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Re-Framing Academic Staff Development

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Pedagogic Frailty and Resilience in the University

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Abstract

Globally higher education is situated in a supercomplex world (Barnett, 2000) that is constantly in a state of flux and subject to multiple pressures. This situation has been exacerbated in South African higher education that has been characterised by student protests in the last two years (2015–2016). One of the major causes for the recents protests, particularly in our institutional context, has been students’ anger that despite the official demise of apartheid and the end of colonial rule, some universities in South Africa are still attempting to be copies of Oxford and Harvard.

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Author information

Authors and Affiliations

  1. Centre for Higher Education Research, Teaching and Learning, Rhodes University, South Africa

    Jo-Anne Vorster

  2. Centre for Higher Education Research, Teaching and Learning, Rhodes University, South Africa

    Lynn Quinn

Authors
  1. Jo-Anne Vorster
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  2. Lynn Quinn
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Editor information

Editors and Affiliations

  1. University of Surrey, UK

    Ian M. Kinchin

  2. University of Surrey, UK

    Naomi E. Winstone

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Vorster, JA., Quinn, L. (2017). Re-Framing Academic Staff Development. In: Kinchin, I.M., Winstone, N.E. (eds) Pedagogic Frailty and Resilience in the University. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-983-6_8

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  • DOI: https://doi.org/10.1007/978-94-6300-983-6_8

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-983-6

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