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Jo-Anne Vorster
Jo-Anne Vorster
Centre for Higher Education Research, Teaching and Learning, Rhodes University
Verified email at ru.ac.za
Title
Cited by
Cited by
Year
The" decolonial turn": what does it mean for academic staff development?
JA Vorster, L Quinn
Education as Change 21 (1), 31-49, 2017
922017
Towards shaping the field: Theorising the knowledge in a formal course for academic developers
JA Vorster, L Quinn
Higher Education Research & Development 34 (5), 1031-1044, 2015
302015
Isn’t it time to start thinking about ‘developing’academic developers in a more systematic way?
L Quinn, JA Vorster
International Journal for Academic Development 19 (3), 255-258, 2014
272014
A social realist analysis of collaborative curriculum development processes in an academic department at a South African university
JA Vorster
Rhodes University, 2010
272010
Transforming teachers' conceptions of teaching and learning in a post graduate certificate in higher education and training course: the practice of higher education
L Quinn, J Vorster
South African Journal of Higher Education 18 (1), 364-381, 2004
222004
Collaborative research in contexts of inequality: the role of social reflexivity
B Leibowitz, V Bozalek, J Farmer, J Garraway, N Herman, J Jawitz, ...
Higher Education 74, 65-80, 2017
202017
Learning to teach in higher education in South Africa
B Leibowitz, V Bozalek, J Garraway, N Herman, J Jawitz, P Muhuro, ...
Council on Higher Education (South Africa), 2017
202017
Pedagogy for fostering criticality, reflectivity and praxis in a course on teaching for lecturers
L Quinn, JA Vorster
Assessment & Evaluation in Higher Education 41 (7), 1100-1113, 2016
182016
Curriculum in the context of transformation: reframing traditional understandings and practices
JA Vorster
Rhodes University, Centre of Higher Education Research, teaching and …, 2016
172016
Theorising the pedagogy of a formal programme for university lecturers
J Vorster, L Quinn
Re-imagining academic staff development: Spaces for disruption, 51-70, 2012
162012
Mapping the field of Higher Education Research using PhD examination reports
S McKenna, L Quinn, JA Vorster
Higher Education Research & Development 37 (3), 579-592, 2018
142018
Privileging knowledge, creating knowers: an analysis of a formal programme for university lecturers
JA Vorster, L Quinn
Re-imagining staff development: Spaces for disruption, 71 - 88, 2012
132012
An exploratory study of Heads of Departments' responses to student calls for decolonised higher education
C Grant, L Quinn, JA Vorster
Journal of Education (University of KwaZulu-Natal), 73-88, 2018
122018
Connected disciplinary responses to the call to decolonise curricula in South African higher education
L Quinn, J Vorster
Developing the higher education curriculum, 131-143, 2017
122017
Why the focus on “curriculum”? Why now?
L Quinn, JA Vorster
Re-imagining curriculum: Spaces for disruption, L. Quinn Ed, 1, 2019
102019
Why a contextual approach to professional development?
BL Leibowitz, J Vorster, C Ndebele
South African Journal of Higher Education 30 (6), 1-7, 2016
102016
Reflecting on feedback processes for new ways of knowing, being and acting
L Quinn, K Behari-Leak, R Ganas, AM Olsen, JA Vorster
International Journal for Academic Development 24 (4), 330-341, 2019
92019
Training new academics is a complex challenge
L Quinn, JA Vorster
Mail and Guardian 5, 2012
92012
The process of learning and teaching in supplemental instruction groups at Rhodes University
JA Vorster
Rhodes University, 1999
91999
From affirmative to transformative approaches to academic development
S McKenna, A Hlengwa, L Quinn, JA Vorster
Teaching in higher education 27 (8), 1005-1017, 2022
82022
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