Research

Bitzer E.M. & Fourie-Malherbe M. (2024). Doctoral co-supervision in South Africa – policies and practices. In Kumar V & Wald N (Eds): Supervising together: Doctoral co-supervision policy and practice across the world. Singapore: Springer.

Burford, J., McChesney, K., Frick, L. & Khoo, T. (2024). Conceptualising distance doctoral study after COVID-19: are we post-distance now? Distance Education, 1-18. https://doi.org/10.1080/01587919.2024.2388216

Delport, M.H & Frick, B.L. (2024). Building a resilient private higher education system in South Africa: Considering the role of distributed leadership in diversity. In Drinkwater, M. & Waghid, Y. (Eds.) The Bloomsbury Handbook on Diversity, Crises and Transformative Leadership in Higher Education. Bloomsbury.

Leshem S & Bitzer, E.M. (2024). How study supervisors navigate the socio-emotional needs of their doctoral candidates. Journal for New Generation Sciences, 22(1): 35 – 51.

Mason, S., Frick, B.L., Castelló, M., Cheng, W., Chong, S.W., Díaz-Villalba, L., García-Morante, M., Kong, M.S., Sakurai, Y., Shojaeian, N., Spronken-Smith, R.A., & Weise, C. (In Press). What makes a Thesis by Publication? An international study of policy requirements and restrictions. Journal of Higher Education Policy and Management,  https://doi.org/10.1080/1360080X.2024.2389357.

Mason, S., Frick, B.L., Castelló, M., Cheng, W., Chong, S.W., Díaz-Villalba, L., García-Morante, M., Kong, M.S., Sakurai, Y., Shojaeian, N., Spronken-Smith, R.A., & Weise, C. (In Press). Prominence, promotion and positioning of the “Thesis by Publication" in six countries. Higher Education Policy. https://doi.org/10.1057/s41307-024-00350-7

McChesney, K., Burford, J., Frick, L. & Khoo, T. (2024). Doing doctoral research by distance: Navigating off-campus, online, hybrid, and cross-national doctoral study. Routledge Insider Guides to Success in Academia series.

Rule, P. (accepted) Jesus talks to the Samaritan woman: A dialogic analysis. Acta Theologica

Rule, P. (2024). Dialogue, horizon and chronotope: Using Bakhtin’s and Gadamer’s ideas to frame online teaching and learning. Studies in Philosophy and Education, 43(2), 305-323. https://doi.org/10.1007/s11217-024-09933-8

Rule, P. & John, V. (Eds.) (2024). Handbook of case study research in the social sciences. Cheltenham: Edward Elgar Publishing.

Rule, P. (2024). Theory and theorizing in case study research. In P. Rule & V. John (Eds.) Handbook of case study research in the social sciences. Cheltenham: Edward Elgar Publishing (pp. 67-87).

Rule, P. (2024). Introduction: Case study research in the social sciences. In P. Rule & V. John (Eds.) Handbook of case study research in the social sciences. Cheltenham: Edward Elgar Publishing (pp. 1-14).

Rule, P. & Yazan, B. (2024). Knowledge and knowing in case study research: Towards a relational epistemology. In P. Rule & V. John (Eds.) Handbook of case study research in the social sciences. Cheltenham: Edward Elgar Publishing (pp. 31-50).

Tikkanen, L. Pyhältö, K.M., Van Lill, M., & Frick, B.L. (In Press). Does professional support from colleagues influence supervisory competencies and experienced burnout among doctoral supervisors? African Education Review, https://doi.org/10.1080/18146627.2024.2351001.

Frick, B.L. (2023). Creative Supervising / Supervising for creativity: Exploring the hidden dimensions of creativity in doctoral supervision. In Elliot, D., Guccione, K. & Bengtsen, S. (Eds.) Developing researcher independence through the hidden curriculum. Palgrave McMillan.

Hopwood, N., & Frick, L. (2023). Research supervision as praxis: A need to speak back in dangerous ways? Journal of Praxis in Higher Education, 5(2), 140-166.

Lategan L, Nel E & Bitzer, EM. (2023). A critical view on study doctoral supervisor capacity development at one university of technology in South Africa. Special Edition: Journal for New Generation Sciences, 21(1): 86 - 98. http://doi.org/10.47588/jngs.2023.21.01.a7

Pallitt, N., Grossman, H.M., Barlow-Zambodla, A., Liu, J.C., Kramm, N., Sikoyo, L. & Tshuma, N. (2023). Emerging principles for online cross-cultural, collaborative research. In: Shangase, P.Z., Gachago, D. & Ivala, E.D. (Eds). Co-teaching/co-researching in an unequal world. Vernon Press. Pyhältö, K., Peltonen, J., Anttila, H., Frick, B. L., & de Jager, P. (2023). Engaged and/or burnt out? Finnish and South African doctoral students’ experiences. Studies in Graduate and Postdoctoral Education, 14(1), 1-18.

Rossouw, N. & Frick, B.L. (2023). A conceptual framework for uncovering the hidden curriculum in private higher education. Cogent Education. DOI: 10.1080/2331186X.2023.2191409.

Tshuma, N. (2023). Reflecting on the knowledge-identity nexus in the learning design of an online postgraduate short course. In: Jaffer, T., Govender, S. & Czernewicz, L. (Eds). Learning Design Voices. Edtech Books.

Tshuma, N & Bitzer, E.M. (2023). Complex legacies and future prospects: Conceptualising changes in South African doctoral education. Innovations in Education and Teaching International, 60(5). https://www.tandfonline.com/doi/abs/10.1080/14703297.2023.2237941?journalCode=riie20

Tshuma, N. & Pallitt, N. (2023). Technology, time and communication: Exploring postgraduate students’ experiences of online supervision during the pandemic. Journal for New Generation Sciences, 21:1.

Bitzer E.M. (2022). Exploring doctoral examinations: A South African case. In Kumar, V, Sharmini, S & Taylor, S (Eds): Exploring doctoral examinations across the globe: Insights through international case studies. London: Routledge.

Brown, C. & Tshuma, N. (2022). Editorial: Special Issue: Understanding digital literacies in resource-constrained contexts. International Journal of Mobile and Blended Learning (IJMBL), 14:3.

Craven, A., & Frick, B.L. (2022). Boredom as a basis for fostering creativity in Higher Education: a call for pedagogical bravery. Innovations in Education and Teaching International. DOI: 10.1080/14703297.2022.2134171

Frick, B.L. (2022). In pursuit of doctoral pedagogy in the South – the role of Global Citizenship Education in moving beyond narratives of doctoral production for the knowledge economy. In E. Bosio, & Y. Waghid (Eds.). Global Citizenship Education in the Global South: Educators’ perceptions and practices. Brill Sense.

Khoza, B. & Tshuma, N. (2022). Photography education in resource-constrained contexts: Exploring the potential of mushfaking. International Journal of Mobile and Blended Learning (IJMBL), 14:3.

Löfström, E., Peltonen, J., Frick, L., Niglas, K., & Pyhältö, K. (2022). Profiles of doctoral students’ experience of ethics in supervision: an inter-country comparison. Higher Education. DOI: 10.1007/s10734-022-00917-6

Mason, S., & Frick B.L. (2022). Ethical and practical considerations for completing and supervising a PhD by Publication. In S.W. Chong, & N. Johnson (Eds). Demystifying PhD by Publication: Landscapes and Narratives. Springer.

McConney, A. & Fourie-Malherbe, M. (2022). Facilitating first-year student adjustment: towards a model for intentional peer mentoring. Journal of Student Affairs in Africa, 10(2): 163-177.

Petersen, M, Bitzer, E.M. & Van Schalkwyk, S. (2022). Navigating a midway between using student feedback for evaluation and enhancing teaching practice at Stellenbosch University as a research-intensive university. In Young, G (Ed). Academic Development and its Practitioners - A View from the Inside. Stellenbosch: Sun Media.

Steyn, R., Kohl, U., Frick, B.L., & Mahoney, W. (2022). Forces and forms of doctoral supervision: Looking towards the future. In M. Nerad, D. Bogle, U. Kohl, C. O’Carroll, C., Peters, & B. Scholz (Eds.). Towards a global Core value system in doctoral education (p. 290). UCL Press.

Bitzer E.M. & Leshem S. (2021). The invisible support networks of doctoral candidates: What acknowledgement sections of doctoral theses reveal. South African Journal of Higher Education, 35(3): 1 – 12.

Fourie-Malherbe, M. (2021). Background, rationale and overview of the publication. In Fourie-Malherbe, Magda (Ed). Creating conditions for student success. Social justice perspectives from a South African university. Stellenbosch: SUNPress.

Frick, B.L. (2021). Doctoral creativity as an epistemological force in saving and/or destroying the world. In R. Barnacle, & D. Cuthbert (Eds.). PhD at the end of the world. Springer.

Frick, B.L. & Mouton, J. (2021). Doctoral education as a field of global scholarship - An analysis of published research (2005-2017). In P. Rule, E.M. Bitzer, & B.L. Frick (Eds). The global scholar: Implications for postgraduate studies and supervision. African Sun Media.

Griesel, G. & Fourie-Malherbe, M. (2021). A framework for enhancing the design skill sets of Landscape Architecture students.   In Smith, Charlie (Ed). Progressive Studio Pedagogy. Examples from Architecture and Allied Design Fields. London/New York: Routledge/Taylor & Francis.

Leshem S. & Bitzer E.M. (2021). The functions of linkages within doctoral theses and how they contribute to text coherence. Per Linguam, 37(1): 97 - 108.

Owusu-Agyeman, Yaw & Fourie-Malherbe, Magda. 2021. Students as partners in the promotion of civic engagement in higher education. Studies in Higher Education, 46(6): 1241-1255. DOI:10.1080/03075079.2019.1666263

Rule, P., Bitzer, E. & Frick, L. (Eds.) (2021), The global scholar: Implications for postgraduate studies and supervision. Stellenbosch: African Sun Media.

Rule, P. (2021). Reflections on Covid-19 and the global scholar. In P. Rule, E. Bitzer & L. Frick (Eds.). The global scholar: Implications for postgraduate studies and supervision. (pp. 253-265). Stellenbosch: African Sun Media.

Rule, P., Bitzer, E. & Frick, L. (2021). The global scholar: Three conceptual lenses – horizon, currency, trajectory. In P. Rule, E. Bitzer & L. Frick (Eds.), The global scholar: Implications for postgraduate studies and supervision. (pp. 1-13). Stellenbosch: African Sun Media.

Schreiber-Barsch, S. & Rule, P. (2021). Shifting lenses to a participatory ethos in research: Adult learners with disabilities in Germany and South Africa. In A. Köpfer, J. Powell & R. Zahnd (Eds.), Handbuch Inklusion International: Globale, nationale und lokale Perspektiven auf Inklusive Bildung. (pp. 547-572). Opladen: Barbara Budrich.

Manana, T. & Rule, P. (2021). From deficit to apposite: A critique of NEET constructions of out-of-school youth in Eswatini (formerly Swaziland). International Review of Education – Journal of Lifelong Learning. https://doi.org/10.1007/s11159-021-09896-9

Van Zyl, B. & Fourie-Malherbe, M. (2021). Promoting student engagement among commuter students: a South African case study. Student Engagement in Higher Education Journal, 3(2): 119-140.

Fourie-Malherbe, M. (Ed.) Creating conditions for student success. Social justice perspectives from a South African university. Stellenbosch: SUNPress.

Tshuma, N. (2021). The vulnerable insider: Negotiating power, positionality and being in educational technology research. Learning, Media and Technology. 46:2, 218-229.

Tshuma, N. (2021). Harnessing technology for cultural transformation: A case study from South Africa. On_Education: Journal for Research and Debate. 4:12.

Fourie-Malherbe, M. (2020). Research and scholarship, in Student Affairs and Services in R.B. Ludeman and B. Schreiber (Eds.). Higher Education: Global foundations, issues and best practices, 3rd edition, Berlin: International Association of Student Affairs and Services (IASAS) in cooperation with the Deutsches Studentenwerk (DSW) Publishers.

Fourie-Malherbe, M. & A Müller. (2020). Student protests and higher education transformation: A South African case study, in Universities as political institutions - HEIs in the middle of academic, economic, and social pressures, edited by Leasa Weimer & Terhi Nokkala. Leiden: Brill Publishers.

Frick, B.L., & Pyhältö, K.M. (2020). Experiences of the doctoral journey: A cross-national perspective. Innovations in Education and Teaching International. DOI: 10.1080/14703297.2020.1811132

Mabunda, N.D., & Frick, B.L. (2020). Stakeholder Perceptions of the Employability of National Certificate (Vocational) Graduates: A South African rural case study. Journal of Vocational, Adult and Community Education and Training, 3(1): 89-108. 20. https://doi.org/10.14426/jovacet.v3i1.127

Petersen, M., Bitzer E.M. & Van Schalkwyk, SC. 2020. Student feedback of teaching practices at a research-led university: An activity theory perspective. Journal for New Generation Sciences, 18(1): 45 – 55.

Rule, P. (2020). Bakhtin and Freire: Dialogue, dialectic and boundary learning. In C. Brandist, M.E. Gardiner, E J. White & C. Mika (eds.). Bakhtin and the fullness of time: Bakhtinian theory and the process of social education. (pp. 181-215). Abingdon: Routledge.

Strydom, S. & Fourie-Malherbe, M. 2020. Pluralism as a vehicle for theory-building in educational technology research, in Theory and Method in Higher Education Research Vol. 6 edited by Malcolm Tight and Jeroen Huisman. Emerald Publishers.

Withering M. & Bitzer E.M. (2020). Graduate attributes: How do South African university students experience them? South African Journal of Higher Education. South African Journal of Higher Education, 34(3)

Bonzet, R., & Frick, B.L. (2019). Towards a conceptual framework for analysing the gendered experiences of women in TVET leadership. Journal of Vocational, Adult and Community Education and Training, 2(1): 1-21.

Bonzet, R., & Frick, B.L. (2019). Gender Transformation Experiences among Women Leaders in the Western Cape TVET Sector: A Narrative Response. Education as Change, 23. DOI: 10.25159/1947-9417/3521

Cronje, F. & Bitzer, E.M. (2019). Continuous professional learning in private higher education: Making a case for distributed leadership. South African Journal of Higher Education, 33(2): 52‒68.

Frick, B.L. (2019). PhD by publication – panacea or paralysis? African Education Review. DOI: 10.1080/18146627.2017.1340802

Frick, L., & Brodin, E. (2019). A return to Wonderland: Exploring the links between academic identity development and creativity during doctoral education. Innovations in Education and Teaching International. DOI: 10.1080/14703297.2019.1617183

Fourie-Malherbe, M. & Schreiber, B. (2019). International youth alienation and disengagement: are ‘care-less’ institutions to blame? Journal of College and Character, 20:4, 352-358. DOI: 10.1080/2194587X.2019.1669468

Groenewald, J. & Fourie-Malherbe, M. (2019). Residence heads as intentional role-players in promoting student success. Journal for Student Affairs in Africa, 7(2): 1-14. DOI: 10.24085/jsaa.v7i2.3821

Owusu-Agyeman, Y. & Fourie-Malherbe, M. (2019). Using an experiential learning model to design an assessment framework for workplace learning, in The Wiley Handbook of Global Workplace Learning, edited by Vanessa Hammler Kenon & Sunay Vasant Palsole. (1st edition). John Wiley & Sons.

Owusu-Agyeman, Yaw & Fourie-Malherbe, Magda. 2019. Workforce development and higher education in Ghana: A symmetrical relationship between industry and higher education institutions. Industry and Higher Education, DOI: 10.1177/0950422219875000.

McNamee, L. & Rule, P. (2019). Dispositions of newly qualified doctors encountering a language-related dilemma in South Africa. Southern African Linguistics and Applied Language Studies, 37(2), 158-170, DOI: 10.2989/16073614.2019.1632722

Tshuma, N. (2019). “I’ve got a deep, complicated relationship with technology”: Towards an understanding of the interplay of barriers and agency in academics’ educational technology practices. In L. Quinn (Ed.), Re-imagining Curriculum: Spaces for Disruption, (pp. 217-233), Cape Town: African SunMedia.

Virtanen, V., Pyhältö, K., Kukkola, J., & Frick, B.L. (2019). How do doctoral students in STEM fields engage in scientific knowledge practices? Frontline Learning Research, 7(1). Available online at https://journals.sfu.ca/flr/index.php/journal/article/view/336/517

Bitzer, E.M., Fourie-Malherbe, M., Frick, B.L. & Pyhältö, K (Eds.). (2018) Spaces, journeys and new horizons for postgraduate supervision. Stellenbosch: African SunMedia.

Bitzer, E.M., Trafford, V & Leshem, S. (2018). The doctoral viva voce as a rite of passage into academia. In Du Preez, P, Simmonds S (eds): A scholarship of doctoral education –on becoming a researcher. Stellenbosch: Sun Media. Pp.229 – 248.

Brodin, E.M., & Frick, B.L. (2018). The SISA matrix for feedback fostering doctoral students’ creativity. In S. Carter, & D. Laurs (Eds.). Giving Feedback on Research Writing: A Handbook for Supervisors and Advisors. Routledge.

De Jager, E. & Bitzer, E.M. (2018). The views of commerce students regarding ‘free’ higher education in South Africa. South African Journal of Higher Education, 32(4): 12 - 36.

Frick, B.L. (2018). Book review on Going to university: The influence of higher education on the lives of young South Africans. Journal of Student Affairs in Africa, 6(1): 107-112.

Frick, B.L. (2018). The original contribution: Myth or reality in doctoral work? In E.M. Bitzer, M. Fourie-Malherbe, B.L. Frick, & K. Pyhältö (Eds.). Spaces, journeys and new horizons for postgraduate supervision. African SunMedia.

Herman, N., Bitzer, E.M. & Leibowitz, B. (2018). Professional learning for teaching at a research-intensive university: the need for a ‘care-full’ environment. South African Journal of Higher Education, HELTASA Special Edition.

Leshem, S., Bitzer, E.M. & Trafford, V. (2018). Writing the introduction chapter of PhD theses: Comparative international perspectives. In Bitzer EM, Frick, BL, Fourie-Malherbe M & Phyältö K (eds): Spaces, journeys and new horizons for postgraduate supervision. Stellenbosch: African Sun Media. 163-176.

Nehal, M. & Rule, P. (2018). Imaginative play and reading development among Grade R learners in KwaZulu-Natal: An ethnographic case study. South African Journal of Childhood Education. 8(1), https://doi.org/10.4102/sajce.v8i1.518

Owusu-Agyeman, Y., Fourie-Malherbe, M., & Frick, L. (2018). Exploring the educational needs of adult learners: A study of three universities in Ghana. Journal of Adult and Continuing Education, 24(2): 165-187.

Robertson, C., & Frick, B.L. (2018). Conflicting priorities: the dichotomous roles of leadership and management at TVET colleges. Journal of Vocational, Adult and Community Education and Training, 1(1): 71-87.

Rule, P. & Naidoo, J. (2018). “I have learnt but am still developing”: Masters students’ evolving concepts of research. In E. Bitzer (Ed.), Spaces, journeys and new horizons for postgraduate supervision. (pp. 221-233). Stellenbosch: Sun Media.

Simmonds, S. & Bitzer, E.M. (2018). The career trajectories of postdocs in their journeys of becoming researchers. In Du Preez, P, Simmonds S (Eds): A scholarship of doctoral education –on becoming a researcher. Stellenbosch: Sun Media. Pp.273 – 294.

Bitzer, E.M., Trafford, V. & Leshem, S. (2017). The doctoral viva voce as a rite of passage into academia. In P Du Preez & S Simmonds (eds.). A scholarship of doctoral education: on becoming a researcher. Stellenbosch: Sun Media.

De Jager, P., Frick, B.L., & Van der Spuy, P.V.A. (2017). Developments in the production of PhDs in economics at four research-intensive universities. South African Journal of Science, 113(3/4): 9 pages. DOI: http://dx.doi.org/10.17159/ sajs.2017/20160117

Dunn-Coetzee, M. & Fourie-Malherbe, M. (2017). Promoting social change among students in higher education: a reflection on the Listen, Live and Learn senior student housing initiative at Stellenbosch University. Journal for Student Affairs in Africa, 5(1): 63-75.  DOI: 10.14426/jsaa.v5i1.2483

Frick, B.L. (2017). Book review on New Gen PhD. Higher Education Research and Development. DOI: 10.1080/07294360.2017.1360131

Frick, B.L., McKenna, S., & Muthama, E. (2017). Death of the PhD: When industry partners determine doctoral outcomes. Higher Education Research and Development. 36(2): 444-447.

Mather, N. & Rule, P. (2017). Getting the boys involved: Using an interactive questionnaire to investigate Grade 6 boys writing. Reading & Writing, 8(1), https://doi.org/10.4102/rw.v8i1.146

McCreanor, C.P.A. & Bitzer, E.M. (2017). A Curriculum Framework for the Professional Development of Corporate Social Responsibility Practitioners in South Africa. E-Journal of International and Comparative Labour Studies, 6(1), 1-35.

Odendaal, A., & Frick, B.L. (2017). Research dissemination and PhD thesis format at a South African university: the impact of policy on practice. Innovations in Education and Teaching International. DOI: 10.1080/14703297.2017.1284604

Rule, P. (2017). Nelson Mandela and dialogic lifelong learning. In C. Soudien (Ed.), Nelson Mandela: Global Perspectives of his Significance for Education. (pp. 31-44). Rotterdam: Sense.

Rule, P. (2017). The pedagogy of Jesus in the parable of the Good Samaritan: A diacognitive analysis. HTS Theological Studies, 73(3), a3886. https://doi. org/10.4102/hts.v73i3.3886

Rule, P. & Land, S. (2017). Finding the plot in South African reading education. Reading & Writing, 8(1), a121. https://doi.org/10.4102/ rw.v8i1.12

Aitchison, J. & Rule, P. (2016). South Africa. In Findsen, B. & Formosa, M. (Eds.). International Perspectives on Older Adult Education: Research, Policies and Practice. (pp. 399-410). Cham: Springer.

Albertyn, R.M. & Frick, BL (2016). A collaborative initiative for leadership development in higher education: managing knowledge across boundaries. South African Journal of Higher Education, 30(5), 11-27.

Bitzer, EM (2016). The role of institutional research in research on doctoral education. In J Botha & N Muller (eds.). Institutional Research in support of evidence-based decision-making in Higher Education in Southern Africa. Stellenbosch: Sun MeDIA.

Bitzer, E.M. & Matimbo, F.J. (2016). Cultivating African academic capital - Intersectional narratives of an African graduate and his PhD study promoter. Innovations in Education and Teaching International.

Bitzer, E.M., Trafford, V.N. & Leshem, S. (2016). Becoming doctorate as an end-point and a point of departure: Intervention experiences of doctoral supervisors and candidates. In M. Fourie-Malherbe, E.M. Bitzer, C. Aitcheson and R. Albertyn (Eds.). Postgraduate supervision: future focus for a knowledge society. Stellenbosch: Sun MeDIA.

De Jager E & Bitzer EM (2016). The professional identity of accounting lecturers at a research-led university. Accepted for publication by SA Journal of Higher Education, 30(4).

De Jager, P & Frick, L (2016). Accounting Doctorates Produced in South Africa 2008-2014. Meditari, 24(3), 438-457.

Faasen, M & Fourie-Malherbe, M (2016). Pitfalls in introducing audience response activities for teaching and learning: case studies from a South African university. Proceedings of the 10th International Multi-Conference on Society, Cybernetics and Informatics (IMSCI 2016), 5-8 July 2016, Orlando, Florida, USA

Fourie-Malherbe, M (2016). Employing institutional research to improve teaching and learning in South African higher education: challenges and possibilities. In J. Botha & N. Muller (Eds.). Institutional Research in support of evidence-based decision-making in Higher Education in South Africa. Stellenbosch: Sun MeDIA.

Fourie-Malherbe, M., Albertyn, R., Aitchison, C. & Bitzer, E. (Eds.). (2016). Postgraduate supervision: future foci for the knowledge society. Stellenbosch: SUN MeDIA.

Fourie-Malherbe, M, Bitzer, EM, Aitchison, C & Albertyn, RM (2016). Postgraduate education in the knowledge society: what are the implications for supervision? In M Fourie-Malherbe, EM Bitzer, RM Albertyn & C Aitchison (Eds.).. The future of postgraduate supervision in the knowledge society. Stellenbosch: African SunMedia.

Fourie-Malherbe, M, Botha, J. & Stevens, D (2016). Towards a better understanding of the rationale, challenges and benefits of joint degrees. In M Fourie-Malberbe, EM Bitzer, C Aithison & R Albertyn (Eds.). Postgraduate supervision: future focus for a knowledge society. Stellenbosch: Sun MeDIA.

Fourie-Malherbe, M & Frick, BL (2016). Higher education studies in South Africa: the work of Eli Bitzer in context. In L Frick, V Trafford & M Fourie-Malherbe (Eds.). Being scholarly. Festschrift in honour of the work of Eli M Bitzer. Stellenbosch: SunMedia.

Frick, B.L., McMaster, C., Murphy, C., & Motshoane, P. (Eds.) (2016). Postgraduate study in South Africa: Surviving and succeeding. African SunMedia.

Frick, B.L. (2016). PhD by publication: An institutional analysis. In M. Fourie-Malherbe, E.M. Bitzer, R.M. Albertyn, & C. Aitchison. The future of postgraduate supervision in the knowledge society. African SunMedia.

Frick, B.L., Albertyn, R.M., Brodin, E.M., Claesson, S., & McKenna, S. (2016). The role of doctoral education in early career academic development. In M. Fourie-Malherbe, E.M. Bitzer, R.M. Albertyn, & C. Aitchison. The future of postgraduate supervision in the knowledge society. African SunMedia.

Frick, L., Trafford, V. & Fourie-Malherbe, M. (Eds.). (2016). Being scholarly. Festschrift in honour of the work of Eli M Bitzer. Stellenbosch: SUN MeDIA

Langefeldt, F., & Frick, B.L. (2016). Ouer volwasse studente binne hoëronderwysinstellings: die erkenning van die voorafleerproses as ‘n voorbereidingsmeganisme vir akademiese sukses. Litnet Akademies. Available online at http://www.litnet.co.za/volwasse-studente-in-hoeronderwysinstellings-die-portefeulje-ontwikkelingskursus-as-n-voorbereidingsmeganisme-vir-akademiese-sukses/

Mkhabela, Z.L., & Frick, B.L. (2016). Student supervisor relationships in a complex society: a dual narrative of scholarly becoming. In B.L. Frick, C. McMaster, C. Murphy, & P. Motshoane (Eds.). Postgraduate study in South Africa: Surviving and succeeding. African SunMedia.

Naidoo, J. & Rule, P. (2016). Teachers’ subjectivities and emotionality in HIV/AIDS teaching. African Journal of AIDS Research, 15(3): 233–241. doi:10.2989/16085906.2016.1190768

Nuwagaba, E.L. & Rule, P. (2016). An adult learning perspective on disability and microfinance: The case of Katureebe. African Journal of Disability, 5(1), 10 pages. doi: 10.4102/ajod.v5i1.215

Theron, E. & Bitzer, E.M. (2016). Studente se leerbetrokkenheid aan 'n privaat-Hoëronderwysinstelling (Student learning engagement at a private higher education institution). Tydskrif vir Geesteswetenskappe (Journal for Human Sciences), 56(1), 207-220.

Tshuma N. (2016). Teaching and Learning with Technology: Reframing Traditional Understandings and Practices. Grahamstown: Rhodes University. URL: https://goo.gl/QOk5hJ

Van der Bijl, A., & Frick, L. (2016). Mentoring and the development of new Business lecturers in South African TVET colleges. African Journal of Pedagogy and Curriculum, 2(1): 79-91.

Baptista, A., Frick, L., Holley, K., Remmik, M., Tesch, J., & Åkerlind, G. (2015). The doctorate as an original contribution to knowledge: Considering relationships between originality, creativity, and innovation. Frontline Learning Research, 3(3), 51-63.

Bitzer, E.M. (2015). Alternative metaphoric narratives for research education: The doctoral quest. Journal for New Generation Sciences, 13(3), 1-16.

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