Publications

Written outputs are at the heart of the Centre’s work. These include a special higher education Book Series, as well as other books, chapters in books, journal articles, research reports and media pieces.

Report

NEW FROM AMCHES

COVID-19 and the Future of Higher Education, DST/NRF South African Research Chair in Teaching and Learning (PSET), University of Johannesburg, May 2021.

Size and Shape Report SA Higher Education 2005 – 2017

AMCHES and CCS Book Series

African Higher Education (AHE): Developments and Perspectives

The Ali Mazrui Centre for Higher Education Studies (AMCHES) has established a publishing partnership with Brill/Sense Publishers, for the African Higher Education (AHE) Book Series.

Series Editor

Michael Cross (Chief Editor), University of Johannesburg, South Africa

Jane Knight (Co-founding Editor) University of Toronto, Canada

Andre Keet, Nelson Mandela University, South Africa

Emnet Tadesse Woldegiorgis, University of Johannesburg, South Africa

Editorial Assistants

Logan Govender, University of Johannesburg, South Africa

Jenny du Preez, Nelson Mandela University, South Africa

Advisory Board

N’Dri Therese Assie-Lumumba, Cornell University, USA

Akilagpa Sawyerr, Ghana Academy of Arts, Ghana

Paul Tiyambe Zeleza, United States International University, Kenya

Shirley Ann Tate, University of Alberta, Canada

Sabelo J Ndlovu-Gatsheni, University of South Africa, South Africa

Editorial Board

Adebayo Olukoshi, International IDEA, Ethiopia

Amasa Ndofirepi, University of Johannesburg, South Africa

Aslam Fataar, Stellenbosch University, South Africa

Chika Sehoole, University of Pretoria, South Africa

Goolam Mohammedbai, Formerly University of Mauritius, Mauritius

Imanol Ordorika, University of Mexico, Mexico

Jane Knight, University of Toronto, Canada

Jowi Otieno, Moi University, Kenya

Morgan Ndlovu, University of South Africa, South Africa

Reitumetse Obakeng Mabokela, University of Illinois Urbana–Champagne, USA

Saleem Badat, Andrew Mellon Foundation, South Africa

Teboho Moja, New York University, USA

Boaventura de Sousa Santos, University of Coimbra, Portugal

Scope

This book series focuses on the historical foundations and current transformation of African higher education. It is aimed at scholars, students, academic leaders, policy makers and key stakeholders both in Africa and around the world, who have a strong interest in the progress, challenges and opportunities facing African higher education. A diversity of higher education themes and issues related to African higher education at institutional, national, regional and international levels are addressed. These include, but are not limited to, new developments and perspectives on knowledge production and dissemination; the teaching/learning process; all forms of academic mobility – student, scholar, staff, programme, provider and policy; funding mechanisms; Pan-African regionalisation; alternate models of higher education provision; university leadership, governance and management; gender issues; use of new technologies; equitable access; student success; Africanisation of the curriculum – to name only a few critical issues.

A diversity of approaches to scholarship is welcomed including theoretical, conceptual, applied, and policy orientations. The notions of internationalisation and harmonisation of African higher education complement the cosmopolitan outlook of the series project through its comparative approach as critical imperatives. Finally, the book series is intended to attract both authors and readers, internal and external to Africa, all of whom are focused on African higher education, including those doing comparative work on Africa with other regions of the world and the global South in particular.

Recent Publications

Knowledge and Change in African Universities

AFHE-Cross Knowledge and Change in African Universities(Vol 3)
AFHE-Cross Knowledge and Change in African Universities(Vol 2)
AFHE-Cross Knowledge and Change in African Universities (Vol 1)

Woldegiorgis ET, Jonck P. (Eds.). (2022). Higher Education in the Face of a Global Pandemic. Brill.

Brink, C. (2021). The Responsive University and the Crisis in South Africa. Brill.

Cross, M., Long, C., Ndlovu, S., & Nyoni, P. (Eds). (2021). Transformative Curricula, Pedagogies and Epistemologies: Teaching and Learning in Diverse Higher Education Contexts. Brill.

Ndofirepi, A. P., & Gwaravanda, E. T. (Eds). (2021). Mediating Learning in Higher Education in Africa (pp. 223-238). Brill.

Seale, O. J. (2021). Deanship in the Global South: Bridging Troubled Waters. Brill.

 Ndofirepi, Amasa P. (Eds). (2020). Inclusion and Social Justice: Theory and Practice in African Higher Education. Leiden/Boston: Brill Sense Publishers.

Motala, S., & David, S. A. (Eds). (2020). General trends and impact of the internationalisation of higher education in South Africa. In Transforming Universities in South Africa (pp. 201-220). Brill.

Order from Sense Publishers

Forthcoming

Cross, M., Govender, L & Essop, A. (Eds). (2023). The South African Democratic Teacher’s Union (SADTU) and the Struggle for Professional Unionism. UKZN Press

Freedom to Learn

The threat to student academic freedom and why it needs to be reclaimed

Knowledge at the Crossroads?

Physics and History in the Changing World of Schools and Universities

Journal Articles

Atibuni, D.Z. (2021). Analysis of the Shift from Knowledge Based to Competency Based Education among Secondary School Teachers in Uganda. International Journal of Educational Research, 9(1), 1-8.

Baloyi, H. (2021). Equity of access to schools for classroom-based research in South Africa. Issues in Educational Research, 31(2), 371-386.

Cross, M. & Govender, L. (2021). Researching higher education in Africa as a process of meaning-making: Epistemological and theoretical considerations. Journal of Education (University of KwaZulu-Natal), (83), 14-33.

Ndlovu, S. (2021). Provision of Assistive Technology for Students with Disabilities in South African Higher Education. International Journal of Environmental Research and Public Health, 18(8), 3892.

Woldegiorgis, E.T. (2021). Configurations of progress and the historical trajectory of the future in African higher education. Educational Philosophy and Theory, 1-15.

Books

Adem, S. (2021). Postcolonial Constructivism. In Postcolonial Constructivism. Cham Palgrave Macmillan.

Brink, C. (2021). The Responsive University and the Crisis in South Africa. Netherlands: BRILL.

Cross, M., Long, C., Ndlovu, S. & Nyoni, P. (Eds.). (2021). Transformative Curricula, Pedagogies and Epistemologies: Teaching and Learning in Diverse Higher Education Contexts. Netherlands: BRILL.

Seale, O.J. (2021). Deanship in the Global South: Bridging Troubled Waters. Netherlands: BRILL.

Woldegiorgis, E.T., Turner, I. & Brahima, A. (Eds.). (2021). Decolonisation of Higher Education in Africa: Perspectives from Hybrid Knowledge Production. London: Routledge.

Book Chapters

Assie-Lumumba, N.T. (2021). Eloquence in African and Inherited French Teaching Traditions: Convergence and the Need for Transformative Pedagogy. In Transformative Curricula, Pedagogies and Epistemologies. (p. 28-46). BRILL.

Atibuni, D.Z. (2021). Assessment for Learning over Assessment of Learning: A Quest for Mastery Rather than Performance Orientation in Postgraduate Research Degrees. Transformative Curricula, Pedagogies and Epistemologies, (p. 194-213) BRILL.

Atibuni, D.Z. (2021). The Disabling Influence of Work-Life Imbalance and the Fourth Industrial Revolution (4IR) on Postgraduate Research Engagement and Progress. In Social, Educational, and Cultural Perspectives of Disabilities in the Global South (p. 224-234). IGI Global.

Barasa, M.P., Atibuni, D.Z. & Andama, E. (2021). Challenges and management of disabilities among exceptional learners in inclusive primary schools in Busia district, Uganda. In Social, Educational, and Cultural Perspectives of Disabilities in the Global South (p. 116-129). IGI Global.

Cross, M. & Ndlovu, S. (2021). In Retrospect: Context, Diversity and Human Agency Matter. In Transformative Curricula, Pedagogies and Epistemologies (p. 254-263). BRILL.

Cross, M. (2021). Supervising Doctoral Students in South African Higher Education: Pedagogy, Context and Agency. In Transformative Curricula, Pedagogies and Epistemologies (p. 168-193). BRILL.

Gwaravanda, E.T. & Ndofirepi, A.P. (2020). Towards Knowledge Pluriversality in African Universities. In African Higher Education in the 21st Century (p. 57-73). BRILL.

Gwaravanda, E.T. & Ndofirepi, A.P. (2021). Grounding Teaching and Learning in African Higher Education. In Mediating Learning in Higher Education in Africa (p. 1-10). BRILL.

Gwaravanda, E.T. (2021). Ubuntu and African Disability Education: An Ethical Perspective From the Global South. In Social, Educational, and Cultural Perspectives of Disabilities in the Global South (p. 1-14). IGI Global.

Gwaravanda, E.T. & Ndofirepi, A.P. (2020). Contextualising African Higher Education Philosophical Debates. In African Higher Education in the 21st Century (p. 1-10). BRILL.

Gwaravanda, E.T. & Ndofirepi, A.P. (2021). Beyond Rhetoric: Towards the Africanisation of the Teaching of Philosophy in Zimbabwean Universities. In Mediating Learning in Higher Education in Africa (p. 79-97). BRILL.

Jeannin, L., Long, C. & Nyoni, P. (2021). Agency within the Context of Pedagogies, Epistemologies and the Transformative Curricula. In Transformative Curricula, Pedagogies and Epistemologies (p. 1-10). BRILL.

Jeannin, L. & Ojo, E. (2021). Culturally responsive differentiated instruction: What lessons for economics lecturers in South Africa? In Transformative Curricula, Pedagogies and Epistemologies (p. 138-148). BRILL.

Khambule, E. (2021). Decolonising the Academic Workspace in a South African University: Reflections of Black Academics. In Mediating Learning in Higher Education in Africa (p. 60-78). BRILL.

Long, C. & Nyoni, P.N. (2021). The Dynamics of Inclusivity in Teaching and Assessing Mathematics for Lower Grade Learners. In Social, Educational, and Cultural Perspectives of Disabilities in the Global South (p. 101-115). IGI Global.

Marovah, T. & Ndofirepi, A.P. (2021). Capital and Capability: Assessing Recruitment Practices in Zimbabwean Teachers’ Colleges. In Mediating Learning in Higher Education in Africa (p. 193-212). BRILL.

Moyo, O. & Ndlovu, S. (2021). Technology and Innovation in the Global South: Effective Literacy Programme for the Poor. In Social, Educational, and Cultural Perspectives of Disabilities in the Global South (p. 197-209). IGI Global.

Ndlovu, S. (2021). Humanness and Ableism: Construction and Deconstruction of Disability. In Decolonising the human: Reflections from Africa on difference and oppression, Wits University Press.

Ndlovu, S. (2021). Challenges of the Universal Design of Learning in South African Higher Education. In Mediating Learning in Higher Education in Africa (p. 98-117). BRILL.

Ndlovu, S. (2021). Students With Disabilities’ Learning in South African Higher Education: Disabling Normatives and Disablement. In Social, Educational, and Cultural Perspectives of Disabilities in the Global South (p. 148-162). IGI Global.

Ndlovu, S. (2021). Higher Education Opportunities for Students with Disabilities: Patched onto the System to Access Professional Education. In Transformative Curricula, Pedagogies and Epistemologies (p. 214-238). BRILL.

Ndofirepi, A.P. & Gwaravanda, E.T. (2021). Past, Present and the Future of Teaching and Learning in African Higher Education. In Mediating Learning in Higher Education in Africa (p. 223-238). BRILL.

Ndofirepi, A.P. & Gwaravanda, E.T. (2020). Does the African University Exist? Perverse and Necessary Dialogical Conditions. In African Higher Education in the 21st Century (p. 11-23). BRILL.

Ndofirepi, A.P. & Gwaravanda, E.T. (2020). Boaventura de Sousa Santos’ Epistemologies of the South: The Case of Universities in Africa. In African Higher Education in the 21st Century (p. 90-105). BRILL.

Nenji, S. & Ndofirepi, A.P. (2020). Multicultural Philosophy as Social Justice and the University in Africa. In African Higher Education in the 21st Century (p. 160-172). BRILL.

Nyabadza, C. & Ndlovu, S. (2021). Support for the Underprivileged in the South: Lessons From the West and South. In Social, Educational, and Cultural Perspectives of Disabilities in the Global South (p. 251-262). IGI Global.

Nyoni, P. (2021). A Median Approach towards 21st Century Tertiary Education Transformation in South Africa. In Mediating Learning in Higher Education in Africa (p. 160-173). BRILL.

Nyoni, P.N. & Marazi, T. (2021). Technology Use Among Academics With Disabilities Within a Transforming University. In Social, Educational, and Cultural Perspectives of Disabilities in the Global South (p. 180-196). IGI Global.

Nyoni, P.N. (2021). Dynamics of Disability for South African University Students in the Fourth Industrial Revolution. In Social, Educational, and Cultural Perspectives of Disabilities in the Global South (p. 210-223). IGI Global.

Nyoni, P. & Agbaje, O. (2021). Myths Surrounding the Extended Curriculum in South Africa’s Higher Education Sector. In Transformative Curricula, Pedagogies and Epistemologies (p. 239-253). BRILL.

Woldegiorgis, E.T. (2021). The emergence of decolonisation debates in African higher education: A historical perspective. In Decolonisation of Higher Education in Africa (p. 17-35). Routledge.

Woldegiorgis, E.T. (2021). Re-Thinking Inclusive Higher Education for Students With Disabilities: A Proactive Approach Towards Epistemic Access in Ethiopia. In Social, Educational, and Cultural Perspectives of Disabilities in the Global South (p. 235-250). IGI Global.

2020

Book

Rensburg, I., Motala, S. & Cross, M. (Eds.). (2020). Transforming Universities in South Africa. Netherlands: BRILL.

Muna Ndulo & N’Dri Thérèse Assié-Lumumba. (2020). Education and Development Outcomes for Equality and Governance in Africa. New York: Palgrave.

Book Chapters

Assié-Lumumba, N.D.T. (2020). An Audacious and Imperative Global Social Contract for the Collective Good. Comparative Education Review, 64(1): 153-155.

Adem, S. (2020). Reason and Number: African Reflections on Japan. In Anthony and Ruppert (eds.). Reconfiguring Transregionalisation in the Global South (p. 41-60). Palgrave Macmillan, Cham.

Assié-Lumumba, N.D.T. (2020). The African University Tradition: A Historical Perspective. In Manja Klemenčič (ed.). Mass and Elite Higher Education Systems in 21st Century section of the Encyclopedia of International Higher Education Systems and Institutions. Netherlands: Springer.

Assié-Lumumba, N.D.T. (2020). Series Introduction. In Zehavit Gross (ed.) Migrants and Comparative Education. Leiden and Boston: Brill Sense.

Atibuni, D.Z. (2020). Institutional support and student-faculty interaction for postgraduate research engagement. In D.Z. Atibuni (ed.). Postgraduate Research Engagement in Low Resource Settings: Emerging research and opportunities (p. 219-245). Hershey, PA: IGI Global Publishers

Atibuni, D.Z., Olema, D.K., Ssenyonga, J. & Kibanja, M.G. (2020). How work-life balance and research skills proficiency affect research engagement. In D.Z. Atibuni (ed.). Postgraduate Research Engagement in Low Resource Settings: Emerging research and opportunities (p. 115-128). Hershey, PA: IGI Global Publishers.

Brahima, A., Turner, I. & Woldegiorgis, E.T. (2020). Epilogue: A long way towards a decolonial future in African higher education. In Decolonisation of Higher Education in Africa (p. 230-240). Routledge.

Gwaravanda, E.T. & Ndofirepi, A.P. (2020). Contextualising African Higher Education Philosophical Debates. In African Higher Education in the 21st Century (p. 1-10). BRILL.

Knight, J. & Simpson, D. (2020). The Growth of International Joint Universities around the World. In D.K. Deardorff, H. de Wit, B. Leask & H. Charles. (Eds). Handbook of International Education. Sterling VA: Stylus.

Knight, J. & Lee, J. (2020). International Joint, Double, and Consecutive Degree Programs: New Developments, Issues and Challenges. In D. Deardoff, H. De Wit, B. Leas, & H. Charles. (Eds). Handbook of International Higher Education. Sterling VA: Stylus.

Muna Ndulo & N’Dri Thérèse Assié-Lumumba. (2020). Education and Development Outcomes for Equality and Governance in Africa. New York: Palgrave.

Ndofirepi, A.P. & Gwaravanda, E.T. (2020). Does the African University Exist? Perverse and Necessary Dialogical Conditions. In African Higher Education in the 21st Century (p. 11-23). BRILL.

Ndofirepi, A.P. & Gwaravanda, E.T. (2020). Boaventura de Sousa Santos’ Epistemologies of the South: The Case of Universities in Africa. In African Higher Education in the 21st Century (p. 90-105). BRILL.

Nenji, S. & Ndofirepi, A.P. (2020). Multicultural Philosophy as Social Justice and the University in Africa. In African Higher Education in the 21st Century (p. 160-172). BRILL.

Rensburg, I. (2020). Transformation of Higher Education in South Africa, 1995–2016: Current Limitations and Future Possibilities. In Transforming Universities in South Africa (p. 20-38). BRILL.

Journal Articles

Assié-Lumumba, N.D.T. (2020). An Audacious and Imperative Global Social Contract for the Collective Good. Comparative Education Review, 64(1): 153-155.

Adem, S. (2020). Reason and Number: African Reflections on Japan. In Anthony and Ruppert (eds.). Reconfiguring Transregionalisation in the Global South (p. 41-60). Palgrave Macmillan, Cham.

Assié-Lumumba, N.D.T. (2020). The African University Tradition: A Historical Perspective. In Manja Klemenčič (ed.). Mass and Elite Higher Education Systems in 21st Century section of the Encyclopedia of International Higher Education Systems and Institutions. Netherlands: Springer.

Assié-Lumumba, N.D.T. (2020). Series Introduction. In Zehavit Gross (ed.) Migrants and Comparative Education. Leiden and Boston: Brill Sense.

Atibuni, D.Z. (2020). Institutional support and student-faculty interaction for postgraduate research engagement. In D.Z. Atibuni (ed.). Postgraduate Research Engagement in Low Resource Settings: Emerging research and opportunities (p. 219-245). Hershey, PA: IGI Global Publishers

Atibuni, D.Z., Olema, D.K., Ssenyonga, J. & Kibanja, M.G. (2020). How work-life balance and research skills proficiency affect research engagement. In D.Z. Atibuni (ed.). Postgraduate Research Engagement in Low Resource Settings: Emerging research and opportunities (p. 115-128). Hershey, PA: IGI Global Publishers.

Atibuni, D.Z. (In print). The disabling influence of work-life imbalance and the Fourth Industrial Revolution (4IR) on postgraduate research engagement and progress. In S. Ndlovu & N. Phefumula (eds.). Social, Educational, and Cultural Perspectives of Disabilities in the Global South. Hershey, PA: IGI Global Publishers.

Atibuni, D.Z. (In print). Benefits of research as assessment for learning over assessment of learning: A quest for mastery rather than performance orientation in higher education. In M. Cross, C. Long, S. Ndlovu, & N. Phefumula (eds.). Teaching and Learning in Context. Leiden, PA: Brill Publishers.

Barasa M.P. & Atibuni, D.Z. (In print). Strategies of inclusive education among learners with disabilities in Busia District, Uganda. In S. Ndlovu & N. Phefumula (eds.). Social, Educational, and Cultural Perspectives of Disabilities in the Global South. Hershey, PA: IGI Global Publishers.

Jafar, H. & Knight, J. (2020). Higher education in the Arab States: The realities and challenges of regionalization. Comparative and International Education, 48(2), 1-19.

Knight, J. (2020). The internationalization of higher education scrutinized: international program and provider mobility. Sociologias, 22, 176-199.

Knight, J. (2020). Impacts of internationalization of higher education in Sage Encyclopedia for Higher Education. Sage Publishers.

Knight, J. (2020). International relations and higher education in Sage Encyclopedia for Higher Education. Sage Publishers.

Knight, J. & Liu, Q. (2019). International program and provider mobility in higher education: Research trends, challenges and issues. Comparative and International Education, 48(1).

Muna Ndulo & N’Dri Thérèse Assié-Lumumba. (2020). Education and Development Outcomes for Equality and Governance in Africa. New York: Palgrave.

Rensburg, I., Motala, S. & Cross, M. (eds.). (In print) Transforming higher education in South Africa: Pathways to higher education reform in Africa. AHE Book Series. Publisher: Brill/Sense

Books under review or revision

Cross, M., Essop, A. & Govender, L. (eds.). The South African Democratic Teachers’ Union (SADTU) and the Struggle for Professional Unionism.

Ndofirepi, A. & Gwaravanda, E. (eds.). African Higher Education in the 21st Century: Some Philosophical Dimensions. Brill/Sense, AHE Book Series.

Oliver, S. Bridging troubled waters: Deanship in South African Universities. Brill, AHE Book Series.

Book chapters, journal articles and other publications 

Published or forthcoming

Assie-Lumumba, N.T. & Davies, B. Pan-African Connections: Personal, Intellectual, Social. Africa World Press.

Assie-Lumumba, N.T. & Ndulo, M. Education and the development of human capital: Outcomes for equity and governance in Africa. New York: Palgrave Macmillan.

Atibuni, D.Z. (ed.). Postgraduate Research Engagement in Low Resource Settings. IGI Global.

Cross, M., Long, C., Ndlovu, S. & Nyoni, P. (eds.). Transformative curricula, pedagogies and epistemologies: Teaching and learning in diverse higher education contexts. AHE Book Series. Brill/Sense.

Muna Ndulo & N’Dri Thérèse Assié-Lumumba. (2020). Education and Development Outcomes for Equality and Governance in Africa. New York: Palgrave.

Ndofirepi, A. & Musengi, M. (eds.). Inclusion as Social Justice: Theory and Practice in African Higher Education AHE Book Series. Publisher: Brill/Sense

Ndlovu, S. & Nyoni, P. (eds.). Social, Educational and Cultural Perspectives of Disabilities in the Global South. AGI Global.

Ordorika, I., Rodríguez, R. Y Gil Antón, M. (Coords.). (2019). Cien años de movimientos estudiantiles, Programa Universitario de Estudios sobre Educación Superior / Universidad Nacional Autónoma de México, Ciudad de México, ISBN: 978-607-30-2918-6.

Ordorika, Imanol, Rodríguez, Roberto, & Lozano, Francisco J. (2019). La investigación en la UNAM: Facultades, escuelas y unidades multidisciplinarias 2013-2017 [Research at the National Autonomous University of Mexico: Faculties, schools and multidisciplinary units 2013-2017]. Universidad Nacional Autónoma de México, Ciudad de México, ISBN: 978-607-30-2566-9.

Ordorika, Imanol, Rodríguez, Roberto & Lozano, Francisco J., (2019) La investigación en la UNAM: Humanidades 2013-2017 [Research at the National Autonomous University of Mexico: Humanities 2013-2017]. Universidad Nacional Autónoma de México, Ciudad de México, ISBN: 978-607-30-2424-2.

Ordorika, Imanol., Rodríguez, Roberto, & Lozano, Francisco J. (2019). La investigación en la UNAM: Ciencias 2013-2017 [Research at the National Autonomous University of Mexico: Sciences 2013-2017]. Universidad Nacional Autónoma de México, Ciudad de México, ISBN: 978-607-30-2211-8.

Woldegiorgis, E.T. & Sherer, C. (eds.). (2019). Trends in Higher Education Partnerships between African and European Universities. Brill/Sense. African Higher Education (AHE) Book Series.

Chapters in published books

Assié‐Lumumba. (2019). With José Cossa & Yusef Waghid. Freire and Africa: A focus and impact in Education. In Torres, C.A. (ed.). The Wiley Handbook on Paulo Freire. Oxford: Wiley Publishers, p. 149-166.

Atibuni, D.Z. (2019). How Work-Life Balance and Research Skills Proficiency affect Research Engagement. In D.Z. Atibuni (ed.). Postgraduate research engagement in low resource settings: Emerging research and opportunities. IGI Global.

Cross, M. (2019). Migration, Xeno/Afrophobia and human rights in South Africa. In Zehavit Gross (ed.). Migrants and Comparative Education. Brill/Sense.

Nyoni, P. (2019). Pedagogy and Agency in Postgraduate Student Supervision in a Rural South African University. In Atibuni, D.Z. (ed.). Postgraduate Research Engagement in Low Resource Settings: Emerging Research and Opportunities. IGI Global.

Nyoni, P & Ndlovu, S. (2019). Africanisation of economies through Ubuntu? Business and kinship obligation in Urban South Africa. In V.T. Warikandwa, A. Nhemachena, N. Mpofu & H. Chitimira (eds.). Gridlocked African Sovereignty: Decolonising the Imperial Socio-Economic and Legal Force field in the 21st Century. Bamenda: Langaa Research & Publishing Common Initiative Group

Ordorika, I. & Rodriguez-Gomez, R. (2019). Field of Higher Education Research in Latin America. In Altbach, P. (ed.). Encyclopedia of International Higher Education Systems and Institutions. Springer.

Ordorika, Imanol. (2019). ‘Ejercer la autonomía, politizar la universidad’, Autonomías bajo acecho, Lomelí Vanegas, Leonardo y Escalante Semerena, Roberto (Coords.), 1ª edición, Siglo XXI Editores, Unión de Universidades de América Latina y el Caribe, Ciudad de México, ISBN: 978-607-03-1033-1.

Ordorika, Imanol. (2019). ‘El CEU pensado en seis episodios’. Ordorika, I., Rodríguez, R. y Gil Antón, M. (Coords.) Cien años de movimientos estudiantiles, Programa Universitario de Estudios sobre Educación Superior / Universidad Nacional Autónoma de México, Ciudad de México, p. 249-263, ISBN: 978-607-30-2918-6.

Ordorika, I., Rodríguez, R. & Gil Antón, M. (2019). ‘Las luchas estudiantiles de 1918 a 2018’. Ordorika, I., Rodríguez, R. & Gil Antón, M. (Coords.) Cien años de movimientos estudiantiles, Programa Universitario de Estudios sobre Educación Superior / Universidad Nacional Autónoma de México, Ciudad de México, p. 9-21, ISBN: 978-607-30-2918-6.

Chapters in forthcoming books

Atibuni, D.Z. How Work-Life Balance and Research Skills Proficiency Affect Research Engagement. In Atibuni, D.Z. (ed.). Postgraduate Research Engagement in Low Resource Settings: Emerging Research and Opportunities. IGI Global.

Atibuni, D.Z. Institutional Support and Student-Faculty Interaction for Postgraduate Research Engagement. In D.Z. Atibuni (ed.). Postgraduate research engagement in low resource settings: Emerging research and opportunities. IGI Global.

Atibuni, D.Z. Benefits of research as assessment for learning over assessment of learning: A quest for mastery rather than performance orientation in higher education. In D.Z. Atibuni (ed.). Postgraduate research engagement in low resource settings: Emerging research and opportunities. IGI Global.

Atibuni, D.Z. Imparting Academic Work Ethic in Undergraduate Students through Harnessing Religiosity. WCCES Series.

Atibuni, D.Z. Roles, Stress, and Coping among Middle Level Academics in Multi-Campus Universities in Africa. CODESRIA HEPI Series.

Cross, M. Supervising doctoral students in South African higher education: Pedagogy, context and agency. In M. Cross, C. Long, S. Ndlovu & P. Nyoni (eds.). Transformative curricula, pedagogies and epistemologies: Teaching and learning in diverse higher education contexts.

Cross, M. Discursive Space of African Renaissance in African Higher Education. In Assie-Lumumba, N.T. & Davies, B. Pan-African Connections: Personal, Intellectual, Social. Africa World Press.

Cross, M. & Motala, S. Transforming higher education: A new perspective on education reform? In I. Rensburg, S. Motala & M. Cross (eds.). Higher Education Transformation – revisions after peer review.

Cross, M. Decolonizing universities in South Africa: Backtracking and revisiting the debate. In I. Rensburg, S. Motala and M. Cross (eds.). Higher Education Transformation – revisions after peer review. AHE Book Series.

Cross, M. & Ndlovu, S. Beyond the present: reimagining higher education curricula and pedagogy. In M. Cross, C. Long, S. Ndlovu & P. Nyoni (eds.). Transformative curricula, pedagogies and epistemologies: Teaching and learning in diverse higher education contexts.

Ndlovu, S. Challenges confronting students with disabilities in research engagement in South Africa. In D.Z. Atibuni (ed.). Postgraduate Research Engagement in Low Resource Settings: Emerging Research and Opportunities. IGI Global.

Ndlovu, S. Obstacles for students with disabilities in the supervision process at post-graduate levels in South Africa. In Z. Atibuni (Ed.), Postgraduate Research Engagement in Low Resource Settings: Emerging Research and Opportunities. IGI Global.

Ndlovu, S. ‘Patched on the system’. Opportunities for students with disabilities in professional learning in higher learning. In M. Cross, C. Long, S. Ndlovu & P. Nyoni, (eds.). Teaching and learning in diverse higher education contexts. Leiden, PA: Brill Publishers.

Ndlovu, S. (Accepted for publication). Obstacles for students with disabilities in accessing higher education in the Sub-Saharan region. In A. Ndofirepi & M. Musengi (eds.). Inclusion as Social Justice: Theory and Practice in African Higher Education. Brill and Sense Publishers.

Ndlovu, S. (Accepted for publication). Challenges of the Universal Design of Learning in South African Higher Learning. In A. Ndofirepi & E. Gwavaranda (eds.). African Higher Education in the 21st Century: Some Philosophical Dimensions. Palgrave Macmillan publishers.

Ndlovu, S. (Accepted for publication). Humanity and ableism: Construction and deconstruction of disability. In M. Steyn & W. Mpofu (eds.). Doing human. Wits Press.

Ndlovu, S. (Accepted for publication). Challenges in preparation of learners for higher education: The case of learners with disabilities in South African rural schooling. In A. Ndofirepi & A. Masinini (eds.). Rurality and Social Justice in Sub-Saharan Africa. Palgrave Macmillan (DHET).

Ndlovu, S. (Accepted for publication). Throughput in higher learning: The case of students with disabilities in South African higher learning. In D. Chiwandikire (ed.). Making the Disability Circle Bigger. UNISA Press (DHET).

Book chapters under review

Cross, M. & Matsepe, D. Leaders, Leadership and Change in the South African Democratic Teachers’ Union. In M Cross, A. Essop & L. Govender (eds.). The South African Democratic Teachers’ Union (SADTU) and the Struggle for Professional Unionism.

Cross, M. & Ndlovu, S. Dilemmas of Unionism and Professionalism in the Promotion of teacher accountability. In M. Cross, A. Essop & L. Govender (eds.). The South African Democratic Teachers’ Union (SADTU) and the Struggle for Professional Unionism.

Essop, A. The South African Democratic Teachers’ Union’s Future Role in the South African Education Landscape. In M. Cross, A. Essop & L. Govender (eds.). The South African Democratic Teachers’ Union (SADTU) and the Struggle for Professional Unionism.

Govender, L. & Cross, M. Teacher Unions and Policymaking in South Africa: Exclusion, Contestation and Collaboration. In M. Cross, A. Essop & L. Govender (eds.). The South African Democratic Teachers’ Union (SADTU) and the Struggle for Professional Unionism.

Govender, L. Organisational Development and Learning. In M. Cross, A. Essop & L. Govender (eds.). The South African Democratic Teachers’ Union (SADTU) and the Struggle for Professional Unionism.

Ndlovu, S. Throughput in higher learning: The case of students with disabilities in South African higher learning. In Chiwandikire, D. & Vincent, L. (eds.). Making the disability circle bigger. Unisa University Press.

Ndlovu, S. & Muzite, P. Disablism must fall: Students with disabilities’ participation in protests in South African higher learning. In Burnett, S. (ed.). State Fracture. Wits University Press

Ngwane, T. & Nyoni, P. South African Democratic Teachers’ Union’s Relationship with Alliance Partners and Other Organisations. In M. Cross, A. Essop & L. Govender (eds.). The South African Democratic Teachers’ Union (SADTU) and the Struggle for Professional Unionism.

Published Journal Articles

Atibuni, D.Z. (2019). Shifting from Assessment of Learning to Assessment for Learning in Postgraduate Research. Psychology and Education Journal: An Interdisciplinary Journal, 56 (2).

Jeannin, L. (2019). International staff contributions to their host institution: a case study in South Africa. International Journal for Academic Development. DOI 10.1080/1360144X2019.1608210

Matsepe, D., Cross, M. & Maluleke, M. (2019). Re-thinking academic staff recruitment and retention in South African Higher Education Institutions: Towards a conceptual framework. Gender and Behaviour, 17(1): 12525-12535.

Macfarlane, B. & Burg, D. (2019) Women professors and the academic housework trap. Journal of Higher Education Policy and Management, 41(3): 262-274. DOI: 10.1080/1360080X.2019.1589682

Macfarlane, B. (2019). The CV as a symbol of the changing nature of academic life: performativity, prestige and self-presentation. Studies in Higher Education. DOI: 10.1080/03075079.2018.1554638

Ndlovu, S. (2019). Access into professional degrees in South African higher learning: A decolonial perspective. African Journal of Disability, 8: 1-12.

Ndlovu, S. (2019). Access into professional degrees in South African higher learning: A decolonial perspective. African Journal of Disability. DOI.ORG/10.4102/ajod.v8i0.514.

Oketcho, E.J., Ssempala, F., Ujeyo, M.S.S. & Atibuni, D.Z.* (2019). Headteachers’ Management Styles and Teachers’ Role Performance in Secondary Schools in Tororo District, Uganda. Journal of Education 1-9. DOI 10.1177/0022057419877393.

Journal articles forthcoming

Ndlovu, S. Radical inclusion: The case of students with disabilities’ professional learning in a South African institution of higher learning. South African Journal of Higher Education.

Macfarlane, B. The neoliberal academic: illustrating shifting academic norms in an age of hyper-performativity. Educational Philosophy and Theory.

Macfarlane, B. Reclaiming democratic values in higher education. Philosophy and Theory in Higher Education.

Journal articles under review

Cross, M. & Mokoena, L. The Denial of the Self? Unpacking the ‘Mix’ in the ‘Mixed Race’ Experiences and Identities in South Africa. Race, Ethnicity and Education.

Ndlovu, S. ‘Access without participation’: The case of students with disabilities in South African higher learning. Perspectives in Education.

Ndlovu, S. Students with disabilities’ agency in South African higher learning: A decolonial perspective African Disability Year Book.

Ndlovu, S. & Nyoni, P. Improving students with disabilities’ professional learning in South African higher learning: Possibilities and challenges. Journal of Education Studies.

Seale, O. & Cross, M. Towards systemic and integrated leadership development for deans in South African universities. Higher Education.

Published Conference Proceedings (accredited)

Atibuni, D.Z. (2019). Research as assessment for learning vs assessment of learning at higher education. The International Academic Forum (IAFOR) Conference Series, January 03-05, 2019. Honolulu, Hawaii, USA.

Accepted conference proceedings

Atibuni, D.Z. A 4IR Fundamental Paradigm Shift in Teacher Training: From Training to Teach, to Training to Produce Learning. The 63rd ICET World Assembly 2019, July 9-11, 2019. University of Johannesburg, South Africa.

Atibuni, D.Z. Autonomy and Interdependence of Higher Education Quality Assurance Mechanisms in Africa 2nd International Conference on Governance and Service Delivery in Developing Economies. Due October 22-26, 2019. Uganda Management Institute, Uganda.

Atibuni, D.Z. The Disabling Influence of the Fourth Industrial Revolution (4IR) and Work-Life Imbalance on Postgraduate Research Engagement and Progress WiCDS 2019 Disabling Normativities Annual Conference, October 1-3, 2019. University of Witwatersrand, Johannesburg, South Africa.

Non-accredited journals and under review

Capuc, F.O. & Atibuni, D.Z.* Acceptance and resistance, and challenges of e-registration at Uganda National Examinations Board Examination Centres. Journal of Educational Assessment in Africa.

Capuc, F.O., & Atibuni, D.Z.* Acceptance and resistance, and challenges of e-registration at Uganda National Examinations Board Examination Centres. Journal of Educational Assessment in Africa.

Atibuni, D.Z. Privatisation as a Promoter of Flawed Assessment and Higher Education Access. Journal of Educational Assessment in Africa.

Books

Assie-Lumumba, N.T. & Amoako, E. (2018). Re-visioning education in Africa: Ubuntu-inspired education for humanity. New York: Palgrave MacMillan. #1

Assie-Lumumba, N.T. & Ndulo, M.(Forthcoming finalizing it). Education and the development of human capital: Outcomes for equity and governance in Africa. Cambridge Scholars Publishing book series of the Cornell Institute for African Development, Cambridge (Forthcoming).

Assie-Lumumba, N.T. & Davies, B. (Forthcoming most likely in 2019 finalizing it). Pan-African Connections: Personal, Intellectual, Social. Africa World Press.

Chapters in books

Jungblut, J. & Woelert, P. (2018). The changing fortunes of intermediary agencies: Reconfiguring higher education policy in Norway and Australia. In Maassen, P., Yates, L. & Nerland, M. Reconfiguring knowledge in higher education. Dordrecht: Springer.

Yates, L., Woelert, P., Millar, V. & O’Connor, K. (2018). From disciplinary excellence to interdisciplinary collaboration: How Australian academics negotiate competing knowledge agendas. In Maassen, P., Yates, L. & Nerland, M. Reconfiguring knowledge in higher education. Dordrecht: Springer.

Journal Articles

Assie-Lumumba, N.T., Cossa, J. & Waghid, Y. (2018 I will provide cop). Freire and Africa: A focus and impact in education, in Torres, C.A. (ed.) The Wiley Handbook on Paulo Freire. Oxford: Wiley Publisher.

Assie-Lumumba, N.T. (2018). The idea of the University in the Evolving Higher Education Landscape in Africa, in Barnett and Michael Peters (eds.). The idea of the University: Contemporary Perspectives. Bern: Peter Lang, p. 273-291

Assie-Lumumba, N.T. (2018). The African University Tradition: A Historical Perspective,in Manja Klemenčič (ed.) Mass and Elite Higher Education Systems in 21st Century section of the Encyclopedia of International Higher Education Systems and Institutions, Springer, (ttps://meteor.springer.com/login.jsf), planned publication with page number available by mid-2019 (https://www.springer.com/us/book/9789401789042 ).

Assie-Lumumba, N.T. (2018)Conceptualizing Gender and Education in Africa from an Ubuntu Frame in Emefa Amoako and N’Dri Assié-Lumumba, Re-visioning Education in Africa: Ubuntu-Inspired Education for Humanity. New York: Palgrave, p. 67-84.

Assie-Lumumba, N.T. & Amoako E. (2018 )Towards an Ubuntu-inspired Continental Partnership on Education for Sustainable Development in Africa: African Union Commission Agenda 2063 Education Strategy, in Emefa Amoako and N’Dri Assié-Lumumba, Re-visioning Education in Africa: Ubuntu-inspired Education for Humanity. New York: Palgrave, p. 229-246.

Akala B, Sing N. (2018). Women in Kenyan Politics: Implementation of the Two Thirds Gender Rule. JEAS, Journal of East African Studies. (Forthcoming)

Cross M, David SA, Shonubi O. (2018). Socially Embedded University: access, equity and social justice in higher education in India, South Africa and the USA. Indian Journal of Social Work (Forthcoming)

Jeannin L, Sing N. (2018). Co-teaching within diversity: A disruptive productive source of professional development”. South African Journal of Higher Education, 32(2). Retrieved from http://www.journals.ac.za/index.php/sajhe

Jungblut J, Woelert P (2018). The rise and fall of intermediary agencies: Reconfiguring higher education policy in Norway and Australia. In Maassen, P., Yates L, Nerland Monika, Reconfiguring knowledge and knowledge policies for the purpose of Higher Education. Dordrecht: Springer.

Mavunga G, Cross M. (2018). The culture of employee learning in South Africa: towards a conceptual framework. Journal of South African Education. Forthcoming.

Middlehurst R, Cross M, Jeannin L (2018). Action learning as a job-embedded, collaborative, and reflective professional development approach for university administrators: How does it fit into the Southern African context? South African Journal of Higher Education, 32(1).

Oliver Seale, M Cross. (2018). Executivism and deanship in selected South African universities. Oxford Education Review, Forthcoming.

Retrieved from http://www.journals.ac.za/index.php/sajhe

Sing, N. The postdoctoral experience in South Africa: a dislocated research identity. SAJHE, South African Journal of Higher Education. (Forthcoming)

Books

Cross M, Ndofirepi A. (Eds) (2017). Knowledge and Change in African Universities, Volume 1, Current Debates. Sense Publishers, Rotterdam/Boston/Taipei.

Cross M, Ndofirepi A (Eds) (2017). Knowledge and Change in African Universities, Volume 2, Re-Imagining the Terrain. Sense Publishers, Rotterdam/Boston//Taipei.

Cross M (2017). Steering Epistemic Change in South African Higher Education, CODESRIA (Forthcoming).

Knight J, Woldegiorgis ET (Eds) (2017). Regionalization of African Higher Education, Progress and Prospects. Sense Publishers, Rotterdam/Boston/Taipei.

Macfarlane B. (2017) Freedom to Learn: the threat to student academic freedom and how it can be reclaimed, Routledge/Society for Research into Higher Education, New York/Abingdon.

Yates L, Woelert P, Millar V and O’Connor, K (2017). Knowledge at the Crossroads: History and physics in the changing world of schools and universities. Singapore: Springer.

Journal Articles

Assie-Lumumba NT (2017). The Ubuntu Paradigm and Comparative and International Education: Epistemological Challenges and Opportunities in our Field, Comparative Education Review Volume 61(1) February 2017, 1-21

Assie-Lumumba NT (2017). Africa-India Connections in Historical Perspectives, Africa and Asian Studies, 16, 63-81.

Jeannin L (2017). Défis de l’enseignement universitaire dans un contexte multiculturel : une étude de cas en Asie. Revue Internationale de Pédagogie de l’enseignement Supérieur. Retrieved from http://ripes.revues.org/

Jeannin, L. (2017). L’enseignement partagé comme source de développement professionnel. Apprentissage transformatif et renforcement de l’identité professionnelle. Carnet de Recherche sur la Formation. Retrieved April 11, 2017, from https://crf.hypotheses.org/85.

Omal F (2017). Improving institutional stakeholder governance practices in the university council: membership strategies and policies. Journal of Social Science for Policy Implications. Manuscript ID: SPI-1225, Vol. 5 No. 2. Date of online publication is December 31, 2017. Forthcoming.

Omal F (2017). Student representation and modes of institutional stakeholder interaction platforms. Reconciling university councils and their student stakeholders. Journal of Administrative Sciences and Policy Studies. Manuscript ID: ASPS-1044, Vol. 5 No. 2. Date of online publication is December 31, 2017. Forthcoming.

Omal F (2017). Effective governance in comprehensive university: Institutional stakeholder perceptions on gender in the university council. Journal of Education and Human Development. Manuscript ID: EHD-2209, Vol. 6 No. 3. Date of online publication is September 30, 2017.Forthcoming.

Omal F (2017). the emerging challenges of the govermentisation of university student’s residences in the former historically disadvantaged university. Journal of Education studies, 2018. Forthcoming.

Omal F, Sing N (2017). Institutional Governance: forging stakeholder recognition and confidence in the era of university transformation. Manuscript No.: JEVR-17-1855, Journal of Education and Vocational Research. Forthcoming.

Omal F, Cross M, Ndofirepi AP (2017). Understanding stakeholder practices in the transformation of the institutional governing committees of the university council. Journal of Education and Practice, ISSN (Paper) 2222-1735 ISSN (Online) 2222-288X. Online date of publication October, 2017. Forthcoming.

Ordorika I, Rodríguez-Gómez R, Lloyd M (2017). Mexico: Contradictions of the semi-decentralized system. In Martin Carnoy, Isak Froumin, Oleg Leshukov and Simon Marginson (Eds.), Higher Education in Federal Countries: A comparative study, Sage.

Ordorika I (2017). Knowledge and Change in Contemporary Postcolonial Universities. In Michael Cross and Amasa Ndofirepi (Eds.). Knowledge and Change in African Universities, Sense Publishers, pp.VII-XV.

Suárez-Krabbe J (2017). The Meaning of Mandela: A Broader Canvas, Journal of Southern African Studies, 43:4, 837-839, DOI: 10.1080/03057070.2017.1328084

To link to this article: http://dx.doi.org/10.1080/03057070.2017.1328084.

Chapters in books

Cross M, Ndofirepi A (2017). Beyond closure and fixed Frameworks. In Knowledge and Change in African Universities. Sense Publishers, pp 189-194.

Cross M, Ndofirepi A (2017). Critical scholarship in South Africa: Considerations on epistemology, Theory and Method. In Knowledge and Change in African Universities. Sense Publishers, pp 83-100.

Knight J (2017). The Concept and Processes of Higher Education Regionalization. In Regionalization of African Higher Education, Sense Publishers, pp 11-28.

Knight J, Woldegiorgis ET (2017). Academic mobility in Africa: Students, Scholars, Programmes and Providers. In Regionalization of African Higher Education, Sense Publishers, pp 113-133.

Pillay P, Woldegiorgis ET, Knight J (2017). Higher Education Finance: Implications for Regionalization. In Regionalization of African Higher Education, Sense Publishers, pp 175-187.

Ndofirepi A, Cross M (2017). University Knowledge for Societal Change in Africa: Unpacking Critical Debates. In Knowledge and Change in African Universities. Sense Publishers, pp 1-13.

Ndofirepi A, Cross M (2017). Knowledge as a Public Good: A Critical Gaze at the African University. In Knowledge and Change in African Universities, Sense Publishers, pp 41-57.

Nyamapfene K, Ndofirepi A (2017). Knowledge, Globalisation and the African University: The Change Agenda. In Knowledge and Change in African Universities, Sense Publishers, pp 81-100.

Ndofirepi A, Mngomezulu B, Cross M (2017). Internationlization, Regionalization and Africanization: A Critical Gaze. In Regionalization of African Higher Education, Sense Publishers, pp 47-65.

Sudrez-Krabbe J (2017). The Conditions that make a difference: Decolonial, Historical Realism and the Decolonisation of Knowledge and Education. In Knowledge and Change in African Universities, Sense Publishers, pp 59-80.

Woldegiorgis ET, Knight J (2017). Achieving African Higher Education Regionalization: Realities, Challenges and Prospects. In Regionalization of African Higher Education, Sense Publishers, pp 209-220.

Publications in Print Media

The following articles written by Ahmed Essop, Research Associate, appeared in the print media:

“Report shows jaundiced view of the NSFAS”, The Star, 23 March 2017.

“South Africa’s student funding scheme should be strengthened”, The Conversation, 21 March 2017 – http://theconversation.com/south-africas-student-funding-scheme-should-be-strengthened-74448

Books

Assie-Lumumba, N’Dri (2016) Re-visioning Education in Africa: Ubuntu-Inspired Education for Humanity, book co-edited with Emefa Amoako, Palgrave, New York, Forthcoming 2016 Cross, M (2016) Steering epistemic access in higher education in South Africa: Institutional dilemmas (CODESRIA: Forthcoming) – Book.
Cross M & Ndofirepi A (2017) Knowledge and Change in African Universities, Volume 1 – Current Debates, Sense Publishers
Cross M & Ndofirepi (2017) Knowledge and Change in African Universities, Volume 2 – Re-Imagining the Terrain, Sense Publishers
Macfarlane, B. (2017)
Freedom to Learn: the threat to student academic freedom and how it can be reclaimed, Routledge/Society for Research into Higher Education, New York/Abingdon.
Yates, L, Woelert, P, Millar, V and O’Connor, K (2017). Knowledge at the Crossroads: History and physics in the changing world of schools and universities. Singapore: Springer.

Chapters in Books

Chen, S. &Macfarlane, B. (2016) ‘Academic Integrity in China’, In Bretag, T. (ed.) Handbook of Academic Integrity, Springer, Dordrecht, pp. 99-106. Jungblut, J, & Woelert, P (2017).
The rise and fall of intermediary agencies: Reconfiguring higher education policy in Norway and Australia. In Maassen, P., Yates, L., & Nerland, Monika, Reconfiguring knowledge and knowledge policies for the purpose of Higher Education. Dordrecht: Springer. Macfarlane, B. (2016)
‘If not now, then when? If not us, who?’ Understanding the student protest movement in Hong Kong, IN Brooks, R. (Ed.) Student Politics and Protest: International Perspectives. London & New York: Routledge, pp. 143-156. Macfarlane, B.
(2017 ‘Publication and Performativity’, in Postiglione, G. & Jung, J. (eds) The Changing Academic Profession in Hong Kong: Governance, Productivity, and Global Integration, Springer, Dordrecht, forthcoming.
Woelert, P (2016).

More autonomy, more control, less funding: Trends and tensions in the system-level governance of Australian universities. In Bohlinger, S.; Klatt, G., & Dang, K. A. (Eds.), Education policy: Mapping the landscape & scope(pp. 53-70). Frankfurt: Peter Lang.
Woelert, P (2016).

Why technology is more than an ‘extension’ of the body. In Gamm,

Journal Articles

Assie-Lumumba, N’Dri (2016) The Ubuntu Paradigm and Comparative and International Education: Epistemological Challenges and Opportunities in our Field” Comparative Eduction Review, February 2017

Assie-Lumumba, N’Dri (2017). Evolving African attitudes to European education: Resistance, pervert effects of the single system paradox, and the ubuntu framework for renewal” in International Review of Education-Journal of Lifelong Learning, Volume 62, Issue 1, February 2016, pp. 11-27.

Cross, M & Ndofirepi, A.P. (2016). Reconnecting the university to society: The role of knowledge as public good in South African higher education. Journal of Higher Education in Africa. (Forthcoming).
Croucher, C., and Woelert, P (2016). Institutional isomorphism and the creation of a national unified system of higher education in Australia: An empirical analysis. Higher Education, 71(4): 439-453. [Authors are listed alphabetically, journal SSCI listed].

Macfarlane, B. The paradox of collaboration in the measured university: a moral continuum, Higher Education Research and Development (in review) Macfarlane, B. (2016)
The performative turn in the assessment of student learning: a rights perspective, Teaching in Higher Education, DOI:10.1080/13562517.2016.1183623
Macfarlane, B. (2016) Collegiality and performativity in a competitive academic culture, Higher Education Review, 48:2, 31-50.

Macfarlane, B. and Tomlinson, M Critiques of student engagement, Higher Education Policy (in review)
Musengi, M. & Ndofirepi, A.P. (2016) Including the excluded? Deaf pupils in mainstream high schools. Mevlana International Journal of Education (MIJE) (2016) 5(3) 14-26.

Ndofirepi, A.P. & Cross, M. (2016) Tradition or Modernity? Sitting Philosophy for Children within the African Outlook Interchange: A Quarterly Review of Education (47):15–30 DOI 10.1007/s10780-015-9254-6
Ndofirepi, A.P. & Musengi, M. (2016) The community of inquiry as pedagogy of doing philosophy with Children. Africa Education Review (Accepted… Forthcoming)
Ndofirepi, A.P. (2016) Consensus or Disharmony in African Philosophy Conversations? African and Asian Studies Journal (Accepted… Forthcoming)

Book Chapters

Cross M. (2015). State Power, Transition and New Modes Of Coordination in Higher Education in South Africa. In Simon Schwartzman, Rómulo Pinheiro & Pundy Pillay (eds.), Higher Education In The Brics Countries: Investigating the pact between higher education and society. Dordrecht: Springer, 2015, pp. 353-379. http://www.springer.com/education+%26+language/higher+education/book/978-94-017-9569-2. SBN 978-94-017-9569-2.

Journal Article

Cross M. & Atinde V. (2015). The Pedagogy of the Marginalized: Understanding How Historically Disadvantaged Students Negotiate Their Epistemic Access in a Diverse University Environment, Review of Education, Pedagogy, and Cultural Studies Volume 37, Issue 4/5.

Divala, J and Taruwinga, M. (forthcoming, 2015) Experiences of black women teacher educators in the South African higher education system: initiating debate. South African Journal of Higher Education.

Book Chapters

Divala, J. (2014). Whose social justice and whose common good? Understanding dilemmas on the political correctness of Higher Education transformation process imperatives in Malawi and South Africa. The Europa World of Learning 2014. Abingdon: Routledge. Pp. 10-15.

Journal Article

Cross M. & Backhouse J. (2014). Evaluating Doctoral Programmes in Africa: Context and Practices, Higher Education Policy, 27, (155–174). www.palgrave-journals.com/hep/.

Seale, O., & Cross, M. (2016). Leading and managing in complexity: the case of South African deans. Studies in Higher Education, 41(8), 1514-1532.

Solomon Arulraj David (2014). Economic Globalisation and Higher Education Transformation: Comparing the Trends in the States of Kerala and Tamil Nadu of India. Journal of Social Science, Vol. 38, No. 3, pg. 283-292.

Divala, J and Mathebula, T. (2013). Aims and Conceptions of Education. In Horsthemke, Siyakwazi, Walton and Wolhuter (eds). Education Studies: History, Sociology, Philosophy. Cape Town: Oxford University Press. pp. 245-280.

Cross M. & Ndofirepi E. (2013). On Becoming and Remaining a Teacher: Rethinking Strategies for Developing Teacher Professional Identity in South Africa, Research Papers in Education. DOI:10.1080/02671522.2013.851729.

Solomon Arulraj David (2013). Implications of Economic Globalisation for Higher Education Curriculum Restructuring: Exploring the Trends in the States Kerala and Tamil Nadu of India. Journal of Educational Planning and Administration, Vol. XXVII, No.4, pg.401-411.

Solomon Arulraj David (2013). A Critical Understanding on Learning Management System. A Quarterly Referred Journal on Dialogues on Education, (ISSN 2278-2435), Vol.2, Issues-4, November 2013, pg. 4-12.

Cross M. & Naidoo D. (2012). Race, Diversity Pedagogy: Mediated Learning Experience for Transforming Racist, Habitus and Predispositions, The Review of Education, Pedagogy, and Cultural Studies, Vol. 34. ISSN: 1071-4413.

Cross M. & Adam F. (2012) Confronting Challenges to the Liberal Arts Curriculum – Perspectives of Developing and Transitional Countries. In Patti Peterson (ed.) South Africa: Reimagining Liberal Learning in a Post-Apartheid Curriculum. Routledge, 2012, pp. 175-200.

Adam F. & Cross M. (2011). Utilitarianism and the fate of the humanities in South African higher education: The Wits experience. In Bitzer EM and MM Botha (eds.) Curriculum inquiry in South African higher education : Some scholarly affirmations and challenges. Stellenbosch: SUN MeDIA, pp. 121-142.

Cross M. & Naidoo D. (2011). Peer Review and the Dilemmas of Quality Control in Programme Accreditation in South African Higher Education: Challenges and Possibilities, Higher Education Policy, pp.515-18.

Cross M. (2011). Unfulfilled Promise – Changing Schools in Mozambique. Addis a Abbaba: Organization for Social Science Research in Eastern and Southern Africa (OSSREA), 2011, 182 pages. SBN NO:951-724-440-1.