Prof Chris Winberg, Director at Fundani, was awarded a prestigious National Research Foundation (NRF) SARChI Chair in Work-Integrated Learning by Minister Naledi Pandor during a ceremony held at the Centre for Book in Cape Town during October 2015.
Fundani staff are actively engaged in researching work Integrated learning / university-work knowledge transfer, multilingual classrooms, improving first year experiences, maths education and general issues concerning academic staff development and curriculum design amongst others.
Furthermore, Fundani staff support and manage the Research Innovation Funding for Teaching and Learning (RIFTAL) project for the institution and the Work Integrated Learning Research Unit (WILRU).
Recent publications of Fundani staff (2014-2015)
De Graaf, F. 2014.The interpretation of a knowledge claim in the recognition of prior learning and the impact of this on RPL practice. Studies in Continuing Education, 36 (1).
Barnes, V. & Gachago, D. 2015. Digital storytelling and authentic learning: A case study in Industrial Design. In J. Condy, ed. Telling stories differently: Engaging 21st century students through Digital Storytelling. Stellenbosch: SUN Press, pp. 47–62.
Gachago, D. 2015. Seeing the world through somebody else’s eyes: developing capabilities for a socially just education. In J. Condy, ed. Telling stories differently: Engaging 21st century students through Digital Storytelling. Stellenbosch: SUN Press, pp. 99–106.
Gachago, D. & Cronje, F. 2015. When a story becomes more than just stoep-talk: Digital counter-storytelling with pre-service teacher education students. In J. Condy, ed. Telling stories differently: Engaging 21st century students through Digital Storytelling. Stellenbosch: SUN Press.
Gachago, D. 2015. Owning your emotions or sentimental navel-gazing: Digital storytelling with South African pre- service student educators. In J. Condy, ed. Telling stories differently: Engaging 21st century students through Digital Storytelling. Stellenbosch: SUN Press.
Gachago, D., Condy, J., Ivala, E., & Chigona, A. 2014. “All stories bring hope because stories bring awareness ”: students ’ perceptions of digital storytelling for social justice education. South African Journal of Education, 34(4).
Gachago, D., Ivala, E., Barnes, V., Gill, P., Felix-Minnaar, J., Morkel, J. & Vajat, N. 2014. Towards the development of digital storytelling practices for use in resource-poor environments, across disciplines and with students from diverse backgrounds. South African Journal for Higher Education 28(3): 961–982.
Garraway, J. (2015). Academic staff development in foundation provision. South African Journal of Higher education, 29 (1): 26-44.
Leibowitz, B., Garraway, J. and Farmer, J. (2015). Influence of the past on collective lives: a collective commentary. Mind, Culture and Activity, 22: 23-36.
Garraway, J., Bronkhorst, J. and Wickham, S. (2015). Between college and work in the Further Education and Training College sector. South African Journal of Education, 35 (1).
Garraway, J and Morkel J. (2015). Learning in sites of practice through a CHAT transformatory lens (Chapter 2). In Vivienne Bozalek, Dick Ng’ambi, Denise Wood, Jan Herrington, Joanne Hardman and Alan Amory (Eds.), Activity theory, authentic learning, and emerging technologies: Southern perspectives in higher education. London: Routledge.
Garraway, J. and Morkel, J. 2014. Learning at sites of practice. Progressio, 36 (2).
Garraway, J., Hugo, C. and De Waal, B. 2014. Futures studies and scenarios of degrees in universities of technology. Progressio, 36 (1): 191-205.
Hassan S. and Wium W. (2014). Quality lies in the eye of the beholder: A mismatch between student evaluation and peer observation of teaching. African Education Review.
Hassan, S.L. 2013. An analysis of the perceptions of academics regarding the reward for excellence in teaching versus excellence in research through the lens of critical theory. Alternation Special Edition No 9: 292–317. Higher Education in an era of reconstruction, internationalisation, competition and cooperation. ISSN 1023-1757.
Katiya, M. 2015. Making Sense of Errors Made By Analytical Chemistry Students in their Writing. JLTR- Journal of Language Teaching and Research. Academy Publication.
Mkonto, N (2015). Student’s learning preferences. Journal of studies in Education (5) 3. DOI: 10.5296/jse.v5i3.8125.
Ralarala M 2014. ‘Transpreters’. Translations of complainants’ narratives as evidence: Whose version goes to court? The Translator vol 2: 1-19
Leibowitz, B., Bozalek, V., van Schalkwyk, S. & Winberg, C. 2015. Institutional context matters: the professional development of academics as teachers in South African higher education. Higher Education: The International Journal of Higher Education Research, 69 (2): 315-330. ISSN 0018-1560 10.1007/s10734-014-9777-2
Winberg, C. Ntloko, N. & Ncubukezi, T. 2015. ‘Don’t Leave Before You Understand’: Supporting Masters Candidates in Business Studies, Critical Studies in Teaching and Learning, 3 (1): 1-20.
Recent academic reports/consultancies and other documents
Winberg, C., Engel-Hills, P., Garraway j. and Jacobs C. Work Integrated learning: Good practice guide. Council for Higher Education Education Monitor no. 12, August 201 1 (available at http://www.che.ac.za/media_and_publications/higher-education-monitor/higher-education-monitor-12-work-integrated-learning)
For Fundani Research enquiries, contact Associate Prof James Garraway email@example.com