A study investigated perceptions of the business school dean's role in implementing the new American Assembly of Collegiate Schools of Business accreditation standards. Factors supporting or constraining that role, as viewed by deans, management and marketing department chairs, and faculty at four accredited comprehensive universities, were noted.…

Drawing on experience in South Africa, college-student learning difficulties are approached as problems in accessing and mastering the cognitive processes needed to develop the specific academic literacy required for the disciplines. Based on this theory, the article argues for integration of such academic development into mainstream…

Describes a new outcomes-based teacher-education curriculum being introduced in South Africa, noting its compatibility with complexity theory, which advocates self-organization, unpredictability, and randomness. While outcomes-based education is criticized for being behavioristic, for its prescriptiveness, for its rejection of modernism's…

Proposes an educational approach in which educators construct new roles as cultural awakeners and healers, enabling them to engage each learner in awakening individual cultural identity and cultural voice. To do this, educators must redefine culture, examine the link between culture and power, explore the dynamics of truth and power, and create…

A study of working conditions of black and white faculty (n=138) at all English-language, historically-white universities in South Africa found no differences by race or gender in ratings of the importance of routine employee and faculty fringe benefits. However, interviews revealed subtle distinctions. Attitudes toward various workload activities…

Implementation of the 1995 South African Qualifications Act necessitates a shift in the student-assessment model. Faculty must cope with increasingly underprepared students. Computer-assisted assessment is one alternative, but engaging the learner in the assessment process, through authentic and collaborative assessment processes, may be the best…

An increase in nontraditional students in traditionally white South African universities suggests the need for a new learning environment. Semistructured interviews with six Rand Afrikaans University students focus on this transformation process and the various ways to manage it, with implications for the university discussed. The interview…

Reviews current directions and developments in cognitive theory and instructional design, highlighting cognitive science, constructivism, component-based instruction, customization, and creativity. In a practical implementation, a computerized interactive learning environment which has been developed for university freshmen in theoretical computer…

Examines discrepancies between a proposed new framework for recognition of research in South Africa and existing policy on research recognition and funding, and argues that work on quality control in research done in other countries may provide the needed insights into research assessment for South Africa. (MSE)

Examines a central issue in university admission in South Africa, identification and selection of disadvantaged students with potential to succeed in higher education, and the search for solutions to this problem. Discussion focuses on the legislative requirements for transparent and fair selection. (Author/MSE)

Examines trends in use of teaching portfolios for college-faculty evaluation and development in Australia and the United States, offering a framework for portfolio use to address the diverse purposes, products, and processes of evaluation and the need for both formative and summative evaluation methods. The framework enables portfolio use to be…

An extract from a report on Sub-Saharan African university development by the Association of African Universities and the World Bank discusses current issues and needs in the areas of the role of the university, revitalization, access, financing, educational quality and relevance, resource management, keeping up with technological change, and…

The new curriculum for South Africa's schools is used to examine the use of the terms "paradigm" and "paradigm shift" in education. It is argued that, in this case, the scientific characteristics of the terms are being violated: that no macro-paradigm shift has occurred as a result of the introduction of outcomes-based education in South Africa.…

Examines the rhetoric of a curriculum development proposal at the University of Port Elizabeth (South Africa) which uses the concept of regionalism as a principal for curriculum development. The regionalist approach is then examined in light of two different approaches to the function of the university. It is concluded that postmodern universities…

Examines issues of linguistic diversity in the inclusive classroom, focusing on South Africa, including the history of linguistic diversity in that educational context, language as a transmitter of culture, and the relationship between culture and learning style. Suggestions are made for validating and affirming every learner's language and…