Ruksana Osman 1

CURRICULUM VITAE

Professor Ruksana Osman

PERSONAL DETAILS: Name: Ruksana Osman Current Position: Personal Professor and Deputy Vice-Chancellor:

Academic, Wits University Place of Birth: Marabastad, Pretoria, South Africa Citizenship: South African Work Address: University of the Witwatersrand Private Bag x3 Wits 2050 Johannesburg, South Africa Telephone: +27 11 717 3060 Email: ruksana.osman@wits.ac.za ACADEMIC AND PROFESSIONAL QUALIFICATIONS: PhD 2003 University of the Witwatersrand, Thesis titled: The recognition of prior learning (RPL): an emergent field of enquiry in South Africa CERT 2002 Council for Adult and Experiential Learning, Chicago, Assessor Training Qualification MEd 1992 University of the Witwatersrand, Dissertation entitled: Effects of

Instrumental Enrichment and CORT thinking on the creative thinking and attitudes of pre service teachers

BEd 1986 University of South Africa. Obtained with Distinction

HDE 1984 University of South Africa. Obtained with Distinction BA 1983 University of the Witwatersrand

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ACADEMIC AND RESEARCH DISTINCTIONS/AWARDS/RECOGNITIONS: • 2018-2022: Convener of the UNESCO Chair in Teacher Education for Diversity

(Renewed)

• 2020: External Advisor on British Academy Funded Program on Learning in Crisis

• 2013-2017: Convener of the UNESCO Chair in Teacher Education for Diversity

• 2019-2022: Appointment to the National Standards and Reviews Committee (NSRC) of the Council on Higher Education (CHE)

• 2017: Appointed to the Board of the Centre for Equity through Education,

Massey University, New Zealand

• 2013: Elected member of the Academy of Science of South Africa (ASSAF)

• 2013: Recipient of the Education Research in Africa Award (ERAA) for creating a conducive environment for educational research

• 2012: Promoted to personal professorship

• 2011-2015: Appointed as Associate Editor of Higher Education Research and

Development (HERD)

• 2009-2012: Recipient of a Mellon Grant to host three Distinguished Scholars

• 2012-2014: Recipient of a grant from the Africa Residency Program to host a Distinguished Scholar from the Continent

• 2009: Appointed as an External Judge of the Amcham CSI Awards

• 2008: Co-Founder of IGET: the International Gifted Education Teacher Network

• 2007: Appointed as Chair of the Learning Division of the 30th International

Congress of Psychology of the International Union of Psychological Sciences • 2003: Recipient of the Academic Prize for the Best Academic Article in the

Category “Perspectives in Higher Education”

• 2002: Appointed as an Associate Professor • 2002-2003: Recipient of the Community Higher Education Service Partnership

Best Practices in Service Learning Award • 2001–2002: Recipient of the Spencer Fellowship for Doctoral Studies in

Education and Policy Studies

• 1995: Appointed as a Senior Lecturer

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• 1991: Merit Award for Masters Studies in Specialized Education

• 1986: Appointed as a Lecturer • 1986: BEd Obtained with Distinction • 1984: Appointed as a Pre-School Teacher • 1984: HDE. Obtained with Distinction UNIVERSITY LEADERSHIP AND MANAGEMENT EXPERIENCE I have worked in a University environment for 32 years. I have 22 years of leadership

and management experience, starting out as the Head of a large Department, followed

by being appointed as Head of the School of Education and then Dean of the Faculty

of Humanities, DVC: Advancement, HR and Transformation and DVC: Academic. I

have been in the Senior Executive Team for 8 years.

In these management roles I have foregrounded the strategic positioning of these

entities – Department, School and Faculty within the broader University and in the

higher education sector as a whole. Through my experience I have been able to offer

leadership which is based on a deep understanding of the complex terrain of higher

education in South Africa, Africa and the world to the benefit of the intellectual

project of the University. My understanding of this terrain derives from my research

and scholarly work in this domain and my extensive management experience.

In my role as Head of School, Dean and DVC, I have worked actively to ensure that

administration and management work closely and intimately and in the service of the

intellectual project. By way of example, I am of the view that human resources and

finance are vital to the intellectual project of the University. The efficient

organisation and execution through thoughtful processes and adaptable practices in

HR and Finance enhances the work of academics and the experience they have of the

Faculty and the University. My experience in dealing with finances of a large and

complex School and Faculty with income from all three streams has taught me the

importance and the necessity for efficient systems and practices which academics find

useful and support and professional staff find implementable. This has meant

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recruiting competent administrators and finding a way to develop and support the

learnings of professional and administrative staff through a coherent and responsive

staff development programme. To my mind the intellectual project of the University

must be supported by a strong management and administrative framework.

Such a framework can only be effective if it is led by a person who not only

understands management and administration but also understands the academic

project and the importance of a vibrant and autonomous higher education sector more

broadly.

My leadership and management experience is listed below: University of the Witwatersrand: 2020 Deputy Vice Chancellor: Academic 2019 Deputy Vice Chancellor: Advancement, HR & Transformation 2019 Acting Deputy Vice-Chancellor: Advancement, HR and

Transformation (February to July) 2019-2023 Dean: Faculty of Humanities (term extended for 5 years) 2013-2018 Dean: Faculty of Humanities 2013 Acting Dean: Faculty of Humanities (Jan to August) 2010-2014 Head of School: Wits School of Education 2008 Chair: Wits School of Education Research Committee 2005-2007 Head of Department: Wits School of Education 2002-2004 Head of Department: College of Education at Wits Johannesburg College of Education: 1997–2001 Head of Department: Educational Studies, Johannesburg College of

Education 1995–2001 Senior Lecturer: Johannesburg College of Education Rand College of Education: 1986–1994 Lecturer: Rand College of Education 1989-1994 Head: Centre for Gifted Students RESEARCH LEADERSHIP AND STANDING I am an elected member of the Academy of Science of South Africa (MASSAf). I have sustained a programme of research, primarily focused on my central interest in higher education. From this primary interest, there are three thrusts that are discernible - equity, access and success in teacher and higher education; the nature of academic ways and other ways of knowing; and ways in which teachers and students relate to each other through the scholarship of teaching and learning in higher

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education. These together have provided a useful lens to understand and explore the role of the University in a transforming society such as ours. I have demonstrated research leadership by leading several multiyear research projects which take African led debates and insert these into global questions about student learning. RESEARCH-RELATED OUTPUTS Peer Reviewed Books

1. Walton, E and Osman, R (eds). (2018). Teacher Education for Diversity: Conversations from the Global South. Routledge. Teacher education for diversity: Conversations from the Global South

2. Osman, R and Hornsby, DJ. (eds). (2017). Transforming Higher Education in

a Global Context: Towards a Socially Just Pedagogy. Critical University Studies Series. Palgrave MacMillan Publishers. https://www.palgrave.com/de/book/9783319461755

3. R, Osman & N, Petersen. (2013). Service learning in South African Higher

Education: Studies in selected disciplines. Oxford University Press.

4. D, Hornsby, R, Osman & J, De Matos-Ala (2013). Large Class Pedagogy: Interdisciplinary Perspectives for Quality Higher Education. Sun Press: http://www.africansunmedia.co.za/SuneShop/ProductDetails/tabid/78/ProductID/351/Default.aspx

5. R. Osman., & H. Venkat. (2012). Research-led teacher education: Case

studies of possibilities. Pearson.

6. L, Conley, J de Beer, H, Dunbar, E du Plessis, S Gravett, L Lomofsky, V, Merckel, I, November, R, Osman, N Petersen, M, Robinson, M van de Merwe (2010). Becoming a Teacher. Heinemann.

Publications in Peer Reviewed Accredited Journals

7. De Wet, N and Osman, R (2019). An ecological approach to childhood in South Africa. An analysis of the contextual determinants. Perspectives in Education, 36 (2), 132-146.

8. Walton, E, Andrews, D and Osman, R (2019). Professional judgment in and for complex social and educational contexts. Southern African Review of Education ,25 (1), 5-15.

9. Andrews, D; Walton, E and Osman, R (2019).Constraints to the implementation of inclusive teaching: A Cultural Historical Activity Theory Approach. International Journal of Inclusive Education. DOI 10.1080/13603116.2019.1620880

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10. Osman, R., and Hornsby, DJ (2018). Possibilities toward a socially just pedagogy: new tasks and challenges. Journal of Human Behavior in Social Environment, 28 (3), 397-405.https://doi.org/10.1080/10911359.2018.1441083

11. Wright, E. & Osman, R. (2018). What is critical for transforming higher

education? The transformative potential of the pedagogical framework of phenomenography and variation theory of learning for higher education. Journal of Human Behavior in Social Environment, 28 (3), 257–270. https://doi.org/10.1080/10911359.2018.1441083

12. Osman, R., and Hornsby, D.J. (2016). Communities and scholarship in

supporting early career academics at the University of the Witwatersrand. Studies in Higher Education. http://dx.doi.org/10.1080/03075079.2016.1221659

13. Bernstein, C. & Osman, R. (2016). Positives and Negatives:

Reconceptualising Gender Attributes within the Context of the Sex role Identity and Well-Being Literature: An Examination within the South African Context. SA Journal of Industrial Psychology, 42(1), 1-12.

14. Maringe, F and Osman, R. (2016) Transforming the post school sector in SA:

limits of a skills driven agenda. South African Journal of Higher Education, 30 (5), 120-140.

15. Andrews, D and Osman, R (2015) Redress for academic success: possible

‘lessons’ for university support programmes from a high school literacy and learning intervention, South African Journal of Higher Education, 29 (1), 354-372.

16. Walton, E, Bowman, B and Osman, R (2015) Promoting Access to Higher

Education in an Unequal Society, South African Journal of Higher Education, 29 (1), 262-269.

17. Osman, R and Booth, S (2014) A research base for teaching in the primary

school: A coherent scholarly focus on the object of learning. South African Journal of Childhood Education, 4 (3), 159-174.

18. Nizeyimana, G and Osman, R. (2014) Student teachers’ academic

backgrounds and beliefs about teaching: Predicting student engagement and performance in a developing country, Education as Change, 18 (1), 77-90.

19. Shawa, L, B and Osman, R. (2014) Enhancing the learning environment in

Malawian universities: The challenge of neopatrimonialism, South African Review of Education, 20 (1), 58-69

20. Hornsby DJ, and Osman, R (2014) ‘Massification in Higher Education: Large

Classes and Student Learning,’ Higher Education, 67, 711-719. http://link.springer.com/article/10.1007/s10734-014-9733-1

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21. Nizeyimana, G and Osman, R. (2013) First year university student teachers’ beliefs about teaching and the teaching profession: The case of Rwanda. South African Review of Education, 19 (1), 98-120.

22. Khupe, C., Balkwill., K., Osman, R & Cameron, A. (2013) A needle in a haystack: a search for value for money in turn-around strategies for schools in difficult circumstances. Educational Research, 55 (2), 165-179.

23. Deacon, R., Osman, R. & Buchler, M. (2012) Education Research in South

Africa: 1995-2006. Journal of Education, 53, 97-116.

24. Osman, R. & Petersen N. (2010) Students’ Engagement with Engagement- the case of teacher education students in higher education in South Africa. Invited paper: Special Edition of British Journal of Education Studies, 58 (4), 407-419.

25. Deacon, R., Osman, R. & Buchler, M. (2010) Scholarship in Teacher

Education in South Africa: 1995-2006. Perspectives in Education, 28 (3), 1-12.

26. Deacon, R., Osman, R. & Buchler, M. (2010) Education Policy Studies in

South Africa: 1995-2006. Journal of Education Policy, 25 (1), 95-110.

27. Venkat, H., Osman R. & Booth, S. (2009) Diversity in pre-service teachers’ understandings of research. Education as Change, 13 (2), 245-261.

28. Deacon, R., Osman, R. & Buchler, M. (2009) Education Scholarship in

higher education in South Africa: 1995–2006. South African Journal of Higher Education, 23 (6) 2009, 1072-1085. Invited paper for Special Issue on Research trends in higher education in South Africa.

29. Osman, R., Cockcroft, K. & Kajee, A. (2008) English second language (ESL)

students as new members of a community of practice: Some thoughts for learning and assessment. Per Linguam, 24,1, 1–10.

30. Scott, J., Davis, J. & Osman R. (2008) Bringing best practices in

gifted education for culturally diverse learners: Beginning with South Africa. The International Journal of Learning, 15 (12) 2008, 105–110.

31. Osman, R. & Attwood, G. (2007) Power and participation in and through

service learning. Invited paper for special issue on Community Service Learning. Education as Change, 11, 3, 15–21.

32. Osman, R. & Casella. R. (2007) Learning through fieldwork: Undergraduate

research and teacher education in South Africa. Education as Change. 11, 2, 33–43.

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33. Osman, R. & Castle J. (2006) Making space for adult learners in higher

education. South African Journal of Higher Education 20, 4, 515–527.

34. Osman, R. & Castle J. (2006) Theorising service learning in higher education. Perspectives in Education, 24, 3, 63–70. Special issue on Higher education and the world of work.

35. Castle, J., Munro, K., & Osman, R. (2006) Opening and Closing doors for

adult learners at a South African University. International Journal of Education and Development (IJED), 26, 4, 363–372.

36. Osman, R. (2004) What matters in RPL? Learning from experience in higher

education. Education as Change, 8, 1, 50–60.

37. Osman, R. (2004) Access, Equity and Justice: Three perspectives on RPL in Higher Education. Perspectives in Education, 22, 4, 139–146.

38. Osman, R. (2004) Making the invisible visible - Portfolios and prior

knowledge in higher education. South African Journal of Higher Education, 18, 3, 305 – 315.

39. Castle, J. & Osman, R. (2003) Service learning in teacher education: An

institutional model for an emerging practice. South African Journal of Higher Education, 17, 2, 105–111.

40. Castle, J., Osman, R. & Henstock V. (2003) Service learning in higher

education: A case study. Education as Change, 7, 1, 3–20.

41. Osman, R. & Castle, J. (2002) The recognition of prior learning: A soft option in higher education? South African Journal of Higher Education, 16, 2, 63–68.

42. Osman, R. & Kirk, J. (2001) Teaching as agents of change: Teaching and

learning experience through and about change. Perspectives in Education, 19, 1, 172–180.

43. Osman, R. & Castle, J. (2001) The recognition of prior learning: Early

lessons, challenges and promise. South African Journal of Higher Education, 15, 1, 54–60.

44. Osman, R., Skuy, M., Cockroft, K. & Fridjhon, P. (2000) Effects of the

instrumental enrichment and the cort thinking skills programmes on the creativity of pre-service teachers. South African Journal of Higher Education, 14, 3, 161–168.

45. Ncoko, S., Osman, R. & Cockroft, K. (2000) Code switching among

multilingual learners in primary schools in South Africa: An exploratory study. International Journal of Bilingual Education and Bilingualism, 3, 4, 225–241.

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Book Review

46. Osman, R. (2006) The Psychology of Adult Learning in Africa: African

Perspectives on Adult Learning, by Thomas Fasokun, Anne Katahoire and Akpovire Oduaraan. Cape Town: UNESCO and Pearson Education, 2005.172 pp. In Perspectives in Education, 24, 1, 1117–1118.

Publications in Peer Reviewed Books/Contributions to Texts for the Specialist:

47. Osman, R; Maringe, F. (2019) “Transformation in Higher Education in South Africa: Towards the Decolonization of South African Higher Education.” In Oxford Research Encyclopedia of Education. Ed. George Nublet. New York: Oxford University Press, DOI:10.1093/acrefore/9780190264093.013.202

48. Osman, R; Maringe, F (2019) What is at stake when reforming Educational Pathways? Theoretical Reflections from the South of Africa. In M, Priyam, (Ed) “Reclaiming Public Universities: Comparative Reflections for Reforms", Routledge, forthcoming.

49. Maringe, F; Osman, R (2019) Decolonization of Higher Education in South

Africa: Opportunities and Challenges. In M, Priyam, (Ed) “Reclaiming Public Universities: Comparative Reflections for Reforms", Routledge, forthcoming.

50. Hornsby, DJ; Osman, R (2019) Changing University Governance in South Africa. In T. Strike, J, Nicholls; J, Rushforth & (Eds) “Governing Higher Education Today: International Perspectives, Routledge, Chapter 7 pp 113-124.

51. Finn, R., Walton, E. & Osman, R. (2018). Assimilation and celebration?

Discourses of difference in education and the development of critical diversity literacy. In E. Walton & R. Osman (Eds.). Teacher education for diversity: Conversations from the Global South pp. 1 – 20. Routledge.

52. Osman R and Hornsby DJ (2017) Transforming Higher Education: Towards a Socially Just Pedagogy. In R Osman and DJ Hornsby (Eds). Transforming Higher Education in a Global Context: Towards a Socially Just Pedagogy. Critical University Studies Series. Palgrave MacMillan Publishers. pp. 1-14.

53. Osman, R and Booth, S (2015) The Scholarship of Teaching and Learning for

educational transformation: objects of learning in focus. In S Booth and L Woollacott (Eds) The scholarship of teaching and learning in higher education: On its constitution and transformative potential. Sun Press, pp 155-167.

54. Osman, R. (2014) Forward. In E Walton and S Moonsamy (Eds) Making Education Inclusive: Ethical and Pedagogical Imperatives, Cambridge Scholars Publishing, Lady Stephenson Library, Newcastle upon Tyne, UK.

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55. Osman, R. (2013) Assessment of prior learning: A South African

perspective. In S, Laher and K Cockcroft (Eds) Psychological Assessment in South Africa: Research and Applications. Johannesburg, Wits University Press, pp 509- 515.

56. Hornsby, D, Osman, R & De Matos-Ala, J (2013) Quality teaching despite the

odds. In D, Hornsby, R, Osman & J, De Matos-Ala (Eds) Large Class Pedagogy: Interdisciplinary Perspectives for Quality Higher Education. Sun Press: Higher Education Series, pp 7- 20.

57. Hornsby, D, Osman, R & De Matos-Ala, J (2013) Large Classes, Student

Learning and Quality Education. In D, Hornsby, R, Osman & J, De Matos-Ala (Eds) Large Class Pedagogy: Interdisciplinary Perspectives for Quality Higher Education. Sun Press: Higher Education Series, pp 161- 172.

58. Petersen, N and Osman, R (2013) An Introduction to service learning in South

Africa. In R Osman and N Petersen (Eds) Service Learning in South African Higher Education: Studies in selected disciplines. Oxford University Press, Chapter 1.

59. Bernstein, C. & Osman, R. (2012) Graduateness as a contested idea:

Navigating expectations between higher education, employers and graduates. In M. Coetzee, J. Botha, N. Eccles, N. Holtzhausen and H. Nienaber Developing student graduateness and employability: Issues, Provocations, Theory and practical Guidelines, South Africa: Knowledge Resources, Chapter 3.

60. Booth, S; Osman, R & Venkat, H. (2012) The experience of research in pre-

service teacher education: A phenomenographic study of students’ experienced meaning of research in educational and professional contexts. In R. Osman & H. Venkat, Research-led teacher education: Case studies of possibilities, Pearson, pp 50-69

61. Venkat, H & Osman, R (2012) Teacher Education and quality schooling in

South Africa. In R. Osman & H. Venkat, Research-led teacher education: Case studies of possibilities, Pearson, pp 1-20

62. Petersen, N. & Osman, R. (2010) The teacher as a caring professional. In L.

Conley, J. De Beer, H. Dunbar-Krige, E. Du Plessis, S. Gravett, L. Lomofsky, V. Merkel, I. November, R. Osman, N. Petersen, M. Robinson and M. Van der Merwe Becoming A Teacher, South Africa: Pearson Education, pp 16-30.

63. Buchler, M., Castle, J., Osman, R. & Walters, S. (2007) Equity, Access and

Success: Adult Learners in Public Higher Education. In CHE Review of Higher Education in South Africa. South Africa: CHE, pp. 1–41.

64. Osman, R. (2006) RPL: An Emerging and Contested Practice in South

Africa. In P. Andersson and J. Harris (Eds.) Re-Theorising the Recognition of Prior Learning, Leicester: NIACE, pp. 205–220.

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65. Osman, R. (2004) 'After Apartheid: The recognition of Prior Learning at the

College of Education, University of the Witwatersrand’. In E. Michelson, A. Mandell and Contributors, (2nd ed) Portfolio Development and the Assessment of Prior Learning. Sterling, Virginia: Stylus Publishing, pp. 255–269.

66. Osman, R. & Castle. J. (2004) ‘The recognition of prior learning in higher

education: new challenges for teaching and learning. In S. Gravett and H. Geyser (Eds.) Learning and Teaching in Higher Education. Pretoria: Van Schaik, pp. 126–138.

Applied Research Output

67. Osman, R (2013) Turning the crisis in education around? Incorporate teachers at the heart of the strategy. Business School Journal, (1) 2013.

68. Osman, R. (2010) The challenge and the promise of university based teacher education. FOCUS (1) Special Issue: Teaching and Learning

69. Deacon, R., Osman, R. & Buchler, M. (2009) Audit and Interpretative

Analysis of Education Research in South Africa: What Have We Learnt? A research report submitted to the National Research Foundation.

70. Osman, R. & Booth, S. (2007) Towards Improved Teaching and Learning at

Wits: Research Notes on Teaching and Learning. Published notes from Teaching Symposium at Wits.

71. Michelson, E., Hendricks, N., Osman, R. & Volbrecht T. (2007) Review of

the Portfolio Development programme in the DLL at the University of the Western Cape. Research Report submitted to the Division of Lifelong Learning at the University of the Western Cape.

72. Buchler, M, Castle, P.J, Osman R. & Walters S. (2005) Equity, Access and

Success in Higher Education in South Africa for Adult Learners and Workers. Research Report submitted to the Council on Higher Education.

73. Castle, J. & Osman, R. (2005) START (Strive towards achieving results

together) Programme. Research Report submitted to the Sunshine Organisation of South Africa.

74. Osman, R. (2005) Report on Policies, Practices, Monitoring and Evaluation

Procedures in the Recognition of Prior Learning (RPL). Research Report submitted to the Higher Education Quality Committee of the Council on Higher Education.

75. Osman, R. & Castle, J. (2004) Report on Policies, Practices, Monitoring and

Evaluation Procedures in the Recognition of Prior Learning (RPL). Research Report submitted to the Higher Education Quality Committee of the Council on Higher Education.

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76. Osman, R. & Castle, J. (2004) Report on Policies, Practices, Monitoring and

Evaluation Procedures in Assessor Training and Development. Research Report submitted to the Higher Education Quality Committee of the Council on Higher Education.

77. Castle, J., Osman, R. & Henstock, V. (2002) Research Report on Service

Learning in Teacher Education, submitted to the Joint Education Trust (JET) and Community Higher Education Service Partnerships (CHESP).

78. Pendlebury, S., Gildenhuys, C., Stein, P., Corry, N., Osman, R., Harcomb, E.,

De Clerq, F., Slonimsky, L. & Mutloatse, T. (2001) Wit’s Response to the Report of the Review Committee on Curriculum 2005 Educational Practice, 6 (2001).

79. Castle, J., Osman, R. & Buchler, M. (2001) Will RPL Succeed in Higher

Education? Quarterly Review, 8(1).

80. Osman, R. (2001) RPL Models. Research Report submitted to the South African Institute of Distance Education (SAIDE).

81. Osman, R. (2001) The Recognition of Prior Learning at JCE, in the

Departments of Religion and Afrikaans. Research Report submitted to the Joint Education Trust.

82. Breier, M. & Osman, R. (2000) A National Survey of RPL Policy in Higher

Education In South Africa. Research Reports submitted to the Joint Education Trust and the Committee on Higher Education.

83. Osman, R. (2000) A Case Study of the Recognition of Prior Learning at

Technikon RSA. Research Report submitted for the Joint Education Trust.

84. Osman, R. (2000) The Recognition of Prior Learning at JCE, in the Departments of Education and English. Research Report submitted to the Joint Education Trust.

85. Osman, R. (1999) The Possibilities for the Recognition of Prior Learning in

Teacher Education. Research Report submitted to the Joint Education Trust.

Guest Editorship of Peer Reviewed Accredited Journals 86. Walton, E; Andrews, D and Osman, R. (2019). Southern African Review of

Education, Professional judgment in and for complex social and educational contexts.25 (1).

87. Osman, R and Hornsby, DJ. (2018). Journal of Social and Human Behaviour

Possibilities towards socially just pedagogies in higher education. https://doi.org/10.1080/10911359.2018.1441083

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88. Walton, E; Bowman, B and Osman, R. (2015) South African Journal of

Higher Education, 29 (1), Promoting Access to Higher Education in an unequal society.

89. Hornsby, D and Osman, R. (2014) Higher Education (2) Massification and Large Class Pedagogy in Higher Education.

90. Venkat, H and Osman, R. (2014) Education as Change 18 (1) Research-Led

Teacher Education in the Global South.

91. Osman, R. & Booth, S. (2009) Education as Change 13 (2) Scholarship of Teaching and Learning.

Editorial Advisor Gender Issues in Learning and Working with Information Technology: Social Constructs and Cultural Contexts, by Shirley Booth, Sara Goodman and Gill Kirkup. NY:IGI Global, 2010. 307 pp, ISBN 978-161692301-3. Peer Review of Book Proposals R Osman (2020) Bridging Troubled Waters: Deanship in the University, Voices from the South, Brill Publishers (African Higher Education Series: Developments and Perspectives. R Osman (2019) Becoming Somebody in Teacher Education: Lessons from the South, Routledge. R Osman (2019) Student Mobilities from the Global South, Routledge. R Osman (2019) Teaching International Relations in a Time of Disruption, Palgrave R Osman (2018) Reclaiming the University for the Public Good: experiments and futures in co-operative higher education, Palgrave. R Osman (2017) Expanding the Post-Schooling Education Sector in South Africa: ‘Massification’ Amidst Inequality, HSRC Press. Individual Research Projects for Qualification Purposes: Osman R. (2003) The recognition of prior learning (RPL): an emergent field of enquiry in South Africa. Unpublished PhD thesis, University of the Witwatersrand.

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Osman R. (1992) Effects of Instrumental Enrichment and CORT thinking on the creative thinking and attitudes of pre-service teachers. Unpublished Masters Dissertation, University of the Witwatersrand. Other Publications Osman, R (2018) How the humanities can equip students for the fourth industrial revolution

http://theconversation.com/how-the-humanities-can-equip-students-for-the-fourth-industrial-revolution-103925 Osman, R (2017) Inclusive higher education in South Africa not just a policy project but also an ethical project https://gemreportunesco.wordpress.com/2017/05/16/inclusive-higher-education-in-south-africa-not-just-a-policy-project-but-also-an-ethical-project Osman, R (2015) Spending alone will not save our schooling system. The Mercury Osman, R (2015) Private vs public schools: it’s not a simple numbers game. https://theconversation.com/profiles/ruksana-osman-170385/articles Osman, R (2015) How South Africa can disrupt its educational inequality. https://theconversation.com/profiles/ruksana-osman-170385/articles Osman, R (2013) Matriculation pass rates raise many questions! The New Age Gravitt, S. & Osman, R. (2011) Taking Teachers to Heart: The Mail and Guardian Education series. Osman, R. & Lloyd, G. (2007) Education for Inclusion: Faint hope or false promises? The Star Series: Education in South Africa Today. CONFERENCE PAPERS, SEMINAR PAPERS, KEYNOTE ADDRESES, RESPONSES, PANELS AND WORKSHOPS Aslam Fataar,Nazir Carrim and Ruksana Osman. Critical educational responses to the ‘fourth industrial revolution’: meanings, appropriations and critiques, Invited key note Plenary Panel Discussion, SAERA, Durban October 23 2019 Zerihun Woldu, Director of Research, Addis Ababa University, Ethiopia Samuel A. Nyanchoga, Dean of the Faculty of Arts and Social Sciences, Catholic University of Eastern Africa, Kenya Patricia Easton, Provost, Claremont Graduate University, USA Anya Luscombe, Director of Education, University College Roosevelt Duan Peng, Vice President, Communications University of China

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Jairos Kangira, Dean of the Faculty of Humanities and Social Sciences, University of Namibia, Ruksana Osman, Deputy Vice Chancellor, University of the Witwatersrand, Invited Provosts’ Panel: Universities and networks (roundtable discussion), Global Academy of Liberal Arts (GALA), Claremont Graduate University, USA, September 2019. Ruksana Osman, Babu Paul and Robin Crew. Work and the Future: Perspectives from Higher Education, Invited Panel Discussion, Johannesburg Institute for Advanced Study, Johannesburg, September 2018 Ruksana Osman, Gilbert Khadiagala, Felix Maringe and Tawana Kupe Framing a conceptual Study – US Africa Higher Education Network, Panel discussion, GIBBS, Johannesburg, July 2018 David Hornsby, Ruksana Osman, Felix Maringe, Brenda Leibowitz, Kibbie Naidoo, Razia Mayet, Danai Muptosa, Peace Kiguwa. Transforming Higher Education: Towards a Socially Just Pedagogy, Panel Discussion at the SoTL in the South Conference, University of Johannesburg, July 2017. Osman, R (2015) Perspectives on Teacher Education in South Africa: 21 years into democracy, Invited Respondent to Dr Edem Adubra on challenges of teacher education quality in Africa, Cape Town, 12-13 February 2015. Osman, R and Maringe, F (2015) Transforming the post school sector in South Africa: limits of a skills driven agenda. Presented at the International Conference on Higher Education Research, Shanghai, China, 18-20 September, 2015. Osman, R (2014) The Matric as Metric: Public Positions on Social Justice. Respondent to Dr Stephanie Allais on ‘How does matric measure the health of our education system’? Wits Institute for Social and Economic Research (WISER), University of the Witwatersrand, 2 December 2014. Woolacott, L.C., Booth, S., Anderberg, A., Kinderberg, T., Cameron, A., Pitso, T., Larson, M., Olsson, T., Osman, R (2014) A domain-centred analysis of the constitution of the Scholarship of Teaching and Learning. Paper presented at the 7th annual SoTL commons conference, Savannah, Georgia, 26 -28 March, 2014. Osman, R (2013) Plenary Roundtable on Humanities and Medical Pedagogies in Conversation. Body Knowledge Conference: Medicine and the Humanities in Conversation, Wits University, South Africa, 2-4 September, 2013.

Osman, R (2013) Revisiting the Delore Report. Invited Plenary Panel Discussion at the XV Comparative Education World Congress, 2013. Buenos Aires, Argentina Bernstein, C and Osman, R (2012) Graduateness: a contested idea. Paper presented at the 30th International Congress of Psychology, 2012. Cape Town Convention Centre: Cape Town, South Africa.

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Osman, R. (2011) Innovation, Curriculum and Transformation. Invited Response to paper by Professor Gillian Marcelle on “Why might innovation studies contribute to reflections on Humanities curriculum development”, Curriculum Transformation Seminar Series, Faculty of Humanities (invited) Osman, R and Hornsby, D (2011) Coping with big classes. Invited presentation to participants on the CARTA Program, December 5, Wits Medical School. Osman, R. & Buchler, M. (2010) Educational Research in South Africa: An interpretive analysis. Invited presentation to the Education Deans Forum. Osman, R. & Buchler, M. (2010) An overview of education research in South Africa between 1995 and 2006: what does the research tell us? Paper presented at the Kenton Conference, Golden Gate, October 2010. Osman, R. (2009) Invited Respondent to Jonathan Jansen’s paper “On the Clash of Matrylrological Memories”, at The 1st Apartheid Archive Conference, University of Witwatersrand in Johannesburg, South Africa, June 2009 (invited). Osman, R. & Casella, R. (2008) A South African Perspective on fieldwork in teacher education. Paper presented at the International Conference on Teacher Education in the Muslim World: “Addressing Issues and Challenges in the Muslim World through Reviving and Revitalizing Teacher Education” July 2008, Malaysia. Booth, S., Osman, R. & Venkatakrishnan, H. (2008) The experience of research in pre-service teacher education: A phenomenographic study of students’ experienced meaning of research in educational and professional contexts. Paper presented at Improving Student Learning through the curriculum, Durham, UK, September. Booth, S., Osman, R. & Anderberg, E (2008) Scholarship of Teaching and Learning and the transformation of learners, institutions and society. Paper presented at Improving Student Learning through the curriculum, Durham, UK, September. Venkatakrishnan, H., Osman, R & Booth, S (2008) Diversity in preservice teachers’ understandings of research. Paper accepted for presentation at the First Year Experience conference, Stellenbosch, South Africa, September, 2008. Osman, R. & Castle, J. (2008) Workshop on Ethics in Education presented to staff members at the University of the Witwatersrand, Centre for Learning and Teaching Development. Buchler, M., Osman, R., Walters, S. & Castle, J. (2007) Equity and Access. Paper presented at the 3rd International Conference on Researching Work and Learning, December 2007, Cape Town, South Africa. Osman, R. & Cassella, R. (2007) Fieldwork in teacher education. Paper presented at the International Learning Conference, July 2007, Johannesburg, South Africa.

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Osman, R. (2006) Invited Seminar on the recognition of experiential learning: Prospects for development in African Countries 25–27 June at the Centre international d’etudes pedagogiques in Sevres, Paris. Osman, R. (2006) Curriculum Implementation in Mathematics and Science Classrooms. Invited Respondent to four papers from presenters at a Seminar at the Marang Centre, University of the Witwatersrand, 12 May. Osman, R., Kajee, A. & Cockroft , K. (2006) Bilingual students’ experiences of academic writing in higher education in South Africa. Paper presented at the International Conference on Bilingualism in an ESL classroom: Issues and Challenges, 27–28 March 2006, Guwahati, Assam, India. Osman, R. (2005) Critical Theory and Service Learning in Higher Education in South Africa. Paper presented at the Community Service Learning Conference, 17–18 March 2005, University of Johannesburg, South Africa. Conference theme, Exploring Community service learning in Higher Education: Learning in for and from the field. Buchler, M., Osman, R., Walters, S. & Castle, J. (2005) Equity, Access and Success in Higher Education in South Africa for adult and workers. University of the Western Cape Colloquium, 4 February. Osman, R. (2004) Other ways of knowing and academic ways of knowing. Presentation at the 8th Annual RPL Training Workshop Series at the University of South Africa. Osman, R. (2004) Portfolio as a Pedagogy for reclaiming subjugated informal knowledge. Joint Conference of the South African Association for Research and Development in Higher Education and the Productive Learning Cultures Project (University of Bergen, Norway), 10–12 June 2004, Durban, South Africa. Conference Theme, African Knowledge Systems in Higher Education. Osman, R. (2003) RPL: A glance from three theoretical Perspectives. 13th Biennial Conference of the South African Association for Research and Development in Higher Education (SAARDE), 25–27 June 2003, Stellenbosch, Cape Town, South Africa. Conference theme, Rethinking and Re-imagining Higher Education. Osman, R. (2003) Portfolio Development in RPL. Convened a Portfolio Development Workshop at the 2nd National RPL Conference, 28–30 July 2003, CSIR Conference Centre, Pretoria, South Africa. Osman, R., Castle, J. & Henstock, V. (2002) Coupling School Experience with Service Learning. A Case Study in Teacher Education in South Africa. International Conference on Service Learning Research, Nashville Tennessee, October. Osman, R. (2002) ‘RPL and the NPDE’ (National Professional Diploma in Education). Position paper presented to members of the Teacher Education

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Directorate and Representatives from Higher Educations Institutions in South Africa, Doorn Kloof, 12 February. Osman, R., Buchler, M., Anderson, B. & Smith, E. (In order of presentations) and Levin, D. (Moderator of Panel Discussion). (2001) The Assessment and Recognition of Prior Learning in South Africa: A Panel Discussion. 26th International Conference on Teaching and Learning: Learner Centred Universities for the new Millennium. Rand Afrikaans University, Johannesburg. Osman, R. & Castle, J. (2001) RPL A Soft Option in Higher Education? Biennial Conference of the South African Association for Research and Development in Higher Education (SAARDE), Bloemfontein. Osman, R. (2001) Service Learning in Teacher Education. Presentation at the 4th Annual RPL Training Workshop Series at Technikon Southern Africa. Osman, R., Castle, J., Shalem, Y., Steinberg, C. & Attwood, G. (2000) Promise and Problems in RPL: The JCE and WITS Projects in Teacher and Adult Education. The Training and Policy Conference on the Recognition of Prior Learning. Eskom Training Centre, Midrand. SUPERVISION OF POSTDOCTORAL, DOCTORAL AND MASTERS STUDENTS Postdoctoral Fellows

• Dr Y Domingues Research on Higher Education Policy (2010) • Dr Brian Shawa Teacher Education Policy (2011)

PhD Students Completed and Current:

• Doug Andrews Completed 2020 (with E Walton) • Emmanuel Ojo Completed 2016

(with J Skinner thereafter supervised By S Booth)

• Lydia Shaketange Completed 2014 • Colleen Bernstein Completed 2013 • Gabriel Nizeyimana Completed 2013 • Faizel Bhyat Completed 2011 • Biki T Pitso Completed 2011 (with S Booth) • Jennifer Hadingham Completed 2011 (with J Castle) • Sonja Moissidis (LU) Proposal withdrawn due to change in job

M Ed by Dissertation Students Completed:

• Anisa Kajee Completed 2006 (with K Cockcroft) • Doug Andrews Completed 2013 (Distinction)

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M Ed by Research Report Completed

• Andrea Ben Completed 2009 HOST TO DISTINGUISHED FELLOWS:

• Professor Keith Trigwell - Sydney University (2009-2010) • Professor Mike Prosser - University of Hong Kong (2009-2010) • Professor Shirley Booth – Gothenburg University (2010-2012) • Dr Brian Shawa - Mzuzu University (2012-2014)

RESEARCH GRANTS AND FELLOWSHIPS: 2018 Recipient of a Mellon Grant, University of the Pretoria (200k) 2016 Recipient of a catalytic grant from the National Institute for the

Humanities and the Social Sciences (100k) 2015 Joint Recipient of DHET Grant for research led teaching (1 million) 2013 Joint Recipient of SPARC funding to mount a research project on a

‘Societal Innovation Lab’ (420K) 2012 Joint Recipient of SPARC funding to mount a research project on a

‘Societal Innovation Lab’ (350K) 2011 Joint Recipient of SPARC funding to mount a research project on ‘turn

around schools’ (350K) 2011 Recipient of external funding to continue the teacher education

and development research project (200K) 2010-2011 Recipient of a Mellon Grant to fund the visit of one

Distinguished Scholar to the Wits School of Education (100K) 2010 Recipient of SPARC funding to build the postgraduate academic

project in the Wits School of Education (200K) 2010 Recipient of external funding for teacher education and

development research project (200K) 2010 Joint recipient of the Wits Enterprise Dividend for the purchase of

research equipment to support practice based research in teacher education (50K)

2009-2010 Recipient of a Mellon Grant to fund the visit of two Distinguished Scholars to the Wits School of Education (200k)

2008-2010 Joint Recipient of a National Research Foundation (NRF) Grant (450K)

2007-2009 Recipient of an NRF/SIDA Links Research project (450K) 2007-2008 Recipient of SPARC funding for special issues of journals (30K) 2007-2008 Recipient of a Claude Leon Foundation Competitive Grant (20K) 2007 Recipient of a Carnegie Time-Out Grant (25K) 2006 Recipient of a Faculty Ad Hoc Grant (30K) 2005-2006 Recipient of a Carnegie Social Justice Grant (35K) 2004-2005 Recipient of a Research Grant from the Council on Higher Education

(100K) 2004 Recipient of a Faculty Research Promotion Grant (25K) 2001-2006 Recipient of a multi-year grant from the WK Kellogg Foundation and

Ford Foundation (320K)

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2001-2002 Recipient of a Spencer Fellowship for Doctoral Studies (120K) RESEARCH CONTRIBUTION, INTERESTS AND COLLABORATIONS My research contribution and scholarship has been crafted as an encounter and a response to some of the thorny questions of educational access in a complex post-apartheid South Africa. In particular, I have considered the legacy of educational neglect, exclusion of the majority from education and the valuing and devaluing of different forms of knowledge in both experiential and academic contexts and reflected on the meaning of these for higher education more broadly. Alongside and informing this output profile, I have demonstrated academic leadership through my years in the higher education sector by initiating and leading various large and substantive multiyear international research projects aimed at consolidating South African and African led debates and issues about higher education and access, but which are also inserted into debates on global questions about access to learning. MULTI-YEAR NATIONAL RESEARCH PROJECTS The research on equity and access through the recognition of prior learning began in 2001, and was the subject of my PhD dissertation. Between 2001 and 2006, I led a multi-year research and development project which examined the accreditation of prior learning in higher education. This research and development project was funded by the Kellogg Foundation and produced twelve peer reviewed papers and book chapters published locally and internationally. Of the twelve peer reviewed papers one was selected for the Juta academic prize for the best article in the category “Perspectives in Higher Education”. A second research project related to the theme of prior learning focused on equity, access and success in higher education. This project focused on the learning trajectories of students who had accessed higher education through the recognition of prior learning. This project was funded by the Council on Higher Education and was a collaborative project between the University of the Western Cape, the University of the Witwatersrand and the Centre for Education Policy and Development. We produced several peer reviewed papers and a book chapter from this research project. Intersecting with prior learning and experiential learning, I led a third research and development project (2003-2006) which examined the manner in which academic ways of knowing can interact with other ways of knowing through community service learning. This research project was funded by the Joint Education Trust (JET) and the WK Kellogg Foundation (WKKF). This project produced several peer reviewed academic papers. I was the recipient of the Community Higher Education Service Partnership (CHESP) award for “best practices in service learning”.

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Related Research Projects In 2015-2016 I collaborated on a national and regional research project focusing on early career academics’ experiences of support for teaching and learning in higher education in Africa. This research project was undertaken in collaboration with University of KwaZulu Natal. In 2007-2008 I was successful in a research bid to the NRF to undertake a research project on identifying current gaps and strengths in education research in post- apartheid South Africa. This research project (Interpretative analysis of educational research in South Africa, 2007-2009) was undertaken in collaboration with Professor Roger Deacon from the University of KwaZulu Natal and Michelle Buchler from the Centre for Education Policy and Development. The aim of the research was to compile a comprehensive database, and undertake a corresponding analysis, of any and all research projects that had anything to do with education research in South Africa in the broadest sense over the twelve years between 1995 and 2006, inclusive. To date this project has produced five papers in peer reviewed accredited journals. Together with subject specialists in the School of Education and with research collaborators (Professors Booth and Venkat) I initiated a quasi-longitudinal study (Students’ conceptions and experiences of research, 2007-2010) of the ways in which student teachers understand and experience research given that all undergraduate teacher education students have to complete a final research project in their fourth year of study. To date, one paper has been published in an accredited journal, one book chapter and two papers have been presented at conferences – one international and one local. In addition, a course on research methods for teachers has been reconceptualised to take account of the initial findings from this study. MULTI-YEAR INTERNATIONAL RESEARCH PROJECTS I was an associate partner on the OPULL – Opening Universities for Lifelong Learning (2009-2012) research project which investigates the possibilities for strengthening lifelong learning at institutions of higher education and represents a strategic partnership between experts in the field of higher education in Europe and South Africa. Elements of good-case-practices from partner countries have been identified and integrated into an overall model for open universities. The final goal of the OPULL project is to widen participation in higher education and thus increase the contribution which different professions and societal groups can make to our knowledge society. I have led a large multi-year (2007-2009) research project on Phenomenographic horizons – a collaborative study of empirical, theoretical and practical approaches to research the issues of learning and teaching in higher education (LaTHE) with the students’ experience of learning in focus. This research project brings together researchers concerned with learning and teaching in higher education (LaTHE) in Sweden and South Africa to consider critically the phenomenographic research approach and its associated theories by placing it into a broad context of current issues and other research approaches. This is a collaborative project between the University of the Witwatersrand, the University of Johannesburg, the University of Cape Town, Lund University and Gothenburg University in Sweden.

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I am leading the South African team of researchers on this project. A special issue of an ISI journal with learning and teaching in higher education as theme, with contributions from international researchers and Wits researchers has been edited by the lead partner S. Booth from Sweden and I. Associated with this last project, I am a member of an international research team (2008-2011) that is studying the Scholarship of Teaching and Learning (SoTL), as it is constituted by its practitioners, and its transformative potential at three levels: individual (learners), institutional (university) and societal (knowledge society). The outcome is expected to be a deeper understanding of the developmental processes of teaching and of SoTL, and theories which are grounded in SoTL practices, as well as a stable international network of scholars of teaching. This is a collaborative project between the University of the Witwatersrand, the Vaal University of Technology in South Africa, Lund University and the Blekinge Institute of Technology in Sweden. Several papers have been presented at various international conferences. This project has produced a book, a journal article and a conference presentation. Related Institutional Project As an offshoot of the Scholarship of Teaching and Learning (SoTL) research project, at Wits I have been collaborating with colleagues from Education, Economics, Health Sciences and Science Education to study the constitution and practice of SoTL in these fields. Several symposia have been arranged with presentations from Mellon distinguished scholars whom I have hosted. CURRENT MULTI-YEAR INTERNATIONAL RESEARCH PROJECT I am collaborating with colleagues from Rwanda (Kigali University), Cameroon (University of Buea), Malawi (Mzuzu), Mauritius (Institute of Education), Namibia (University of Namibia), UK (Oxford) and UK (Nottingham) on the theme of Teacher Education for Diversity and Development in the Global South. This is part of the research plan supporting the UNESCO Chair (2019-2022). The project to date has produced a book and a special issue of a peer reviewed accredited journal. I am an external advisor on an international research project titled: Disabled Refugee Students Included and Visible in Education. The project aims to understand the educational inclusion and exclusion of refugee students, particularly girls in Uganda, South Africa and Zimbabwe. CONFERENCE ORGANISATION Transforming Higher Education: Towards a Socially Just Pedagogy. February 3, 2016. Workshop organizer with Dr David Hornsby. This project sought to draw the relationship between transformation and teaching in higher education in South Africa. Colleagues from Wits and University of Johannesburg came together to discussion the

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notion of Socially Just Pedagogy and how we effect this in our classrooms. Published a book and a special issue of an accredited journal on this matter and disseminated as part of the Faculty of Humanities drive towards the Scholarship of Teaching and Learning. Coping with Big Class Sizes: Ramifications for South African Development. October 31-November 1st, 2011. University of the Witwatersrand. Two day symposium organized to address the pedagogical value of large class sizes, student engagement and practical strategies for coping, and the ramifications of this for South African development objectives. Symposium organized with Dr David Hornsby and Dr Jacqueline De Matos-Ala. Produced a book and special issue of a journal CONTRIBUTION TO THE UNIVERSITY I have been an active citizen in the University and have made significant strategic contributions to the work of various school, faculty, interfaculty and university committees listed below. I have been instrumental in drafting the University policy on RPL and was one of three lead members of a Joint Working Group on the merger of the former Johannesburg College of Education and the University. More recently I was tasked with chairing the a multi representative Covid-19 Rapid Response Committee which has focused on the wellbeing of the university community and which has led its work based on input from a variety of perspectives affecting staff and students and operations within the university.

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School and Division Committee Membership: • 2010 to 2012 Chair: Executive • 2010 to 2012 Chair: Senior Management Committee • 2010 to 2012 Chair: Finance Committee • 2010 to 2012 Chair: Transformation Committee • 2010 to 2012 Teaching and Learning Committee • 2010 to 2012 Research Committee • 2009 Chair: Research Committee • 2008 Chair: Research Committee • 2007 Co-Chair: Research Committee • 2006 Chair: Ethics Committee • 2005-2007 Head: Department of Social Context (later Education) • 2002 to 2012 Graduate Studies Committee • 2002-2004 Head: Department of Education, College of Education • 2001-2009 Executive: School of Education • 1997-2001 Head: Educational Studies (JCE) • 1997-2001 College Executive (JCE) • 1997 Undergraduate Curriculum Committee (JCE) • 1995 to 2012 Board of Examiners • 1988-1994 Chair: Curriculum Committee (Rand College) Faculty Committee Membership: • 2011 Chair: High Potential Steering Committee • 2010 to 2012 Humanities Executive • 2013 to present Chair: Humanities Executive • 2010 to 2012 Heads of School • 2013 to present Chair: Heads of School • 2010 to 2012 Chair: Finance and Budget Committee • 2013 to present Finance and Budget Committee • 2010 to present Teaching and Learning • 2010 to present Transformation Committee • 2010 to 2012 Faculty Staffing and Promotions Committee • 2007 to 2009 Faculty Board • 2010 to present Chair: Faculty Board • 2013 to present Chair: Faculty Staffing and Promotions Committee • 2007-2009 Staffing and Promotions representing Associate

Professors • 2006 to present Research Committee • 2003-2004 Research Committee • 2002-2007 Graduate Studies Committee • 2001-2005 Faculty Board • 2000-2001 Teacher Education Advisory Committee • 1998-2001 Teaching and Learning Committee (Legacy Faculty)

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University Committee Membership: • 2020 Chair: Covid-19 Rapid Response Task Team • 2019 Chair: Transformation Implementation Committee • 2019 Chair: Transformation Steering Committee • 2019 Chair: Faculty of Science Staffing and Promotions • 2019 Chair: Faculty of CLM Staffing and Promotions • 2019 Chair: Naming Committee • 2019 Chair: Wellness Forum • 2019 Chair: VC Transformation Awards • 2013-2018 Chair: Centre for Indian Studies • 2011 Chair: Feroza Adam Award Committee • 2019 University Council • 2019 Council Exco • 2010-2013 APDC (HOS REP) • 2013-2019 APDC • 2019 FINCO • 2013-2019 Internal Audit Committee • 2013 to present SET • 2019 VCO • 2019 Human Resources Committee • 2017 Human Resources Committee • 2015 to present Transformation Implementation Committee • 2019 Transformation Steering Committee • 2018 to present Honorary Degrees Committee • 2018 Deans Representative on the Naming Committee • 2019 Foundation Board of Governors • 2013 to present Dean’s representative on University Risk Committee • 2013 Capital Projects Steering Group • 2013 Staffing and Promotions Committee: Health Sciences • 2014 to present Smuts Memorial Trust • 2011 Education Policy Unit • 2010 to 2014 Centre for Deaf Studies • 2010 to 2014 Centre for Health Sciences Education • 2009 to 2013 Marang Centre for Maths and Science Education • 2008-2009 Education Policy Unit • 2013-2018 Wits Centre for Diversity Studies • 2013-2015 Origins Centre • 2012 Senior Appointments Selection Committee • 2010-2012 Senior Appointments Selections Committee (alternate) • 2010 to 2012 Issues Management Committee • 2010 to 2012 Strategic Planning and Allocation of Resources • 2010 to present University Forum • 2010 to present Senate • 2010 to 2012 Faculty Representative: SPARC • 2010 Head of School Rep on Senate Teaching and Learning • 2009-2010 Feroza Adam Award Committee

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• 2007-2009 Senate Teaching and Learning Committee • 2006-2007 University Ethics Committee (Non Medical) • 2005 Humanities Representative on Staffing and Promotions

Committee in the Faculty of CLM • 2004-2007 Senate Committee on Academic Freedom • 2003-2006 Undergraduate Financial Aid, Scholarships and Merit • 2003-2006 Postgraduate Financial Aid, Scholarships and Merit • 2001 Senate Committee on SAQA • 2000 Senate Committee on RPL University Review Committee: • 2014 Chair: Quinquennial Review School of Accountancy • 2013 Review of Centre for Property Development • 2011 Quinquennial Review of the School of Social Sciences • 2011 Review of the Centre for Learning and Teaching • 2006 Quinquennial Review of the School of Social Sciences • 2004: Quinquennial Review of the College of Education • 2001-2002 Joint Working Group to investigate the incorporation of • Johannesburg College of Education and Wits • 1996: Review committee for the quinquennial review of the

WITS/JCE Bachelor of Primary Education and the Higher Diploma in Education

Staff Development, Human Resource Development and Transformation: My work in staff development and staff mentoring has been formally acknowledged by the former Dean of Humanities (Prof. G. Olivier). My strong commitment to high quality research in teacher education and higher education has enabled me to take research leadership in mentoring new staff members in the university. I have demonstrated through example how to develop research capabilities. In the last ten years I have mentored several staff members who were identified as emerging scholars and who now hold senior ranks in this university and elsewhere. In particular, I have mentored staff in the Wits School of Education, the School of Social Sciences and the School of Human and Community Development. My mentoring has been varied, and has consisted of support for writing for publication, support for the completion of higher degrees, grant applications and leveraging grants for individual researchers, formation of research networks and convening of reading groups, seminars and colloquia. As Dean I have facilitated induction sessions for all staff joining the faculty- support, professional and academic. I have used these sessions to understand the interests of staff and then have tried to facilitate access for junior and new staff to senior staff with similar interests and access to funding streams relevant to areas of interests. To strengthen the induction, As Dean I also introduced a critical friend initiative where five Full Professors assisted me in providing ongoing support to the new

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incoming staff on issues of grant writing proposals, fundraising and research networks, probation/promotion and scholarly teaching. I have used a similar approach with professional staff especially in the case of the incoming Registrar and ensuring a critical friendship with experienced registrars. A third component of the induction has been to assist incoming staff with university policy especially probation and promotion policies. This I have done on a one on one basis, group basis and even whole department basis. I expressed my interest to meet with colleagues in departments and many departments invited me so that we could discuss elements of university policies relating to probation and promotion. Advancing a sustainable School and Faculty In the context of an increasingly resource-constrained global, continental and national higher education sector, I was responsible for strategically positioning the Faculty of Humanities at Wits to maximise its exposure to a diverse funding base to ensure research intensity. To this end, key funders such as the NIHSS, NRF, Wellcome Trust, and the Andrew Mellon Foundation supported the Faculty to the sum of more than R300 million. I have been particularly effective in ensuring that as a faculty we have been able to leverage resources in ways that have enabled our academics to pursue their interests and expertise in a variety of research domains. I have advanced a strategic orientation to pedagogy, access, and student learning by leveraging resources for practice based research and encouraging a research-led approach to teaching. Transformation I have read, and championed the transformation imperative in multiple ways. In this multiplicity, I have prioritised the role of people, resources and strategy. Strategically instead of spreading ourselves too thinly, I have led a focus on curriculum, the new generation of scholars and an inclusive professoriate. These three areas are selected because our experience shows that there is an interdependent relationship between them and that it is difficult to do the one without the other. I have conceptualised this interdependence as a form of pipeline for the want of a better word, recognising that we need to invest in every part of pipeline. To this end, I have leveraged a variety of resources to support these initiatives to ensure we are not dependent on just internal resources to drive this priority area and as a way of mitigating risks to these initiatives and sustaining these initiatives going forward. CONTRIBUTION TO TEACHING AND CURRICULUM INNOVATION I have led several academic innovations in teacher education programmes and I have selected a few of these innovations here which serve to show the link between my teaching and research interests. 2010: I introduced the practice of curriculum responsiveness and alignment for first year undergraduate students in the Wits School of Education. I also constituted a working group to do an analysis of assessment practices in all first year

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courses in the B Ed programme with a view to streamlining assessment practices and aligning these more broadly across the first year as a whole. 2009: I conceptualised a course with Professor Shirley Booth on Research Methods for undergraduate teachers. The particular focus of the course is on classroom based research with the aim of introducing student teachers to the fields, the issues, the approaches and the practices of teacher and classroom research, in an academic setting. 2009: At the invitation of the Faculty of Health Sciences I conceptualised a Masters level course with Professor Booth on the Scholarship of Teaching and Learning (SoTL) for educators in the health sciences. This course links well with our grant funded multi year research project on the scholarship of teaching and learning in higher education. 2002: I was the overall coordinator of the education courses in the B Ed degree. This entailed leading a team of course developers to conceptualize a 4-year programme for pre-service students with specialisations in the foundation phase, intermediate phase and senior phase of teaching. A challenge was to ensure that students were grounded in the disciplines of Education but also had an opportunity to focus on interdisciplinary topics and the beginnings of mounting a small research project. An additional challenge was to ensure that the programme prepared students for entry into the teaching profession and entry into postgraduate study in Education. The Bachelor of Education as a first qualification for teachers in South Africa is a new initiative. My work on the Standards Generating Body (SGB) for Educators in Schooling was particularly useful in conceptualizing the new B Ed programme at an institutional level. 2003: I conceptualised a Service Learning course for the B Ed degree. The focus of this course was to identify ways in which service to and in the community could be coupled with the School Practicum – which is an essential part of the B Ed. After conceptualizing and implementing this course in 2003 I set up a research project on service learning which undertook to theorise service in teacher education and to explore ways in which academic ways of knowing can interact with knowledge emerging from other sites practice such as schools, crèches and community organizations. This research project has produced several peer reviewed journal articles and was awarded the Community Higher Education Service Partnership prize (see Awards). Both these initiatives required engaging with rules and procedures for new courses within the University. The service learning course is a core module in the suite of Education courses and there are now several service learning initiatives within the School of Education. Since 2004 the School of Education makes a service learning prize available for the best service learning project in the third year of the B Ed degree. 1998: I was the overall coordinator of the Education courses in the Higher Diploma in Education for in-service teachers. I led a team of course developers to conceptualise a programme of study for experienced adult teachers who were previously disadvantaged and who needed to upgrade their existing qualifications.

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The challenge of the design was to identify the knowledge and skills that the experienced teachers brought with them and to match this experiential knowledge with the academic knowledge of the programme. This matching exercise raised several issues – epistemological and practical. Thus two years after the HDE was initiated and implemented, I led a research and development project on the recognition of prior learning in teacher education and the project took up the issues that our practice raised. This project produced several peer reviewed papers and invited book chapters. One of these articles won the Juta academic prize for the best article in the category “Perspectives in Higher Education” (see Awards and Publications). 1990: I conceptualised a course in Gifted Education for students registered for a Higher Diploma in Education at the Rand College of Education. The Rand College was a historically disadvantaged college which catered for black students. The course prepared pre-service teachers to work with diverse gifted learners and to respond to giftedness in under-resourced classrooms. The then Cape Department of Education commissioned me to write the material for this course which was to be implemented at other colleges of education under its jurisdiction. From 1990 to 1994 I served as the national external examiner for the course in gifted education. I was also appointed as the founding head of the Centre for Gifted Students. TEACHING EXPERIENCE My teaching experience covers the full range of modes - part-time/full-time study, pre-service and in-service teacher education, online, undergraduate and postgraduate study • Bachelor of Education: I have been the overall coordinator of this programme and

have taught the courses in Psychology of Learning. • Higher Diploma in Education: I have also been the overall coordinator of this

programme and have taught the modules in the Psychology of Learning. • Bachelor of Primary Education: I have taught the Research Methodology course

on this programme and have coordinated the Capstone Independent Research project.

• Gifted Education: I have taught several courses in this specialization with a focus on diversity and talent at Honours level.

• I have also tutored on courses in Philosophy, Sociology, Psychology and History of Education in the B Ed, B Prim Ed and the HDE.

• Post Graduate Certificate in Education: I taught a course on Teaching and Learning.

• I tutored on courses in Philosophy, Sociology, Psychology and History of Education in the B Ed, B Prim Ed, HDE and Honours.

• I conducted a Masters level course in tertiary teaching and case study methods to PhD students.

• I taught an online course on RPL assessment and Portfolio development.

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Internal Examiner: PhD: Ms Ellen Kakhuta Materecheria (Pragmatic Realities of Inclusive Education at Local School Level in a District of South Africa’s North West Province), Wits School of Education, 2008 PhD: Ms G. Haiden-Mooney (So Much for the Practice, Now What about the Theory? Vygotskian Principles of Higher Education in South Africa), Wits School of Education, 2008 PhD: Ms S. Rouhani (Internalisation of the South African public higher education sector: 1994–2001), Wits School of Education, 2007 External Examiner PhD: University of Johannesburg (2008)

University of Namibia (2007) University of the Western Cape (2006)

M Ed: Course work examiner for Education course at UKZN (2006–2007) M Ed: Course work examiner for a course in adult learning at UCT (2006–2007) M Ed: Numerous Research Reports and Dissertations from the UCT, UKZN, UJ,

SU and UWC (2001 to present) Honours: Examiner for a course in service learning at UJ (2008-2011) Honours: Examiner for a course on educational principles in Speech Pathology and Audiology at UP (2002–2004) Examiner of exam equivalent in Speech Pathology and Audiology at Wits (2003–2006) Examiner of Student Portfolio of Experiential Learning, Vaal University of Technology (2009) Examiner of a Student Portfolio of Experiential Learning, Empire State College, New York City (2003)

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CONTRIBUTION TO THE HIGHER EDUCATION SECTOR: The last twenty five years have seen significant changes, revisions and more changes to the policy terrain in Education, Teacher Education and Higher Education. Based on my expertise and academic standing I have been invited to participate in a number of national policy and curriculum task teams facilitated by the South African Qualifications Authority (SAQA), Council of Higher Education (CHE), University of the Witwatersrand (WITS), the Johannesburg College of Education (JCE), the Joint Education Trust (JET), Department of Basic Education (DBE), Department of Higher Education (DHE) and Department of Higher Education and Training (DoHeT). International and National Task Teams, Advisory Boards and Associations related to Higher Education: 2019-2022 Appointment to the National Standards and Reviews

Committee (NSRC) of the Council on Higher Education (CHE) 2020 Member of Editorial Advisory Board for the International

Journal of HRD: Practice Policy & Research 2019-2020 Member of the MESH International Advisory Council 2002-2003 Member of the Education Qualifications Committee facilitated

by Department of Basic Education (DBE) 2001-2003 Member of an International Advisory Group on RPL in South

Africa facilitated by the Joint Education Trust (JET) 2001-2002 Leader of the JCE delegation on the Joint Teacher Education

Working Group (Wits and JCE) exploring the design of a new generic B Ed as regulated in the Norms and Standards for Educators

2001-2002 Member of the Joint Working Group to investigate the

incorporation of Johannesburg College of Education and Wits 2001 Member of a regional working group tasked with responding to

the Report of the Review Committee on Curriculum 2005 2000-2003 Member of a National Reference Group on RPL in Higher

Education facilitated by the Council on Higher Education (CHE) and the Joint Education Trust (JET)

2000-2001 Member of the Standards Generating Body (SGB) for educators

in schooling, facilitated by South African Qualifications Authority (SAQA)

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2000-2001 Member of a National Reference Group on Adult Focused

Higher Education Institutions in South Africa, facilitated by the Joint Education Trust (JET)

National Deans Association: 2013- Member of the South African Humanities Deans Association 2010-2013 Member of the South African Education Deans Forum National Research related initiatives: 2019 Reviewer of the South African Research Chairs Initiative:

Five Year Review (NRF) 2018 Reviewer of the South African Research Chairs Initiative: Five Year Review (NRF) 2009 to present External Reviewer of funding proposals (NRF) 2007 External Reviewer of the Portfolio Development Course in the

Division of Lifelong Learning at the University of the Western Cape (UWC)

2002-2003 External Reviewer of Research Proposals on RPL facilitated

and funded by the Joint Education Trust and the WK Kellogg Foundation

1999-2001 External Reviewer of Educational Research Project Proposals

for the Human Sciences Research Council (HSRC) Reviewer for peer reviewed accredited journals: International: 2019 Journal of Teacher Education 2012 Studies in Continuing Education 2011 to present Higher Education Research and Development (HERD) 2008 to present Higher Education 2008 to present International Journal of Learning 2006 to present Qualitative Studies in Education 2018 American Journal of Community Psychology National and Regional: 2010 to present South African Journal of Psychology 2008 to present Per Linguam

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2005 to present Africa Education Review 2004 to present Perspectives in Education 2003 to present Education as Change 2003 to present South African Journal of Higher Education Consultant Editor: South African Journal of Higher Education Editorial Board: Southern Education Africa Review Editorial Board: Journal of Human Behavior in the Social Environment Board of Directors and Advisory Boards: 2013 to 2014 Origins Centre 2004 to present Sunshine Centre for teacher development 2000 to 2004 Life College and Life Co Past Membership of Professional Organizations: • Higher Education Learning and Teaching Association of South Africa

(HELTASA) • South African Education Research Association (SAERA) • South African Comparative Education • Higher Education Research and Development (HERD) • Education Association of South Africa (EASA) • National Association of Gifted Children • South African Association for Learning and Educational Difficulties (SAALED) • South African Council of Educators (SACE) • International Association of Cognitive Education in Southern Africa (IACESA) • Academic and Non-Fiction Author’s Association of South Africa (ANFASA)