Publications and Reports

Acker, S., Rekola, M., & Wisker, G. (2022). Editing a higher education journal: Gatekeeping or development? Innovations in Education and Teaching International, 59(1), 104-114, DOI: 10.1080/14703297.2021.2004909

Chiramba, O . ( 2021). Integrating resilience in teaching and learning in South African Universities during and in the post Covid era: A scoping review. Aportal, 5(1), 1-17

Hoffmann, N., De Kock, T., McDonald, Z., & Sayed, Y. (2021). Teacher Education, Common Purpose and the Forging of Multiple Publics in South Africa. Africa Development, XLV(4), 23-51.

Keane, M. (2021). Research Ethics and Diversity of Worldviews: Integrated worlds and ubuntu. SOTL in the South. 5(2), 22-35.

Matsepe, D., & Maluleke, M. (2021). The Role of Contexts in the Construction of Academic Identity in Selected South African Universities. International Journal of Criminology and Sociology, 10,1509-1514.

McAlpine, L., Chiramba, O., & Keane, M. (2021). African Experiences of international PhDs: Negotiating Career Goals within broader life hopes and values. Studies in Higher Education. 13(3), 281- 296

McAlpine, L., Keane, M., & Chiramba, O. (2021). African Experiences of international PhDs: Making sense of a spectrum of career mobility trajectories. Compare. Issue? Volume? Page numbers?

McDonald, Z., Sayed, Y., De Kock, T., & Hoffmann, N. (2021). Acquiring Pedagogic Authority While Learning to Teach. Africa Development, 46(1), 23-44.

Menon, K., & Motala, S. (2021). Pandemic Leadership in Higher Education: New Horizons, Risks and Complexities. Education as Change, 25, 1-19.

Molekwa, B., Zandamela, H., & Matsepe, D. (2021). Re-imagining Industrial Policy and the Clothing and Textile Industry in South Africa. African Journal of Development Studies, 251-266.

Motala, S., Sayed, Y., & de Kock, T. (2021). Epistemic decolonisation in reconstituting higher education pedagogy in South Africa.The student perspective in Journal: Teaching in Higher Education, 25, 1-17.

Samoff, J. (2021). Remedies and Transformations, CIES Perspectives. Spring, 7-9. Issue? Page numbers?

Wisker,G., McGinn, M,K., Bengtsen, S,S,E., Lokhtina, I., He, F., Cornér, S., Leshem,S., Inouye, K., & Löfström, E. (2021). Remote doctoral supervision experiences: Challenges and affordances. Innovations in Education and Teaching International, 58(6), 612-623, DOI: 10.1080/14703297.2021.1991427

Acker, S., Rekola, M., & Wisker, G. (2022).  Editing a higher education journal:  Gatekeeping or        development?  Innovations in Education and Teaching International, 59(1), 104-114. https://doi.org/10.14703297.2021.2004909

Chiramba, O., & Motala S., (2022). Social Justice in Higher Education: Teacher Professional Development, Resilience, Access and Success. Journal of Education Studies

Fataar, A., Motala., S, Keet A., Lalu P., Nuttall, S., Menon, K. & Staphorst, L. (2022). The university in techno-rational times: Critical universities studies. South Africa. Educational Philosophy and Theory, DOI: 10.1080/00131857.2022.2142555. https://doi.org/10.1080/00131857.2022.2142555

Maringe, F., & Chiramba, O. (2022). Disruptions in Higher Education: Mitigating Issues of Access and Success in the COVID-19 Pandemic. South African Journal of Higher Education, 36(4), 6-20.

Maringe, F., & Chiramba, O. (2022). Equity, access and success in higher education in times of disruption: Contemporary and future imaginaries. South African Journal of Higher Education, 36(4)

McAlpine, L., Keane, M., & Chiramba, O. (2022). Africans’ Experiences of International PhDs: Making Sense of a Spectrum of Career Mobility Trajectories. Compare: A Journal of Comparative and International Education, 52(8), DOI: 10.1080/03057925.2021.2017769

McAlpine, L., Chiramba, O. F., & Keane, M. (2022). African Experiences of Doing PhDs Abroad: Negotiating Careers Within Broader Life Considerations. Studies in Graduate and Postdoctoral Education. Studies in Graduate and Postdoctoral Education, 13(3), 81-296. https://Doi.Org/10.1108/SGPE-10-2021-0073

McDonald, Z., & Motala, S. (2022). Beyond Heteronormativity Towards Social Justice: Disrupting Gender Operationalisation in Teaching and Learning Trends in Higher Education. Critical Studies in Teaching and Learning, 10(1), 23-38,  https://hdl.handle.net/10520/ejc-cristal-v10-n1-a3

Menon, K., & Motala, S. (2022). Pandemic Disruptions to Access to Higher Education in South Africa: A Dream Deferred?: Pedagogical Inclusivity in Higher Education in Times of Disruption. South African Journal of Higher Education. 36(4), 47-65. https://doi.org/10.20853/36-4-5188

Motala S., & Menon K. (2022). Pedagogical Continuities in Teaching and Learning During COVID-19: Holding Up the Bridge. Scholarship of Teaching and Learning in The South. 6(1), 7-32. https://doi.org/10.36615/sotls.v6i1.249

Motala, S &Menon, K. (2022). The Hill We Climb: In Search of a New Pedagogy. Southern African Review of Education: Special Issue. 27(1), 140-159.

Motala, S., Samuel, M., & Simpson, Z. (2022). Beyond the pandemic: Lessons for the future of SOTL in the global South (part one). Scholarship of Teaching and Learning in the South, 6(1). https://doi.org/10.36615/sotls.v6i1.269

Samuel, M., Motala, S., & Simpson, Z. (2022). Beyond the pandemic: Lessons for the future of SOTL in the global South (part two). Scholarship of Teaching and Learning in the South, 6(2). https://doi.org/10.36615/sotls.v6i2.291

Solomon, A, D., Motala, S., Lawrence A, S., & Pio. A, A. (2022). Exploring Student’s Experiences on Epistemic Access for Effective. Teaching and Learning in Higher Education. International Journal of Instruction, 16(1), 151-172.

Faller F, Burton S, Kaniki A, Leitch A, & Ntshoe I, (2023). Achieving doctorateness: is South African higher education succeeding with graduate attributes? South African Journal of Higher Education, 37(2), 93-108. http://dx.doi.org/10.20853/37-2-5370

Masutha, M., Naidoo, R., & Enders, J. (2023). Challenging university complicity and majoritarian narratives: counter-storytelling from black working-class students, Critical Studies in Education, 7,1-19. DOI: 10.1080/17508487.2023.2209125

Matsepe, M.D. (2023). Understanding Successful Academic Identity Within Subjectivity and Agency under the constraint conditions in selected South African Universities. Gender and Behaviour, 21(1), 20984 – 20998.

Matsepe, M.D. (2023). Embracing an academic career within context, choice and agency in selected South African universities. Gender and Behaviour, 21(1), 21110 – 21122.

McDonald, Z. (2023). Women’s Position in The Generation, Reproduction and Dissemination of Religious Texts: The Case of a Deobandi Aligned Madrasa in South Africa. HTS Theological Studies. 79(1). http://dx.doi.org/10.4102/hts.v79i1.7750

Motala, S., Sayed, Y., & Maggott, T. (2023). The SDG agenda and university transformation in Africa: The decolonial turn deferred. African journal of teacher education, 12(2), 189-209. DOI: https://doi.org/10.21083/ajote.v12i2%20%20Special%20Issue.751

Msimango, S., & Motala, S. (2023). Gendered ‘Leaky Pipelines’ in Higher Education: Towards a Supervision Framework for Breaking Through the Glass Ceilings. Journal for New Generation Sciences. 21(1), 116-131

Sibiya, A. T., & Ndaba, M. (2023). Moving from discourse to Praxis: Situating academics at the centre of decolonisation struggle. South African Journal of Higher Education, 37(3), 214-228. https://doi.org/10.20853/37-3-4851

Chiramba, O., & Ndofirepi, E. (2021). Access in Higher Education: Reimagining education for the underprivileged groups in the Fourth Industrial Revolution. In F. Maringe (Ed.), Higher Education in the melting pot: Emerging discourses of the 4IR and Decolonisation. AOSIS

Lamberti, P., & Keane, M. (2021). The Vitae Researcher Development Framework In South African Postgraduate Education. In P. Rule (Ed.), The Global Scholar: Implications for Postgraduate Studies and Supervision (pp. 63–81). African Sun Media.

Maringe, F., & Chiramba, O. (2021). Teacher education in the melting pot: Closing thoughts to the Fourth Industrial Revolution and decolonisation in higher education in South Africa. In F. Maringe (Ed.), Higher Education in the melting pot: Emerging discourses of the 4IR and Decolonisation. AOSIS

Masutha, M., & Naidoo, R. (2021). Stories from the margins: Working-class graduates’ narrative accounts of completion in South African Higher Education. In K. Monwabisi, L. H. Ralarala, & R. Naidoo (Eds.), Knowledge beyond the colour lines: Towards repurposing knowledge generation, knowledge sharing and critical pedagogy in Higher Education in South Africa and beyond. African Sun Media.

Mathebula, M., & Masutha, M. (2021). The negotiation of educational pathways: building human development and capability. In H. Brooks (Ed.), Youth and National Development. Mapungubwe Institute for Strategic Reflections.

Seehawer, M., Khupe, C., & Keane, M. (2021). On the impossibility of instrumentalising indigenous methodologies and indigenous knowledges for the sustainable development agenda. In M. Mba, A.T. Johson, W.L. Filho & S. Ajaps (Eds.), Indigenous Methodologies, Research and Practices for Sustainable Development.Springer

Samoff, J. (2021). Two tales, contending perspectives and contested terrain. In B. Lindsay (Ed.), Comparative and international education: Leading perspectives from the field. Palgrave Macmillan.

Weber, E., & Chaka, T. (2021). Multigrade education in South Africa: Does it promote educational change and social development? In L. Cornish and M.J. Taole (Eds), Perspectives on multigrade teaching. Springer.

Akala, B (2022). Theorising Feminist Voices in the Curriculum in an African University. In A. P. Ndofirepi, F. Maringe, S. Vurayai & G. Erima, (Eds.), Decolonising African University Knowledges (Vol.pp, 68-83). Routledge.

Baijnath, N., Motala, S., & Menon, K. (2022). The Fourth Industrial Revolution, Tertiary Education, and Teaching and Learning in The Context of Development in South Africa. In R.J. Tierney, F. Rizvi, & K. Ercikan (Eds.), International Encyclopedia of Education (4th ed.).

Chiramba, O., & Maringe, F. (2022). State-Less, Identity-Less and Miseducated: The Experience of Refugee Students in Higher Education in South Africa. In E. Walton & R. Osman (Eds.), Pedagogical Responsiveness in Complex Contexts. Inclusive Learning and Educational Equity (Vol. 9, pp. 37-54). Springer, Cham. https://doi.org/10.1007/978-3-031-12718-2_3

Chiramba, O., & Maringe, F. (2022). Organisational Resilience as an Urgent Strategic Goal in Post-COVID-19 Higher Education in South Africa. In E. Mogaji, V. Jain, F. Maringe & R.E. Hinson (Eds.), Re-Imagining Educational Futures in Developing Countries (pp. 39-63). Palgrave Macmillan, Cham.

Keane, M., Khupe, C., & Mpofu, V. (2022). Reflections on Transformation: Stories from Southern Africa. In A. Nicolaides, S. Eschenbacher, P. Buergelt, Y. Gilpin-Jackson, M. Welch & M. Misawa (Eds.), Pedagogy of the Marginalized: Overcoming Educational Limitations and Barriers in Southern Africa . The Palgrave Handbook of Learning for Transformation (pp. 521-536). Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-84694-7_29

Maringe, F., & Chiramba, O. (2022). The 4IR and Teacher Education in South Africa: Prospects for New Imaginaries. In F. Maringe & O. Chiramba (Eds.), The 4IR and Teacher Education in South Africa: Contemporary Discourses and Empirical Evidence. Disruptions in Higher Education: Impact and Implication (Vol. 2, pp. 169-182). AOSIS, Cape Town. https://doi.org/10.4102/Aosis.2022.BK306.11

Maringe, F., & Chiramba, O. (2022). The Emerging Discourse of the 4IR: Theoretical and Conceptual Overview in The Context of Teacher Education on South Africa. In F. Maringe & O. Chiramba (Eds.), The 4IR and Teacher Education in South Africa: Contemporary Discourses and Empirical Evidence. Disruptions in Higher Education: Impact and Implications (Vol. 2, pp. 1-15). AOSIS, Cape Town.

Masutha, M. (2022). What’s The Problem Represented to Be? The Dangers of a Single Story Through Which the Problem of Non-Completion Amongst Financial Aid Funded Students Has Been Represented in South African Higher Education. In E. Weber & C. Sehoole (Eds.), International Encyclopedia of Education. Elsevier.

McDonald, Z. (2022). The South African Postconflict Context Reproductive or Transformative Values in Teacher Education? In N. Mead (Ed.), Moral and Political Values in Teacher Education Over Time International Perspectives (1st ed., pp. 115-135). Routledge, London. https://doi.org/10.4324/9781003219507

Menon, K., & Castrillon, G. (2022). Quality Assuring Unknown Territory: Reviewing the University of Johannesburg’s Pandemic Teaching and Learning Approach. In Anette Janse van Vuuren (Ed.), Academic Libraries – Reflecting on Crisis, the 4th Industrial Revolution and the Way Forward (pp. 33–55). University of Johannesburg Press. DOI: https://doi.org/10.36615/9781776402304-03. https://ujonlinepress.uj.ac.za/index.php/ujp/catalog/view/56/157/496

Menon, K., Parekh, A., & Sinha, S. (2022). Steering and Rowing through a Crisis: Pandemic Leadership in Higher Education. In Anette Janse van Vuren (Ed.), Academic Libraries – Reflecting on Crisis, the 4th Industrial Revolution and the Way Forward (pp. 13–31). University of Johannesburg Press. DOI: https://doi.org/10.36615/9781776402304-02. https://ujonlinepress.uj.ac.za/index.php/ujp/catalog/view/56/157/496

Samoff, J., & Carrol, B. (2022). Education For All in Africa: Not Remediation, but Transformation and Innovation. In C. A. Torres, R. F. Arnove & L. A Misiaszek (Eds.), Comparative Education: The Dialectic of The Global and the Local (5th ed.). Lanham, MD: Rowman & Littlefield.

Samoff, J. (2022). Institutionalizing International Influence. In C. A Torres, R. F Arnove & L. I. Misiaszek (Eds.), Comparative Education: The Dialectic of the Global and the Local.  (5th ed.). Lanham Rowman & Littlefield.

Sipuka, P.B., & Motala, S. (2022). Exploring The Professional Identity of University Academics: ‘Becoming’ A University Teacher. In R. J. Tierney, F. Rizvi, & K. Ercikan (Eds.), International Encyclopedia of Education (4th Ed.). Elsevier. B978-0-12-818630-5.02040-6.

Seehawer, M., Khupe, C., & Keane, M. (2022). On The Impossibility of Instrumentalising Indigenous Methodologies and Indigenous Knowledges for the Sustainable Development Agenda. In M. Mba, W. L. Filho & S. Ajaps (Eds.), Indigenous Methodologies, Research and Practices for Sustainable Development. Springer.

Wadee, A.A., & Keane, M. (2022). Academic Mentoring. In J. Jansen & D. Visser (Eds.), On becoming a scholar: what every new academic needs to know. Stellenbosch: African Minds.

Weber, E., & Joubert, V. (2022). Postcolonialism in the movies and the narratives of South African and international students at the University of Pretoria. In R.J. Tierney, F. Rizvi, & K. Ercikan (Eds.), International Encyclopedia of Education (4th ed.). Elsevier. B978-0-32-3958080

Weber, E., & Sehoole, C. (2022). Higher Education Policy and Governance. In R.J. Tierney, F. Rizvi, & K. Ercikan (Eds.), International Encyclopedia of Education (4th ed.). Elsevier. B978-0-32-3958080

Weber, E., & Sehoole, C. (2022). Introduction. In R.J. Tierney, F. Rizvi, & K. Ercikan (Eds.), International Encyclopedia of Education (4th edition). Elsevier. B978-0-32-3958080

Wisker, G. (2022). Decolonising The Literary Doctorate. In C. Beyer (Ed.), Decolonising the Literary Curriculum. London: Palgrave

Wyld, F., Nghikefelwa, M., & Wisker, G. (2022). Creating and Curating: Three Voices from Namibia Australia and the UK on Decolonising the Literary Related Doctorate. In M. Moncrieffe (Ed.), Decolonising Curriculum Knowledge. London Palgrave.

McDonald, Z. (2023). Moving From a Madrasa Situation to The Process of Doctrinal Development: An Explication of The Extended Case Method in the Study of Islam. In A. Aghdassi & A. Hughes (Eds.), Supplements to Method and Theory in the Study of Religion (pp. 230-252), Brill.

David, S., Motala, S., & Kajee, L. (2021). International Perspectives on University Teaching and Learning Symposium (IPUTL), Florida USA. Virtual, 3-5 June 2021.

Keane, M. (2021). Decolonising the doctorate and postgraduate supervision in South Africa.

Manathunga, C., Qi,J., Raciti,M., Gilbey,K., Motala,S., Msimango,S., Keane, M., & van Der Westhuizen, G. (2021). Decolonising Australian doctoral education beyond the pandemic: Foregrounding Indigenous knowledge approaches. SOTL in the SOUTH 22-25 November 2021.

Wisker,G.(2021).  Focus 2021  onference Mangosuthu university of  technology  Durban  paper on panel on   ‘The Future of  Higher Education’  12 Nov  2921

Maringe, F., & Chiramba, O. (2021). Transcending Morrow: towards a more resilient transformation in higher education in South Africa. Individual Paper presented at SAERA conference, 11-12 November 2021

Matsepe, D., & Maluleke, M. (2021). The Role of Discourse in the Construction of Academic Identity in Selected South African Universities. South African Education Research Association (SAERA) Annual Conference, Virtual, 11-12 November 2021.

Wisker,G., Highman, l., Sponken-Smith, R.  & Waghorne, J.(2021). Uni  Essex: SRHE conference December 2021‘Across time and space: examiner and candidate experiences of online doctoral vivas, December 2021

Wisker,G.,  Acker, S ., Rekola , M  (2021). Journal Editing: A Collapsing House of Cards?, December 2021

Matsepe, D. (2021). Reimagining education in unprecedented times of Covid-19: Implications for African Pedagogical Advancement. Comparative and International Education Society (CIES) 65th Annual Conference, Virtual, 25-29 April 2021.

McDonald, Z. (2021). Assumptions of teaching and learning in the first education policy promulgated in post-apartheid South Africa. International Sociological Association Forum, Virtual, 23-27 February 2021.

Wisker,G., & Fosslund ,T. (2021). Norway  Affordances in online professional development of doctoral supervisors-a case study of a multi-campus, large-scale, cross-disciplinary, December 2-21 course’.

McDonald Z. (2021). The organisation of teaching and learning in the first education policy promulgated in post-apartheid South Africa: decoloniality and bureaucracy. Ali Mazrui Centre for Higher Education Studies Seminar, Virtual, 29 March 2021.

McDonald, Z., & Govender, L. (2021). Epistemic access and student agency: Exploding myths and imagining new vistas. Comparative International Education Society Conference, Virtual, 18-22 April 2021.

McDonald, Z. (2021). Gender non-conformity in quantitative research focused on teaching and learning in higher education. South African Sociological Association Conference (UFS), Virtual, 27-30 June 2021.

Motala, S. (2021). Epistemic Access and Success. Comparative and International Education Society (CIES) 65th Annual Conference, Virtual, 25-29 April 2021.

Motala, S and Menon, K. (2021). The Hill we Climb: Teaching and Learning during COVID-19. Peak Performance Conference, Virtual, 25-29 April 2021.

Motala, S. (2021). Managing Change during COVID-19. British University, Dubai (BUiD) Leadership Conference. Virtual, 2-3 May 2021.

Motala, S. (2021). Key issues in Postgraduate Supervision. Postgraduate School seminar, 8 July 2021. University of Johannesburg

Motala, S., & Masutha  M. (2021). Inequality in education – shifting typologies and new realities. Panel presentation at SAERA conference, 11-12 November 2021

Motala, S., & Msimango S. Leveraging South African postgraduate Research Output for the betterment of society. Individual Paper presented at SAERA conference, 11-12 November 2021

Mukovhe, M. (2021). What sort of institutional contexts are Black Working-class students experiencing in South African universities – A transforming field or field of interest convergence? King’s College London’s International Education Research Network 2nd Meeting. Virtual, 23 April 2021.

Panel Discussion SAERA Conference: Education for Inclusivity and Sustainability in Times of Increasing Inequalities. University of the Witwatersrand. 10-12 November 2021. Virtual Conference.

Sayed, Y., Motala, S., & Chiramba, O. (2021). Epistemic disruptions in reconstituting higher education pedagogy in South Africa: The student and management perspective. Panel presentation at SAERA conference, 11-12 November 2021

Seutloali, M., & McDonald Z. (2021). Factors influencing undergraduate students’ attitudes towards blended learning. Peak Performance Conference, Virtual, 28-30 April 2021.

Van der Westhuizen, G., & Keane, M. (2021). Bringing cognitive justice into postgraduate supervision.  SAERA Conference: Education for Inclusivity and Sustainability in Times of Increasing Inequalities. University of the Witwatersrand. 24-26 November 2021. Virtual Conference.

Wisker,G. (2021). Getting published in the publishing shark pool: a conceptual threshold crossing, 8  July  2021 https://thresholdconcepts.home. Threshold concepts conference TC2020  London

Wisker, G. (2021). Success in  the  doctorate. Brazil Pontifical Catholic University of Paraná, Brazil  October  2021

Wisker, G. (2021). Issues and  practice  in research  supervision. University of Bergen, Norway  , November 2021

Wisker, G. (2021). Supervisory strategies to enhance the wellbeing and emotional resilience of research students during their learning processes. Swedish University of Agricultural Sciences Uppsala   Sweden (Henrik  Viberg)  invited webinar    .  14 December  2021

Wisker, G. (2021). Publishing your  first  article. Theory and  the  literature review chapter. 13 &15 December 2021

Bahari-Leak, K., Samuel, M., Ramrathan, L,. & Keane, M. (2022). Panel: Decolonising the doctorate. HELTASA. 5-9 December 2022

Chiramba, O., Motala, S., & Sayed, Y. (2022). Towards Transforming Teaching and Learning in Higher Education: A Decolonial Perspective. Narrowing The Gap Beyond Tokenism Conference, University of Johannesburg, 21-23 February 2022.

Chiramba, O., Motala, S., Sayed, Y., &  Williams, T (2022). Epistemic disruptions in higher education: Reimagining teaching and learning beyond the COVID-19 challenges in South Africa. South African Education Research Association (SAERA) Conference, 26-28 October 2022.

Ndofirepi, E. S., Banda, T, S., Chiramba, O. F. (2022). Access and success in Higher Education: Lived experiences and aspirations beyond hurdles. South African Education Research Association (SAERA) Conference, 26-28 October 2022.

Chiramba, O. (2022). Virtual Round Table Discussion: Re-Imagining Educational Futures in Developing Countries. Centre for Multidisciplinary Research and Innovation (CEMRI), 30 April 2022.

Chiramba, O., & Motala, S. (2022). Epistemic Disruptions and Social Justice: Reimagining Teaching and Learning in Higher Education in Times of Increasing Inequalities. Panel Presentation: Teaching, Teachers and Teacher Education: The Role of Teachers During Times of Uncertainty. Comparative and International Education Society (CIES), 19-22 April 2022.

Chiramba, O., & Motala, S (2022). Leading Teaching and Learning in Higher Education During Crisis. Re-Imagining Research and Teaching and Learning During Times of Crises. National Institute of Human and Social Sciences Seminar, 30-31 May 2022.

Chiramba, O. (2022). The 4IR and Teacher Education in South Africa: Challenges, Opportunities and Successes. Re-Imagining Research and Teaching and Learning During Times of Crises. National Institute of Human and Social Sciences Seminar, 30-31 May 2022.

Govender, L., & McDonald, Z. (2022). Epistemic Access and Success of Historically Marginalised Students in South Africa: The ‘New Normal’. South African Education Research Association (SAERA) Conference, 26-28 October 2022.

Joubert, V., Weber, E., & Motala, S. (2022). Problems in South African Higher Education Language Policy. South African Education Research Association  (SAERA) Conference, 26-28 October 2022.

Keane, M. (2022). Establishing A Writing Practice Remotely: A WhatsApp Course for Academics. 10th European Conference on Education (ECE2022). International Academic Forum (IAFOR), London, July 14-17 2022.

Keane, M., Van der Westhuizen, G., Khupe, C., & Msimango, S. (2022). Voices Of Elders: What Knowledge Matters and Who Decides? South African Education Research Association  (SAERA) Conference, 26-28 October 2022.

Keane, M., & Motala, S. (2022). Role of Graduate Students in the Supervisor Relationship – a wider conceptualizing of relationship. CGS Global Summit. The American University in Cairo. Cairo November 2022.

Keane, M. (2022). Establishing a Writing Practice Remotely: a WhatsApp course for Academics. The European Conference on Education (ECE2022). IAFOR. July 14-17, London, 2022.

Maringe, F., & Chiramba, O. (2022). Boundary Knowledges in Conversation: Imagining the Future of Higher Education Using Transdisciplinary and Decoloniality Lenses. 10th Teacher Education and Interdisciplinary Research (TEIR) International Conference, 4-7 April 2022.

Matsepe, D. (2022). Re-Considering Climate Change Education into Curriculum and Assessment Policy Statement (CAPS) in South Africa. National Institute of Human and Social Sciences Seminar, 30-31 May 2022.

Matsepe, D. (2022). Embracing An Academic Career: Context, Choice and Agency. Comparative and International Education Society (CIES) 66th Annual Conference, Virtual, 18-22 April 2022.

Matsepe, D. (2022). Re-Imagining Successful Academic Identity Within Subjectivity and Agency Under the Constraint Conditions in Selected South African Universities. Teacher Education and Interdisciplinary Research (TEIR) International Conference, 4-7 April 2022.

Matsepe, D. (2022). Embracing An Academic Career: Context, Choice and Agency. Comparative and International Education Society (CIES) 66th Annual Conference, Virtual, 18-22 April 2022, Minneapolis.

McDonald, Z., & Xaba, N. (2022). Holistic Evaluation of Education Interventions: Cases of Evaluating Qualification Frameworks. South African Education Research Association (SAERA) Conference, 26-28 October 2022.

McDonald, Z., Xaba, N., & Shiohira, K. (2022). Alternative Pathways to Teacher Education: Learning to Teach Over Time in SA. South African Education Research Association (SAERA) Conference, 26-28 October 2022.

Motala, S. (2022). The Dilemmas and Challenges of Achieving Free Higher Education in South Africa – Equity Considerations. IPATC Book Launch, 8 June 2022.

Motala, S., & McDonald, Z. (2022). Epistemic Access and Success of Historically Marginalised Students in South Africa: The ‘New Normal’: Quantitative Overview. South African Education Research Association (SAERA) Conference, 26-28 October 2022.

Motala, S., & Van der Westhuizen, G. (2022). The relation between social and cognitive justice in higher education – implications for research and teaching practices (remembering Narend Baijnath). South African Education Research Association (SAERA) Conference, 26-28 October 2022.

Msimango, S., & Motala, S. (2022). The Exploration of ‘Leaky’ Pipelines: Gendered Trends in Doctoral Access and Success. Online Supervision Conference, 15-18 March 2022.

Msimango, S. (2022). Online Supervision During a Global Pandemic in South Africa: An Opportunity for Enhancing Supervision Practice. National Institute of Human and Social Sciences Seminar, 30-31 May 2022.

Msimango, S. (2022). Using Knowledge from Commerce and Management Discipline for Social Justice: Postgraduate Students’ Voices. South African Education Research Association (SAERA) Conference, 26-28 October 2022.

Samoff, J. (2022). Collaborative Reflections with 2021 CIES Honorary Fellow Dr. Joel Samoff. Comparative and International Education Society. (Virtual), 7 March 2022 https://www.youtube.com/watch?v=kr_o4sQScO8

Samoff, J. (2022). Remembering Crawford Young, Symposium on the Intellectual Legacies of Professor M. Crawford Young. University of Wisconsin, Madison, April 2022.

Samoff, J. (2022). Public Policy, Research, and Foreign Aid: Dimensions of the Financial Intellectual Complex. Symposium on the Intellectual Legacies of Professor M. Crawford Young, University of Wisconsin, Madison, April 2022.

Samoff, J. (2022). Plus ça Change: Research On Education in Africa. University of Wisconsin, Madison, April 2022.

Samoff, J. (2022). Co-Constructing Knowledge: Obstacles and Strategies. Co-Construction of Knowledge and Research for Sustainable Futures. World Higher Education Conference, Barcelona, May 2022 (Virtual).

Van der Westhuizen, G., & Keane, M. (2022). What Supervisors Identify as Key Issues in Supervision Having Engaged with Cognitive Justice Dialogues. 8th Postgraduate Supervision Conference. Transitions, Trajectories and Transformations in Postgraduate Supervision: The Times They Are A-Changing, 15-18 March. University of Stellenbosch.

Wisker G. (2022). Decolonising the Literary and the Literary Doctorates. South African Education Research Association (SAERA) Conference, 26-28 October.

Chiramba, O. (2023). The Fourth Industrial Revolution and Teacher Education in South Africa: Purposes, Challenges and Opportunities. Crisis, Transformation And Equity In Brics Countries:Reflections On Society And Economy In Light of Covid-19. Library conference hall, NIHSS presentation at TISS, Mumbai, India, 24 January 2023.

Chiramba, O. (2023). A narrative enquiry into the experiences of refugee students in higher education in South Africa. Lived experiences of postgraduate students.   01 -03 March 2023, CSIR International Convention Centre. Pretoria.

Joubert, V. (2023). De-colonising Curricula in South African Higher Education [Conference presentation]. Comparative and International Education Society Annual Conference, February,  14-22, Washington DC, United States.

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Joubert, V., Chiramba, O & Motala, S. (2023). Epistemic disruptions, equity and social justice in higher education: Reimagining teaching and learning beyond the COVID-19 challenges in South Africa. Comparative and International Education Society Annual Conference, February, 14-22, Washington DC, United States.

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Keane, M. (2023). Curriculum design – a model based on who we are. The curriculum development, planning & evaluation in the 21st century Conference,23-24 March 2023, Capital Hotel, Sandton, Johannesburg.

Masutha, M. (2023). Student Funding (in) equity in South African higher education – fuelling or failing futures? Comparative and International Education Society Annual Conference, February, 14-22, Washington DC, United States.

McDonald, Z & Motala, S. (2023). Inclusion in higher education: Use of data to ensure equity in policy decisions. Comparative and International Education Society Annual Conference, February, 14-22, Washington DC, United States.

Motala, S. (2023). Equity, Access and Decolonisation in Higher Education in South Africa. Crisis, Transformation And Equity In Brics Countries:Reflections On Society And Economy In Light of Covid-19. Library conference hall, NIHSS presentation at TISS, Hyderabad, India, 27 January 2023.

Motala, S. (2023). Pedagogical (dis)continuities in Higher Education during COVID-19 : the South African case. Crisis, Transformation And Equity In Brics Countries:Reflections On Society And Economy In Light of Covid-19. Library conference hall, NIHSS presentation at TISS, Mumbai, 24 January 2023.

Motala, S & McDonald, Z. (2023). The efficacy of education statistics for achieving a more equitable world: The case of higher education statistics in South Africa. Comparative and International Education Society Annual Conference, February, 14-22, Washington DC, United States.

Namakula, H., & Ndaba, M. (2023). Leaving No One Behind: Leveraging Support to Promote Access with Success in Post-Graduate Studies. Promoting access to, and success in postgraduate studies. CSIR International Convention Centre. Johannesburg.  01 -03 March 2023

Ndaba, M. (2023). Interrogating the Academy: Higher Education transformation for the public good beyond race and gender. Teacher Education and Interdisciplinary Research (TEIR). Swakopmund Hotel, Namibia. 10 -14 April 2023

Tabe, H.T. (2023). Investigating Management and Teacher Professional Development Approaches to Enhance the Excellence of Postgraduate Certificate in Education: A systematic review. Journal of Education studies Conference, Skukuza Safari Lodge (Kruger National Park), Mpumalanga 28– 29 July 2023.

Nwosu, L., Segotso, T., Tabe, HT., & Enebe, N. (2023). Identifying critical factors that influence the effectiveness of technology in higher education teaching and learning during the covid-19 pandemic: A systematic literature review. 34th Annual SAIMS conference, Leriba, 245 End Street, Clubview, Centurion, South Africa. 10 -13 September 2023