Vol. 40 No. 4 (2026)

General Articles

• Selection for professional training in psychology: The predictive value of the 16 Personality Factor Questionnaire

  M. Bailey, J. C Potgieter, R. Spies

  1-20

  • pdf

• Academic staff experiences of a continuously disrupted rural South African university campus

  E. Bernard

  21-44

  • pdf

• Emotional and user-experience factors influencing student performance: A case study of first-year online computer programming assignments

  N. Bhaw, J. Kriek, Dr P Le Roux

  45-63

  • pdf

• Institutional mentorship for graduate empowerment and work-readiness in South Africa

  O. Dangbégnon, K. S. Adeyemo

  64-88

  • pdf

• Potential impact of scarce skills shortages, identification of engineering work regulations and recruitment criteria on the quality and sustainability of academic programmes in South Africa

  O. J. Gericke, J. Combrinck, J. P. J. Pietersen

  89-113

  • pdf

• The relationship between cognitive load and self-regulated learning strategies amongst postgraduate accounting students at a South African university

  Y-T. Lin, T. Miller

  114-142

  • pdf

• Academic staff’ perceptions on research integrity at an institute of higher education, South Africa

  S. Mahomed, C. Blewett, V. Rambiritch, S. Singh

  143-155

  • pdf

• Enhancing novice mentee postgraduate supervision in open distance e-learning: Adaptive systems and transformational processes

  L. M. Methi, N. M. P. Dlamini, T. A. Chauke, R. T. Mkhize

  156-176

  • pdf

• Curriculum transformation in Southern African universities in the digital transformation Era A systematic review

  S. Nkomo, F. Nkomo, W. Matli

  177-197

  • pdf

• The dimension of ethics in training student volunteers A case study of a community engagement partnership between a university of technology and a child and youth care centre in Durban

  K. Reddy, S. M. Maistry, D. B. Lortan

  198-213

  • pdf

• Incentivising student learning: Does it work?

  I. Rootman-le Grange, M. Coetzee

  214-232

  • pdf

• Self-directed learning approach as a social justice transformative pedagogy for work-integrated learning in higher education

  A. C. Seherrie, D. W. Mncube

  233-250

  • pdf

• Bridging the digital divide: Innovative approaches to 21st-century skill development in work-integrated learning programmes

  G. Sekano, M. Z. Ramorola

  251-268

  • pdf

• Constructing the Doctoral Graduate Attribute Scale (DGAS-10): A South African higher education initiative

  J. S. Senekal, E. Munnik, J. M. Frantz

  269-292

  • pdf

• Factors impacting occupational therapy student learning during the COVID-19 pandemic: Lessons from a university in South Africa

  S. Van Heerden, T. Gurayah

  293-317

  • pdf

• Do humanities graduates find jobs? The case of postgraduates in classics at a South African university

  F. Van Schalkwyk, F. Kamper, S. Masters

  318-333

  • pdf

• Reconceptualising global citizenship education for the age of generative artificial intelligence An Ubuntu-informed framework for AI literacy in higher education

  F. Waghid

  334-348

  • pdf