SciSTIP communicates its research in various formats, including articles in peer-reviewed journals, books (especially edited collections) and chapters in those collections, as well as in peer-reviewed conference proceedings. In addition to applying these means to communicate primarily with its scientific peers, the Centre’s strong focus on service provision is reflected in its production of a sizable proportion of consultancy or commissioned reports and working papers.

Most recent publications

Institutional Research in South African Higher Education
Editors: Prof Jan Botha and Nicole Muller

This book, jointly edited by Professor Jan Botha and Ms Nicole Muller has the distinction of being the first book written on institutional research in South Africa and as such has a critical role to play in furthering research on the topic in the country. Institutional Research (IR) as a focus area within the broader field of higher education research (HER) has developed over the past fifty years or so into an established field of scholarship and practice, based in institutions and organised into a network of professionals and academic associations across the world.

In this book, twenty-six authors representing thirteen different universities in South Africa and the USA as well as the Department of Higher Education and Training present the results of research projects undertaken specifically for the purpose of this book, namely to analyse and explain the history, current state and possible future directions for IR in South African Higher Education. Engaging with and building on leading IR theories the authors of this book tell the story of IR in South African Higher Education, highlighting the range of intersecting contexts and practices characterizing this field of scholarship and practice in this part of the world.

Doctoral Education in South Africa: Policy, discourse and data
Authored by: Johann Mouton in cooperation with Nico Cloete and Charles Sheppard (2015)

The book makes recommendations about strengthening traditional doctoral education, and proposes a paradigm shift. It concludes by raising three policy issues: reaching the National Development Plan 2030 target of 5 000 graduates per annum, South Africa as a PhD hub for Africa and differentiation among different groups of doctorate-producing institutions.

This book is unique in the area of research into doctoral studies because it draws on a large number of studies conducted by the Centre of Higher Education Trust (CHET) and the Centre for Research on Evaluation, Science and Technology (CREST) over the past decade. In addition to these historical studies, new quantitative and qualitative research was undertaken to produce the evidence base for the analyses presented in the book. The studies focused on a range of issues related to the growth, efficiency, quality and transformation of doctoral education, doctoral supervision, doctoral tracer studies as well as drawing on studies from the rest of Africa and the world.
Knowledge Production and Contradictory Functions in African Higher Education
Edited by: Nico Cloete, Peter Maassen & Tracy Bailey (2015)

This volume brings together excellent scholarship and innovative policy discussion to demonstrate the essential role of higher education in the development of Africa and of the world at large. Based on deep knowledge of the university system in several African countries, this book will reshape the debate on development in the global information economy for years to come. It should be mandatory reading for academics, policy-makers and concerned citizens, in Africa and elsewhere.” – Manuel Castells, Professor Emeritus, University of California at Berkeley, Laureate of the Holberg Prize 2012 and of the Balzan Prize 2013

The dominant global discourse in higher education now focuses on ‘world-class’ universities – inevitably located predominantly in North America, Europe and, increasingly, East Asia. The rest of the world, including Africa, is left to play ‘catch-up’. But that discourse should focus rather on the tensions, even contradictions, between ‘excellence’ and ‘engagement’ with which all universities must grapple. Here the African experience has much to offer the high-participation and generously resourced systems of the so-called ‘developed’ world. This book offers a critical review of that experience, and so makes a major contribution to our understanding of higher education.” – Sir Peter Scott, former editor of Times Higher Education and Professor of Higher Education Studies, University College London, Institute of Education