in Management Studies. South African Journal of Higher Education. 29 (5). 2015: 48-69. ISSN 1011-3487. Paper awarded Certificate of Merit for Best Teaching and Learning article 2016, UKZN, College of Law and Management Studies..

• Samuel M 2015. Beyond narcissism and hero-worshipping: Life history research and narrative inquiry. Alternation. 22 (2) 2015: 8-28. Special Issue: Memory work and interdisciplinary studies (Editors: Sabine Marshall & Phillipe Dennis). ISSN 1023-1757.

•Samuel M 2015. Angels in the wind: the future of educational research. Journal of Education.Number 61. 2015: 147-158. Post-conference proceedings publication of the South African Education Research Association (SAERA) 2014 Conference: Theme: Education research: future directions. Elangeni Hotel, Durban.12-15 August 2014. (Opening address: SAERA). (Chair of Local Organising Committee). http://joe.ukzn.ac.za ISSN 0259-479X

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