Higher Education for the Public Good: Views from the South

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dc.contributor.editorLeibowitz, Brendaen_ZA
dc.date.accessioned2017-06-13T10:23:01Z
dc.date.available2017-06-13T10:23:01Z
dc.date.issued2012
dc.descriptionCITATION: Leibowitz, B. (ed). 2012. Higher Education for the Public Good: Views from the South. Stellenbosch: AFRICAN SUN MeDIA.en_ZA
dc.descriptionThe original publication is available from AFRICAN SUNMeDIA - www.sun-e-shop.co.zaen_ZA
dc.description.abstractBOOK BLURB: Higher education contributes to the public good in many ways. This book argues for transformational and reflexive approach that takes full account of the nature of the university, its practices and programmes. The authors of this inspiring collection discuss philosophical approaches and present empirical and practical ideas for teaching and learning at university for the public good. Four major aspects of transforming universities are explored: the purpose and ethos of the university; its conception of graduate attributes; the way prgrammes and teaching are delivered; and the institution's approach to academics and their professional development. This book will be indispensable to all universities who are evaluating their own principles and practices.en_ZA
dc.description.versionPublishers' versionen_ZA
dc.identifier.citationLeibowitz, B. (ed). 2012. Higher Education for the Public Good: Views from the South. Stellenbosch: AFRICAN SUN MeDIA.en_ZA
dc.identifier.isbn978-1-920338-88-6en_ZA
dc.identifier.issn978-1-928357-05-6 (ebook)
dc.identifier.urihttp://hdl.handle.net/10019.1/101763
dc.language.isoen_ZAen_ZA
dc.publisherTrentham Booksen_ZA
dc.relation.haspartTeaching citizenship in visual communication design: reflections of an Afrikaneren_ZA
dc.relation.haspartAfterword
dc.relation.haspartAn evaluative framework for a socially just institution
dc.relation.haspartCritical professionalism: a lecturer attribute for troubled times
dc.relation.haspartGraduate attributes for the public good: a case of a research-led university
dc.relation.haspartHopeful teacher education in South Africa: Towards a politics of humanity
dc.relation.haspartIntroduction: Reflections on higher education and the public good
dc.relation.haspartSelf study as a mechanism to foster hopeful teaching
dc.relation.haspartTowards a pedagogy of hybridity, reconciliation and justice
dc.relation.urihttp://hdl.handle.net/10019.1/101620
dc.relation.urihttp://hdl.handle.net/10019.1/101763
dc.relation.urihttp://hdl.handle.net/10019.1/101662
dc.relation.urihttp://hdl.handle.net/10019.1/101660
dc.relation.urihttp://hdl.handle.net/10019.1/101661
dc.relation.urihttp://hdl.handle.net/10019.1/101664
dc.relation.urihttp://hdl.handle.net/10019.1/101665
dc.relation.urihttp://hdl.handle.net/10019.1/101655
dc.relation.urihttp://hdl.handle.net/10019.1/101654
dc.relation.urihttp://hdl.handle.net/10019.1/101653
dc.rights.holderBrenda Leibowitzen_ZA
dc.subjectUniversities and colleges -- South Africa.en_ZA
dc.subjectUniversities and colleges -- Curricula -- South Africa.en_ZA
dc.subjectEducation, Higher --Social aspects -- South Africa.en_ZA
dc.subjectService learning -- South Africaen_ZA
dc.titleHigher Education for the Public Good: Views from the Southen_ZA
dc.typeBooken_ZA
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