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| Issue |
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| Vol 17, No 1 (2021) |
Transdisciplinary service-learning for construction management and quantity surveying students |
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Laura F. Pinfold |
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| Vol 17, No 1 (2021) |
Exploring the scope of and gaps in the teaching and learning of Business Studies at school and teacher education levels |
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Carina America, Lara Skelly |
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| Vol 17, No 1 (2021) |
Perceptions and experiences of cyberbullying amongst university students in the Eastern Cape province, South Africa |
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Liezel Cilliers |
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| Vol 17, No 1 (2021) |
Cross-disciplinary synergy: First-year students’ experiences of learning academic writing through integrated writing support at a University of Technology |
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Nonhlanhla P. Khumalo, Sarasvathie Reddy |
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| Vol 17, No 1 (2021) |
Conflict of interest: The case of a non-decision-making committee at a South African public higher education institution |
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Jacobus S. Wessels, Elmarie Sadler |
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| Vol 17, No 1 (2021) |
Managing diversity in schools: The place of democratic education and ubuntuism in South Africa |
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Bunmi I. Omodan, Olugbenga A. Ige |
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| Vol 17, No 1 (2021) |
Exploring the quality of pre-service teachers’ critical analysis of cartoons within environmental contexts in the Life Sciences |
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Rajendran P. Pillay, Samantha Govender |
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| Vol 17, No 1 (2021) |
The judicious use of theory in social science research |
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Gerrit van der Waldt |
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| Vol 17, No 1 (2021) |
Well-being innovation platform projects of the North-West University: Evaluative perceptions of community participants |
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Lebogang Sebeco, Johan Zaaiman |
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| Vol 17, No 1 (2021) |
History education and citizenship conundrum: Experiences and perspectives of Lesotho General Certificate of Secondary Education history teachers in Lesotho |
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Raymond N. Fru, Makatleho Liphoto |
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| Vol 17, No 1 (2021) |
Teachers’ experiences of teaching Accounting in the context of curriculum changes in South Africa |
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Jabulisile C. Ngwenya, Nosihle V. Sithole, Mercy Okoli |
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| Vol 17, No 1 (2021) |
Workplace engagement of South African Millennials: A non-issue? |
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Thelma Louw, Renier Steyn |
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| Vol 17, No 1 (2021) |
The representation of curricular spider-web model in the Lesotho curriculum and assessment policy framework |
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Makhulu A. Makumane, Sandiso Ngcobo |
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| Vol 17, No 1 (2021) |
Chronicling teachers’ experiences on integrating information and communication technology across the curriculum |
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Babalwa P. Kafu-Quvane |
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| Vol 17, No 1 (2021) |
Financial management and phenomenology: The role of dialogue, accountability and context in investment decisions |
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Mark Rathbone, Surika van Rooyen |
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| Vol 17, No 1 (2021) |
A case for ethics frameworks to enhance mobile government implementation at South African municipalities |
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Sandra Makwembere, Rufaro Garidzirai |
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| Vol 17, No 1 (2021) |
The ‘anti-sociality’ of social media as portrayed in selected Zimdancehall songs |
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Raphael Nhongo, Baba P. Tshotsho, Tendai F. Muringa |
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| Vol 17, No 1 (2021) |
A gendered approach to drought-coping mechanisms: A case of the Lubombo region, Eswatini |
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Samukelisiwe Myeni, Gideon J. Wentink |
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| Vol 17, No 1 (2021) |
Narrative review: Social media use by employees and the risk to institutional and personal information security compliance in South Africa |
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Obrain T. Murire, Stephen Flowerday, Kariena Strydom, Christoffel J.S. Fourie |
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| Vol 17, No 1 (2021) |
Narratives and interpretations of the political economy of Zimbabwe’s development aid trajectory, 1980–2013 |
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Blessing Magocha, Edmore Mutekwe |
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| Vol 17, No 1 (2021) |
Empowering global leaders through workplace sustainability: A case of Zambian leaders |
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Robert Daugherty, Maja Zelihic, Chera Deresa, Hellicy C. Nga'mbi, David Ssekamatte |
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| Vol 17, No 1 (2021) |
‘We are all just prisoners here of our own device’: The moral challenge of balancing technology, work and capitalistic pursuits |
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Geoff Goldman |
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| Vol 17, No 1 (2021) |
E-payment instruments and welfare: The case of Zimbabwe |
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Munacinga Simatele |
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| Vol 16, No 1 (2020) |
Through the eyes of parents: Culture of young children in diverse early learning spaces |
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Aletta J. van As, Lorayne A. Excell, Noluthando Magadala, Neliswa Gqoli |
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| Vol 16, No 1 (2020) |
Not just a language with white faces: Analysing #taalmonument on Instagram using machine learning |
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Eduan Kotzé, Burgert Senekal |
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| Vol 16, No 1 (2020) |
Employees’ perceptions of diversity management practices as predictors of psychological capital: A South African study |
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Litsoanelo Palesa Sealome, Crispen Chipunza |
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| Vol 16, No 1 (2020) |
Analysing personal financial wellness amongst employees of a South African tertiary institution |
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Jacobus P. Fouché, Johanna Manyaapelo |
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| Vol 16, No 1 (2020) |
Profiles of tourists participating in shark cage diving in Gansbaai, South Africa |
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Nolwazi Mabaleka, Ncedo J. Ntloko, Kamilla Swart |
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| Vol 16, No 1 (2020) |
Gender conversations in Zimbabwe: A precursor of male gaze in visual art practices |
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Dairai D. Dziwa, Louise Postma, Louisemarie Combrink |
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| Vol 16, No 1 (2020) |
Using Setswana in business transactions in the clothing industry at the West Rand District Municipality in Gauteng |
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Solomon T. Macucwa, Thabo Ditsele, Mary M. Makgato |
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| Vol 16, No 1 (2020) |
An examination of the challenges of quality water provision in Madibeng local municipality, North West province |
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Josephine E. Ranngu, Ricky M. Mukonza |
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| Vol 16, No 1 (2020) |
Using WhatsApp for co-creation of learning resources: A case of a South African university |
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Patient Rambe, Crispen Chipunza, Dick Ng’ambi |
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| Vol 16, No 1 (2020) |
The challenges experienced by small-scale fishing communities of Lake Kariba, Zimbabwe |
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Rodney T. Muringai, Denver Naidoo, Paramu Mafongoya |
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| Vol 16, No 1 (2020) |
Creating a virtuous cycle for increased trust in local government |
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J. Derek Taylor, Enaleen Draai, Amina Jakoet-Salie |
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| Vol 16, No 1 (2020) |
Digital media, the body and agency in a South African education institution from the perspective of narrative research |
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William Kelleher |
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| Vol 16, No 1 (2020) |
The conceptualised role of African diaspora in the renaissance of the African continent |
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Medicine Magocha |
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| Vol 16, No 1 (2020) |
Pre-service teachers’ perceptions of their parents’ and teachers’ attitudes towards mathematics |
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Msizi V. Mkhize |
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| Vol 16, No 1 (2020) |
The big five personality traits influencing habitual Facebook usage, life satisfaction and psychological well-being of Generation Y students |
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Eugine T. Maziriri |
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| Vol 16, No 1 (2020) |
Tourism business operators’ perceptions, knowledge and attitudes towards climate change at Victoria Falls |
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Kaitano Dube, Godwell Nhamo |
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| Vol 16, No 1 (2020) |
Foundation for transdisciplinary education at Cape Peninsula University of Technology |
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Masilonyane Mokhele, Nicholas Pinfold |
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| Vol 16, No 1 (2020) |
Livelihood strategies and diversification amongst the poor: Evidence from South African household surveys |
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Syden Mishi, Zintle Sikhunyana, Nomasomi Ngonyama, Kin Sibanda |
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| Vol 16, No 1 (2020) |
A learner perspective on the implementation of Geographic Information Systems in selected schools in KwaZulu-Natal province |
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Thabile A. Zondi, Kudzayi S. Tarisayi |
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| Vol 16, No 1 (2020) |
The relevance of Kaizen-based work-readiness training for South African University of Technology students |
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Fundiswa R. Nofemela, Christine Winberg |
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| Vol 16, No 1 (2020) |
Municipal demarcation process in the establishment of the Collins Chabane Local Municipality and reasons for the eruption of Vuwani, South Africa |
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Mavis M. Netswera, Eric J. Nealer |
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| Vol 16, No 1 (2020) |
Geohydrological aspects of importance in the public management of basic water supply services in Merafong City Local Municipality (Carletonville area), South Africa |
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Eric J. Nealer |
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| Vol 16, No 1 (2020) |
The world we live in: A perspective on blended learning and music education in higher education |
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Sonja Cruywagen, Hetta Potgieter |
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| Vol 16, No 1 (2020) |
Developing the usage index for teaching with technology: A case study for Motheo district, South Africa |
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Bernard M. Hlalele |
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| Vol 16, No 1 (2020) |
What counts as disciplinary literacy instructional approaches in teacher education? |
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Nhlanhla Mpofu, Mncedisi C. Maphalala |
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| Vol 16, No 1 (2020) |
Constructing conceptual frameworks in social science research |
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Gerrit van der Waldt |
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| Vol 16, No 1 (2020) |
The innovative use of social media for teaching English as a second language |
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Christopher Rwodzi, Lizette de Jager, Nhlanhla Mpofu |
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| Vol 16, No 1 (2020) |
Improving the contribution of foreign voluntourists in South Africa: The importance of training and supervision |
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Carina Strohmeier, Savo Heleta |
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| Vol 15, No 1 (2019) |
A reflection on the role, potential and challenges of transdisciplinarity at the University of Fort Hare |
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Chene E. Ward, Nomzamo Dube, Siphamandla Nyambo, Christopher T. Chawatama |
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| Vol 15, No 1 (2019) |
The Moravian heritage of community musicking |
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Devandre Boonzaaier, Alethea C. de Villiers |
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| Vol 15, No 1 (2019) |
Towards strengthening collaboration between district and local municipalities in South Africa: Insights from Ehlanzeni District Municipality |
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Douglas N. Magagula, Ricky M. Mukonza, Rasodi K. Manyaka, Kabelo B. Moeti |
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| Vol 15, No 1 (2019) |
The role of Parliament in promoting active citizenship in relation to the Grade 11 Life Orientation in the South African curriculum |
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Agnetha Arendse, Juliana Smith |
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| Vol 15, No 1 (2019) |
The financial sustainability challenges facing the South African non-profit sector |
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Mmabatho Maboya, Tracey McKay |
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| Vol 15, No 1 (2019) |
Understanding the impact of financial sustainability on South African municipalities |
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Abe Mbulawa |
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| Vol 15, No 1 (2019) |
Consequences of (un)regulated party funding in South Africa between 1994 and 2017 |
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Kealeboga J. Maphunye, Kgobalale N. Motubatse |
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| Vol 15, No 1 (2019) |
Assessing the role of civil society in poverty alleviation: A case study of Amathole district in the Eastern Cape province of South Africa |
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Xolisile G. Ngumbela, Thozamile R. Mle |
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| Vol 15, No 1 (2019) |
The feasibility of electronic voting technologies in Africa: Selected case examples |
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Kealeboga J. Maphunye |
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| Vol 15, No 1 (2019) |
Investigating career guidance implementation between historically advantaged and disadvantaged schools |
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Petronella Jonck, Eben Swanepoel |
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| Vol 15, No 1 (2019) |
Exploring the quality of Grade 12 accounting education textbooks |
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Jabulisile Ngwenya, Orhe Arek-Bawa |
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| Vol 15, No 1 (2019) |
Views from the margins: Theorising the experiences of black working-class students in academic development in a historically white South African university |
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Mlamuli N. Hlatshwayo, Kehdinga G. Fomunyam |
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| Vol 15, No 1 (2019) |
Solid waste management practices in Zimbabwe: A case study of one secondary school |
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Brenda Chatira-Muchopa, Munyaradzi Chidarikire, Kudzayi S. Tarisayi |
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| Vol 15, No 1 (2019) |
Heinz Kimmerle’s intercultural philosophy and the quest for epistemic justice |
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Renate Schepen, Anke Graness |
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| Vol 15, No 1 (2019) |
Investigating sexuality education in South African schools: A matter of space, place and culture |
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Eben Swanepoel, Christa Beyers |
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| Vol 15, No 1 (2019) |
Citizenship education for Lesotho’s context: Towards a stable democracy |
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Rasebate I. Mokotso |
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| Vol 15, No 1 (2019) |
Xenophobic violence and criminality in the KwaZulu-Natal townships |
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Bethuel S. Ngcamu, Evangelos Mantzaris |
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| Vol 15, No 1 (2019) |
A narrative analysis of barriers encountered by a sample of immigrant entrepreneurs in the Eastern Cape province of South Africa |
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Justice Muchineripi, Willie Chinyamurindi, Tendai Chimucheka |
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| Vol 15, No 1 (2019) |
Transdisciplinary relationship between mathematics and accounting |
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Msizi V. Mkhize |
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| Vol 15, No 1 (2019) |
Into the future: Donkergat Military Training Area and the Langebaan Ramsar site |
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Jan T. Marx, Ian Liebenberg |
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| Vol 15, No 1 (2019) |
Impact of social entrepreneurs on community development in the Cape Town Metropolitan Municipality area, South Africa |
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Russ Ngatse-Ipangui, Maurice O. Dassah |
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| Vol 14, No 1 (2018) |
Drug use and postgraduate students’ career prospects: Implications for career counselling intervention strategies |
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Thabiso Muswede, Cornelis J. Roelofse |
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| Vol 14, No 2 (2018) |
Reflecting on more than 20 years of involvement in a postgraduate higher education qualification for academics: May I dare use an auto-ethnographic lens? |
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Pieter du Toit |
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| Vol 14, No 1 (2018) |
Contextual factors promoting psychosocial well-being and safe sexual behaviour in African male youth: A literature review |
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Jabulani G. Kheswa, Chrizanne van Eeden |
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| Vol 14, No 1 (2018) |
The evolution of South African wastewater effluent parameters and their regulation: A brief history of the drivers, institutions, needs and challenges |
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Kevin Wall |
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| Vol 14, No 1 (2018) |
A perfect storm: The ramifications of Cape Town’s drought crisis |
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Wessel P. Visser |
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| Vol 14, No 1 (2018) |
Greening up in logistics: Managerial perceptions of small and medium-sized enterprises on sustainability in Zimbabwe |
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Progress Hove-Sibanda, Kin Sibanda, Peter Mukarumbwa |
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| Vol 14, No 2 (2018) |
First-year History Education students’ personal narratives of the history of South Africa |
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Johan Wassermann |
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| Vol 14, No 1 (2018) |
Masculinities and femininities through teachers’ voices: Implications on gender-equitable schooling for vulnerable children from three primary schools in Swaziland |
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Ncamsile D. Motsa |
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| Vol 14, No 1 (2018) |
A content analysis of e-cigarettes selling propositions on South African retail websites |
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Asphat Muposhi, Manilall Dhurup |
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| Vol 14, No 1 (2018) |
Turning the herding lifestyle into a learning opportunity: Experiences from Lesotho |
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Selloane Pitikoe |
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| Vol 14, No 1 (2018) |
Employing sentiment analysis for gauging perceptions of minorities in multicultural societies: An analysis of Twitter feeds on the Afrikaner community of Orania in South Africa |
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Eduan Kotzé, Burgert Senekal |
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| Vol 14, No 2 (2018) |
Beginner teachers’ experiences of transdisciplinary demands of a school curriculum |
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Yolandi Woest |
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| Vol 14, No 1 (2018) |
Financing emerging black farmers for agricultural development in South Africa: A wasteful and unworkable model for creating black farmers |
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Mokoko P. Sebola |
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| Vol 14, No 2 (2018) |
Linguistic challenges faced by rural Tshivenda-speaking teachers when Grade 4 learners transition to English |
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Rinelle Evans, Ipfani Nthulana |
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| Vol 14, No 1 (2018) |
Corporate governance in Africa’s public sector for sustainable development: The task ahead |
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Daniel Chigudu |
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| Vol 14, No 1 (2018) |
The appropriateness of the Design of Experiments to support Lean Six Sigma for variability reduction |
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Robert W.D. Zondo |
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| Vol 14, No 2 (2018) |
A comprehensive model for assessing student teachers’ professional competence through an integrated curriculum approach |
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Nhlanhla Mpofu, Mncedisi C. Maphalala |
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| Vol 14, No 2 (2018) |
A transdisciplinary exploration: Reading peace education and teaching English to speakers of other languages through multiple literacies theory |
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Frans Kruger, Rinelle Evans |
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| Vol 14, No 2 (2018) |
The ‘firstness’ of male as automatic ordering: Gendered discourse in Southern African Business Studies school textbooks |
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Preya Pillay, Suriamurthee Maistry |
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| Vol 14, No 1 (2018) |
Peace operations in Southern Africa: Challenges and prospects for the Southern African Development Community Standby Force |
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Emeka A. Ndaguba |
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| Vol 14, No 2 (2018) |
Crossing disciplinary boundaries: Students’ experiences of facilitating a learning support programme at a South African university |
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Sithabile S. Ntombela, Samukelisiwe Mngomezulu |
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| Vol 14, No 2 (2018) |
The representation of the temporal notion of post-colonial Africa in South African history textbooks |
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Marshall T. Maposa |
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| Vol 14, No 2 (2018) |
South African Social Sciences teachers’ views on the integration of History and Geography in the General Education and Training phase |
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Leevina M. Iyer |
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| Vol 14, No 1 (2018) |
Uncovering the strengths and weaknesses of outsourcing core business deliverables: the case of selected state-owned enterprises in South Africa |
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Marcia Magagula, Robert W.D. Zondo |
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| Vol 14, No 2 (2018) |
Restorying for transdisciplinarity: A proposed teaching-learning strategy in a context of Human Rights Education |
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Janet Jarvis |
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| Vol 14, No 1 (2018) |
Genopolitics: The dormant niche in political science curriculum in South African universities |
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Mlamuli N. Hlatshwayo, Kehdinga G. Fomunyam |
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| Vol 14, No 2 (2018) |
‘From History Project to Transdisciplinary Research’: District Six as a case study |
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Mogamat N. Davids |
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| Vol 14, No 1 (2018) |
The poetics of peace: From aesthetic knowledge to reconciliation |
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Andreas G. Velthuizen, Kate D. Ferguson |
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