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Books on the topic 'Universities and colleges south africa mergers'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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1

The restructuring of South African higher education: Rocky roads from policy formulation to institutional mergers, 2001-2005. Pretoria: Unisa Press, 2010.

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2

author, Merrett Christopher, ed. The struggle for the soul of a South African university: The University of KwaZulu-Natal : academic freedom, corporatisation and transformation. [South Africa: Nithaya Chetty and Christopher Merrett], 2014.

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3

North-South cooperation to strengthen universities in Africa. Accra-North: Association of African Universities, 1999.

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4

Olivier, Steve. School-leavers' guide to tertiary education in South Africa. Sandton: Zebra press, 1997.

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5

Bitzer, Eli. Higher education in South Africa: A scholarly look behind the scenes. Stellenbosch: Sun Media, 2009.

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6

Amuah, Isaac King. The role of university research in South Africa amidst the uncertainties of transition: Proceedings of a seminar : 11 August 1995, Senate Hall, University of South Africa. Pretoria]: The Foundation, 1995.

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7

Kruss, Glenda. Chasing credentials and mobility: Private higher education in South Africa. Cape Town: HSRC Press, 2004.

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8

Association of African Universities. General Conference. 11th AAU General Conference: Cape Town, South Africa, 21-25 February 2005 : proceedings. Accra: Association of African Universities, 2006.

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9

Association of African Universities. General Conference. 11th AAU General Conference: Cape Town, South Africa, 21-25 February 2005 : proceedings. Accra: Association of African Universities, 2006.

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10

1933-, Lancaster F. Wilfrid, ed. Out in the cold: Academic boycotts and the isolation of South Africa. Arlington, VA: Information Resources Press, 1995.

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11

Gert, Steyn. The impact of changing funding sources on higher education institutions in South Africa. Pretoria, South Africa: Council on Higher Education, 2006.

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12

Project, University of Cape Town Equal Opportunity Research. Current UCT policy-makers' assessment of the implementation of recommendations made by the 1991 Committee of Enquiry into Sexual Harassment. Cape Town, SA: University of Cape Town, Equal Opportunity Research Project, 1994.

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13

Access to higher education: Leadership challenges in Florida and South Africa : a qualitative inquiry. Lanham: University Press of America, 2005.

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14

Hofmeyr, J. W. History of the church in South Africa: Guide to information and sources. Pretoria: University of South Africa, 1990.

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15

A, Millard J., and Froneman C. J. J, eds. History of the Church in South Africa: A document and source book. Pretoria: University of South Africa, 1991.

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16

Council on Higher Education (South Africa), ed. Review of higher education in South Africa: Selected themes. Pretoria: Council on Higher Education, 2007.

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17

1970-, Pithouse Richard, ed. Asinamali: University struggles in post-apartheid South Africa. Trenton NJ: Africa World Press, 2006.

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18

Kruss, Glenda. Chasing Credentials and Mobility: Private Higher Education in South Africa. Human Sciences Research Council, 2005.

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19

Fees Must Fall: Student Revolt, Decolonisation and Governance in South Africa. Witwatersrand University Press, 2016.

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20

Rensburg, Ihron. Serving Higher Purposes: University Mergers in Post-Apartheid South Africa. African Sun Media, 2020. http://dx.doi.org/10.18820/9781928480877.

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"Universities of the 21st century and beyond must be about teaching, learning, research excellence, creativity and innovation as much as they must be about enabling the destiny of students, communities and nations to realize their potential. UJ succeeded in her vision and responsibilities to transform the divisions, prejudices and limitations that often restrain the advancement of society. The story of UJ’s transition to an inclusive, diverse, dynamic, bold and purposeful institution of learning demands to be read by everyone, South African, African and beyond. It is a story of how to be an object rather than the subject of history, while dynamically shaping our shared futures, laying a solid foundation for future generations to be advocates and architects for social change and cohesion. It is a story of courageous and visionary leadership. The book offers our nation profound lessons in leadership that should enrich all our efforts to transform institutions in a sustainable way, to play a meaningful role in building ONE NATION. - DR WENDY LUHABE, Economic Activist, Social Entrepreneur, First Chancellor of the University of Johannesburg "

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21

Building a People's University in South Africa: Race, Compensatory Education, and the Limits of Democratic Reform (History of Schools and Schooling, V. 13). Peter Lang Publishing, 2002.

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22

Millard, Hofmeyr, and Froneman. History of the Church in South Africa (Studia composita). Unisa Press / Uitgewers, 1995.

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23

Muslim Institutions of Higher Education in Postcolonial Africa. Palgrave Macmillan, 2015.

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24

(Editor), Mokubung Nkomo, Derrick Swartz (Editor), and Botshabelo Maja (Editor), eds. Within the Realm of Possibilty: From Disadvantage to Development at the University of Fort Hare and the University of the North. Human Sciences Research Council, 2007.

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25

Professional Education, Capabilities and the Public Good: The Role of Universities in Promoting Human Development. Taylor & Francis Group, 2015.

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26

McLean, Monica, and Melanie Walker. Professional Education, Capabilities and the Public Good: The Role of Universities in Promoting Human Development. Taylor & Francis Group, 2013.

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27

Jansen, Jonathan. Leading for Change: Race, Intimacy and Leadership on Divided University Campuses. Taylor & Francis Group, 2017.

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28

Leading for Change: Race, intimacy and leadership on divided university campuses. Routledge, 2015.

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29

Spracher, William C. Teaching Intelligence in the United States, the United Kingdom, and Canada. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190846626.013.308.

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Intelligence studies, as taught by specialized departments or institutes and leading to degrees with the word “intelligence” in their titles, is a relatively new phenomenon. Intelligence is considered a profession, while intelligence studies can probably best be described as an emerging discipline that has yet to reach full maturity. Much of the more recent data on teaching intelligence is in the hands of professional associations, government agencies, and nongovernmental organizations dealing with the intelligence profession. Some of the government academic institutions which served as the wellspring for many of the nongovernmental programs that blossomed later are the Department of Defense institutions, the National Defense Intelligence College, and the National Defense University. There are also professional journals and other publications covering intelligence studies courses, as well as nongovernmental professional organizations that students of intelligence can join, such as the National Military Intelligence Association and the International Studies Association. At the international level, intelligence studies courses are offered in countries like the UK, Canada, Australia, South Africa, Israel, and Brazil. The next step is to determine what specifically is being taught, and how, among the growing number of colleges and universities getting into the business of teaching intelligence, especially in the wake of 9/11. A significant is the phenomenal growth of online programs, which allow deployed military and civilian personnel to study intelligence while practicing the theory they are learning.

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30

Hill, Kimberly D. A Higher Mission. University Press of Kentucky, 2020. http://dx.doi.org/10.5810/kentucky/9780813179810.001.0001.

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Throughout the first three decades of the twentieth century, alumni and students from historically black colleges and universities contributed to the American Protestant mission movement in West Africa. Those contributions extended beyond the manual labor endeavors promoted by Booker T. Washington and the Phelps Stokes Fund; African American missionaries also adapted classical studies and self-help ideology to a transnational context. This book analyzes the effects and significance of black education strategies through the ministries of Althea Brown and Alonzo Edmiston from 1902 to 1941. Brown specialized in language, music, and cultural analysis while her husband engaged in preaching, agricultural research, and mediation on behalf of the American Presbyterian Congo Mission in what became the Belgian Congo. Personal and professional partnership motivated the two missionaries to interpret their responsibilities as a combination of training from Fisk University, Tuskegee Institute, and Stillman Institute. Each of these institutions held a symbolic meaning in the contexts of the Southern Presbyterian Church and European colonialism in Africa. Denominational administrators and colonial officials understood African American missionaries as leaders with the potential to challenge racial hierarchies. This perception influenced the shifting relations between African Christians and black missionaries during the development of village churches. The Edmistons’ pedagogical interest in adapting to local conditions encouraged Presbyterian converts and students to promote their interests and their authority within the Congo Mission. At the same time, occasional segregation and expulsion of African American missionaries from overseas ministry enabled them to influence early civil rights activities in the American South.

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