Higher education in South Africa has been challenged with the legacies of apartheid for the past two decades and one of its mandates is to redress such through social justice. This sub-theme seeks to explore alternative ways of ensuring social justice in South Africa through higher education.
The advent of technology has brought with it powerful decision-making support opportunities and these have revolutionised university business. From academic analytics, learning analytics and learner analytics, higher education has data and information key in driving positive student outcomes and success. Papers interrogating any one or a combination of these analytics and best practices on data integration are encouraged.
The 21st century learning environment is a complicated one with multiple avenues open for exploitation. However, most higher education institutions are yet to exploit multiple learning environments for teaching and learning. They are fixated on one or two environments limiting the educational encounters students can have. This sub-theme seeks to explore the multiple learning environments available in the 21st century. To what extent has the new learning environment been successful in fostering the 21st century skills?
The ultimate purpose of higher education is addressing student needs. These needs span everything happening in higher education from teaching and learning to support. To this effect, one of the major ways of ensuring higher education is responsive is making it student-centered. In the past few decades, higher education institution across the globe have democratised learning and this has been done by taking students from the fringes, and from the periphery to the center of the university business. This sub-theme seeks to explore the variety of ways in which higher education can be made student-centered.
Globalization and internationalisation are unique forces driving the direction of higher education in the 21st century. Education is increasingly becoming more global and internationalised across the world. This sub-theme seeks to explore how globalisation and internationalisation can be used to enhance social justice in higher education.
Access to higher education in South Africa has increased drastically since the end of apartheid. However, success or throughput rates have remained the same across most disciplines. The average completion year for a three-year degree in South Africa is 4.7 years. This sub-theme seeks to explore ways in which access (physical and epistemological) can be improved and how those who gain access can succeed.
With the end of apartheid in South Africa, there was a great need for transformation. There have been several initiatives for the transformation of the higher education system. However, most of these initiatives have yielded debatable results. On the one hand, there has been transformation numerically but little or no transformation in teaching and learning, culture, architecture, and orientation for most universities. This sub-theme seeks to explore alternative ways of transformation in higher education.
- Oral paper presentations
- Poster presentations
- Mini workshop (1 hour) – 3 slots available
- Abstract submission deadline – 30 January 2019
- Notification of acceptance – 15 February 2019
- Registration deadline – 15 March 2019
Acceptance or Rejection
Accepted authors will receive an email notifying them of the results, as well as an official letter of acceptance in PDF format.
Successful papers will get an opportunity to be published in the Journal of economics and behavioral studies, ISSN: 2220-6140, this is found on the IBSS List.