Prof N’Dri Thérèse Assié-Lumumba
|N’Dri Thérèse Assié-Lumumba is a professor at Cornell University in the Africana Studies and Research Centre, President of the World Council of Comparative Education Societies (WCCES), Vice-President of the Scientific Advisory Committee (SAC) of UNESCOS’s Intergovernmental Programme for the Management of Social Transformations (MOST), and past President of Comparative and International Education Society (CIES). Her past and current positions at other institutions include Visiting Professor in the Graduate School of Education at the American University in Cairo, Extraordinary Professor in the Department of Education Policy Studies at Stellenbosch University, and Carnegie Diaspora Fellow in the Department of Sociology at the University of Ghana. She has published extensively on various areas and levels of education, especially higher education. Her awards and distinctions include Fellow of the World Academy of Art and Science, Fulbright Senior Research Fellow, member of scientific committees and senior advisor for numerous national agencies and international organisations. |
Ndulo, M. and Assié-Lumumba, N.D.T. (2020). Education and Development Outcomes for Equality and Governance in Africa. New York: Palgrave.
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 Encyclopaedia of International Higher Education Systems and Institutions Netherlands Springer.
Prof Bruce Macfarlane
|Prof Bruce Macfarlane has worked in higher education since 1987 and has previously held Chairs in Higher Education at four universities in both the UK and Hong Kong. His career in higher education includes 13 years as a business and management lecturer and 10 years working in educational development leadership roles. He has held positions as a Visiting Professor in Japan (Nagoya University) and Australia (University of Melbourne). Prior to working in higher education, he was both a management trainee with Lloyds Bank and a teacher at a Chinese secondary school in Hong Kong. He has also written about higher education as a research field, the changing academic profession, dual sector universities, university degree results and business and management pedagogy. He is a Fellow of the Society for Research into Higher Education.|
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.
Macfarlane, B. and 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. (2017). Freedom to Learn: the threat to student academic freedom and how it can be reclaimed. Routledge: New York.
Prof Imanol Ordorika
|Imanol Ordorika is professor of Social Sciences and Education at the Universidad Nacional Autónoma de México (UNAM), and General Director for Institutional Assessment at UNAM and creator of the online Comparative Study of Mexican Universities. He has been awarded the Chaire d’Études Mexicaines Alfonso Reyes at the Institut des Hautes Etudes de l’Amérique Latine (IHEAL); Université PARIS III – Sorbonne Nouvelle, Paris, France; the Frank Talbott Jr. University Chair (Cátedra Universitaria Frank Talbott Jr.) University of Virginia, Charlottesville, Virginia, USA. He is author of Power and Politics in University Governance (2003) and co-editor of the ASHE reader Comparative Education (2010) and the book, Universities and the Public Sphere (2011).|
Ordorika, I., Rodríguez-Gomez, R. and Lloyd, M. (2018). Federalism and higher education in Mexico. In Carnoy, M., Froumin, I., Leshukov, O. and Marginson, S. (eds.). Federalism and Higher Education: A Comparative Study. California, USA: Sage Publications.
Ordorika, I. (2017). Knowledge and change in contemporary postcolonial universities. In Michael Cross and Amasa Ndofirepi (eds.). Knowledge and Change in African Universities. Johannesburg, South Africa: Sense Publishers.
Ordorika, I. and Lloyd, M. (2015.) Critical Theories of the State and Contest in Higher Education in the Globalized Era. In Martínez-Alemán, A., Bensimon, E. and Pusser, B. (eds). Critical Approaches to the Study of Higher Education: A Practical Introduction. Baltimore: Johns Hopkins University Press.
Prof Sabelo J. Ndlovu-Gatsheni
Prof Kanishka Bedi
Prof Sabelo J. Ndlovu-Gatsheni is a historian and decolonial/postcolonial theorist. He is currently Professor and Chair of Epistemologies of the Global South with Emphasis on Africa at the University of Bayreuth in Germany and member of the Africa Multiple Cluster of Excellence at the same institution. In addition, Prof Ndlovu-Gatsheni holds several professorships including Professor Extraordinarius in the Department of Leadership and Transformation (DLT) at the University of South Africa (UNISA); Professor Extraordinarius at the Centre for Gender and African Studies at the University of Free State (UFS) in South Africa; Honorary Professor in the School of Education (Education & Development Studies) at the University of KwaZulu-Natal (UKZN) in South Africa; Visiting Research Fellow at the Johannesburg Institute for Advanced Study (JIAS) at the University of Johannesburg (UJ) in South Africa; and is also a Research Associate of The Ferguson Centre for African and Asian Studies at The Open University in the United Kingdom. He is also founding Head of the Archie Mafeje Research Institute for Applied Social Policy (AMRI) and the founder of the Africa Decolonial Research Network (ADERN), both at the University of South Africa, and is a member of the Academy of Science of South Africa (ASSAf). His field of work includes decolonial/postcolonial theory, empire & colonialism, politics of knowledge & decolonization of higher education, and he has fieldwork and archival experience in South Africa and Zimbabwe. Professor Ndlovu-Gatsheni has over a hundred publications to his name, which bear testimony to his global scholarly influence.
Ndlovu-Gatsheni, S.J. (2021). Marxism and Decolonization in the 21st Century: Living Theories and True Ideas. Routledge.
Ndlovu-Gatsheni, S.J. (2020). Decolonization, Development and Knowledge in Africa: Turning Over a New Leaf. Routledge.
Ndlovu-Gatsheni, S.J. (2020). The History and Political Transition of Zimbabwe: From Robert Mugabe to Mnangagwa. Palgrave Macmillan.
Kanishka Bedi is President of the Indian Ocean Comparative Education Society (IOCES) and Executive Director of the World Council of Comparative Education Societies (WCCES). Professor Bedi has held several leadership and academic positions at various institutions in India, Malaysia, Singapore, South Africa, Switzerland, United Arab Emirates, and the USA during more than 25 years of his career. He has received several awards globally for his academic leadership, teaching and research. His current research interests are comparative studies of national and international curricula, online education, and educational reforms. He is the Editor of World Voices Nexus: The WCCES Chronicle.
Assie-Lumumba, N., Cross, M., Bedi K. and Ekanayake, T.M.S.S.K. (forthcoming in 2021). Comparative Education for Global Citizenship, Peace and Shared Living through uBuntu. WCCES Brill Sense Book Series.
Bedi, K. (2021). Developing a New World Curriculum in the Context of Globalization. New Horizons of Training and Education in the Global Educational Space, Council on Comparative Education in Kazakhstan.
Bedi, K., Deshmukh, N.D., Ekanayake, T.M.S.S.K. and Vitharana, P. (2021). Comparing International and National Science Curricula to create a New Science World Curriculum. World Voices Nexus: The WCCES Chronicle, Vol. 5 No. 1.
Mr Ahmed Essop
|Ahmed Essop is an independent consultant with over 20 years’ experience in higher education policy and planning. He has been involved in key initiatives linked to the transformation of the higher education system in South Africa, having served as the Chief Executive Officer of the Council on Higher Education (CHE) between 2010 and 2015 and as Chief Director for Higher Education Planning in the former Department of Education between 1997 and 2005. Mr Essop holds an Honours degree in Sociology from the University of Essex and a Master’s in International Education Development from Stanford University. He is currently researching the size and shape of Higher Education in South Africa and is involved in several projects on student access and success in Higher Education.|
Essop. A. (2018). South African universities shouldn't be playing the global rankings game. The Conversation, 31 October.
Essop, A. (2015). The Report on the State of the Arts, Humanities and Social Sciences in South African Universities. Mellon Foundation.
Dr Saleem Badat
Dr Badat has been Consulting Fellow at the Andrew W. Mellon Foundation in New York (January 2019 to present), where he also served as the first Programme Director of the International Higher Education and Strategic Projects programme (2014-2018). Dr Badat has held several leadership positions in South Africa, including the first CEO of the Council on Higher Education and Vice-Chancellor of Rhodes University. He has had several awards bestowed on him, notably honorary doctorates from the University of the Free State, Rhodes University and from the University of York, his alma mater. Dr Badat holds several degrees, including the degree of Doctor of Philosophy in Sociology from the University of York (United Kingdom). He is currently working on his memoir as the first black vice-chancellor of Rhodes University in South Africa, and an invited monograph by the Centre for Social Solutions at the University of Michigan on difference, equity, diversity and inclusion.
Badat, S. (2016). Black Student Politics: Higher Education and Apartheid from SASO to SANSCO, 1968-1990. Routledge.
Prof Julia Suárez-Krabbe
Julia Suárez-Krabbe is based at the Department of Culture and Identity, Roskilde University, Denmark, and is Associate Researcher at the Centre for Social Studies (CES), University of Coimbra, Portugal. She is currently involved in the research project "ALICE - Strange Mirrors, Unsuspected Lessons" (alice.ces.uc.pt). She has coordinated the Decoloniality Europe Network, and her research emphasises questions of race and racism in relation to human rights, citizenship, development, anti-racist social movements, 'other' knowledge and decolonial social change.
Suárez-Krabbe, J. (2017). The Conditions that Make a Difference: Decolonial Historical Realism and the Decolonisation of Knowledge and Education. In M. Cross and A. Ndofirepi. (eds.). Knowledge and Change in African Universities, 1. Rotterdam: Sense Publishers.
Suárez-Krabbe, J. (2015). Race, Social Struggles and 'Human' Rights: Contributions from the Global South. In Andersen, E.A. and Lassen, E.M. Europe and the Americas: Transatlantic Approaches to Human Rights. Leiden: Brill Nijhoff.
Dr Peter Woelert
|Dr Peter Woelert is a Senior Lecturer at the Melbourne Graduate School of Education at the University of Melbourne, with a background in philosophy (PhD, University of New South Wales) and sociology (MA, University of Frankfurt, Germany). His research focuses on higher education governance, organisational dynamics and national funding settings, among other HE issues. More recently, he has developed a growing research interest in novel forms and dynamics of bureaucratisation within universities and in the sociology of organisations more broadly. |
Yates, L., Woelert, P., Millar, V. and O'Connor, K. (2016). Knowledge at the Crossroads? Physics and History in the Changing World of Schools and Universities. Springer.
Woelert, P. and Yates, L. (2015). Too little and too much trust: Performance Measurement in Australian Higher Education. Critical Studies in Education 56(2): 175-189.
Woelert, Peter. (2015). The 'Logic of Escalation' in Performance Measurement: An Analysis of the Dynamics of a Research Evaluation System. Policy and Society, 34(1): 75-85.
Prof Amasa Philip Ndofirepi
|Prof Amasa Philip Ndofirepi is a research associate at the Ali Mazrui Centre for Higher Education Studies and Associate Professor in the Department of Education and Curriculum Studies at the University of Johannesburg. He holds a PhD in Philosophy of Education from the Wits School of Education, University of the Witwatersrand, and a Master's degree in Philosophy of Education from the University of Zimbabwe. His research interests lie in the field of knowledge, change and social justice in the African university. He has published widely and is an editor of the book series, African Higher Education: Developments and Perspectives.|
Cross, M. and Ndofirepi, A. (eds.). (2017). Knowledge and Change in African Universities. Volume 1: Current Debates. Rotterdam: Sense Publishers.
Cross, M. and Ndofirepi, A. (eds.). (2017). Knowledge and Change in African Universities. Volume II: Re-imagining the Terrain. Rotterdam: Sense Publishers.
Dr Oliver Seale
Dr Oliver Seale is the Director of the Higher Education Leadership and Management (HELM) programme at Universities South Africa (USAf). Prior to that, he was the Director of Executive Education at the Graduate School of Business Leadership at the University of South Africa (UNISA). Dr Seale has extensive experience in strategic planning, change management, business development, programme/project management, relationship and stakeholder management in various organisational environments. He holds a PhD in Leadership Development from the University of the Witwatersrand and has published various articles on university leadership, management and leadership development. He is currently working on a monograph on executive deanship in South African universities.
Seale, O. and Cross, M. (2018). Executivism and Deanship in Selected South African Universities. Oxford Review of Education, 44(3): 275-290.
Seale, O. and Cross, M. (2016). Leading and managing in complexity: the case of South African deans. Studies in Higher Education, 41(8): 1514-1532.
Dr Ibrahim Oanda
Ibrahim Oanda is Senior Programme Officer and Head of the Training, Grants and Fellowships programme at CODESRIA, a Pan-African Social Science Research Council headquartered in Dakar, Senegal. Before his current appointment, Oanda served the Council as programme officer researcher (June 2015-June 2016) and was Associate Professor, Department of Educational Foundations, Kenyatta University, Kenya. His research interests include African higher education, and he is currently involved in a research network on Higher Education, Inequality and the Public Good across four African countries funded by the Economic and Social Research Council, UK and the National Research Foundation, South Africa. Oanda has published a number of journal articles and book chapters on issues of higher education in Africa.
Oanda, Ibrahim and Sifuna, Daniel. (2019). A Review of the Challenges to Political and Socio-Economic Development in Kenya. Progress in Economics Research, 42.
Dr Seifudein Adem
|Seifudein Adem is currently Professor of Global Studies at Doshisha University, Kyoto, Japan. He has taught in Ethiopia (1988-1992), Japan (2000-2005), USA (2006-2016) and China (2017). He has also served as President of the New York African Studies Association (2010-2011). Born and raised in Ethiopia, where he received his early education, he holds a BA with distinction (Political Science), MA (International Relations) and PhD (International Political Economy). Dr Adem's research generally focuses on Africa's interactions with Asia's major powers. In addition, he is conducting research on the scholarship of Ali Mazrui. |
Adem, S. (2020). Reason and Number: African Reflections on Japan. In Anthony and Ruppert (eds.). Reconfiguring Transregionalisation in the Global South: 41-60. Palgrave: Macmillan, Cham.
Adem, S. (ed.). (2016). China's diplomacy in Eastern and Southern Africa. New York: Routledge.
|Postdoctoral Research Fellows|||
Dr Sibonokuhle Ndlovu
|Dr Sibonokuhle Ndlovu was a research intern at the University of KwaZulu-Natal, conducting research for the national project, Education and Emancipation. She completed her PhD at the Wits School of Education, University of the Witwatersrand in 2017. Her research interests lie in the inclusion of students with disabilities in higher learning and transformation in higher education. Her current research focuses on faculty members’ experiences in including students with disabilities in South Africa.|
Nyoni, P. and Ndlovu, S. (2019). Africanisation of Economies through Ubuntu? Business and Kinship Obligation in Urban South Africa. Langa: Research & Publishing Common Initiative Group.
Ndlovu, S. (2019). Access into professional degrees in South African higher learning: A decolonial perspective. African Journal of Disability, 8: 1-12.
Dr Phefumula Nyoni
Dr Phefumula Nyoni has lectured in Anthropology and Sociology at various South African universities and has been a research and policy consultant with several organisations. Dr Nyoni has associated with a number of universities, including the University of the Witwatersrand, Rhodes University, Walter Sisulu University and the University of Zimbabwe. He completed his PhD in Economic Anthropology at the University of the Witwatersrand. His research interests include education transformation, quality assurance and curriculum design in tertiary institutions, reconfiguration of urban spaces, poverty alleviation and human rights.
Nyoni, P. (2019) Africanisation of Economies through Ubuntu? Business and Kinship Obligation. In Warikandwa, T.V., Nhemachena, A., Mpofu N. and Chitimira H. (eds). Urban South Africa in Grid-locked African Economic Sovereignty: Decolonising the Neo-Imperial Socio-Economic and Legal Force fields in the 21st Century. Bamenda: Langaa RPCIG.
Nyoni, P. (2017). Unsung heroes? An Anthropological Approach into the Experiences of Zamazamas in Johannesburg, South Africa. In Nhemachena, A. Warikandwa, T.V. Mining Africa: Law, Environment, Society and Politics in Historical and Multidisciplinary Perspectives. Bamenda: Langaa RPCIG.
Dr Dennis Zami Atibuni
Dr Dennis Atibuni’s research interests include student research engagement in higher education; pre-service and in-service teacher education; pedagogy of science and mathematics education; educational leadership and management; education for sustainable development; educational assessment and research methodology. He is author and co-author of several refereed journal articles and book chapters and serves as reviewer for different international journals. Dr Atibuni has presented papers and served as invited guest speaker at various conferences, seminars and workshops. He obtained his doctorate in Educational Psychology from Mbarara University of Science and Technology (MUST), Uganda, in 2017.
Atibuni, D.Z. (ed.). (2019). Postgraduate Research Engagement in Low Resource Settings. IGI Global.
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).
Dr Zahraa McDonald
|Dr McDonald is currently a postdoctoral fellow at the University of Johannesburg. She has recently lectured in Sociology at the University of Western Cape. She holds a PhD in Sociology from the University of Johannesburg, which examined Islamic education and post-secular citizenship in South Africa. Her current research focuses on students in higher education and teacher education from the perspective of the sociology of education. Previous publications examined teacher education, Islamic education, religion and citizenship education as well as school safety.|
Hanaya, A., McDonald, Z. and Balie, L. (2020). Teacher agency in South African education policy related to school safety. Africa Education Review, 17(1): 1-17.
Sayed, Y., Carrim, N., Badroodien, A., McDonald, Z. and Singh, M. (2018). Policy & Legislative Context of Initial Teacher Education in South Africa. In Sayed, Y., Carrim, N., Badroodien, A., McDonald, Z. and Singh, M. (eds.). Learning to teach in post-apartheid South Africa: Student Teachers' Encounters with Initial Teacher Education. California: African Sun Media.
Dr Emure Kadenge
|Dr Kadenge is a Postdoctoral Research Fellow at the Ali Mazrui Centre for Higher Education Studies, University of Johannesburg. She holds a Ph.D. in Education Policy from the University of the Witwatersrand. Her research interests are in Academic literacy development in Higher Education and Teacher professional development policy issues. Prior to joining the University of Johannesburg, she served as a Writing Consultant at the Wits School of Education Writing Centre|
Kadenge, E., Dison, L., Kimani, W., & Namakula, H. (2019). Negotiating new ways of developing writing in disciplinary spaces: The changing role of writing consultants at the Wits School of Education Writing Centre. Stellenbosch Papers in Linguistics Plus (SPiL Plus), 57, 169-182. https://dx.doi.org/10.5842/57-0-816
Emure Masoke-Kadenge & Maxwell Kadenge (2013) ‘Declaration without implementation’: An investigation into the progress made and challenges faced in implementing the Wits language policy, Language Matters, 44:3, 33-50, DOI: 10.1080/10228195.2013.837949
Dr Olaide Agbaje
Dr Olaide Agbaje obtained her PhD in Education Management, Law and
Policy from the University of Pretoria in 2020. She received an award
for the ‘Best PhD abstract for completed research’ at the University of
Pretoria, Faculty of Education Research Indaba 2019. Her research
interest spans various aspects of higher education with a focus on the
internationalisation of higher education and international student
mobility. Dr Agbaje has presented academic papers at various conferences
and workshops within and outside Africa, and published on higher
Agbaje, O. (2020).
Internationalization Efforts in the Nigerian Higher Education Sector. In
Adeyemo K. (eds) The Education Systems of Africa. Global Education
Systems. Springer, Cham. https://doi.org/10.1007/978-3-030-43042-9_26-1
C.T. and Agbaje, O. (In press). The Future of South African
Universities as Engaged Institutions that are Globally Networked and
Locally Responsive. In Eggins, H., Smolentseva, A. and de Wit, H. (Eds.)
Higher Education in the Next Decade: Global Challenges, Future
Prospects. Brill, The Netherlands.