African Higher Education: Developments and Perspectives
Michael Cross, University of Johannesburg, South Africa
Jane Knight, University of Toronto, Canada
Marlene de Beer, University of Johannesburg, South Africa
Amasa Ndofirepi, University of Johannesburg, South Africa
N’Dri Therese Assie-Lumumba, Cornell University, USA
Akilagpa Sawyerr, Ghana Academy of Arts, Ghana
Paul Tiyambe Zeleza, United States International University, Kenya
Saleem Badat, Andrew Mellon Foundation, South Africa
Goolam Mohamedbhai, Formerly University of Mauritius, Mauritius
Teboho Moja, New York University, USA
Reitumetse Obakeng Mabokela, University of Illinois Urbana–Champagne, USA
Adebayo Olukoshi, International IDEA, Ethiopia
James Otieno Jowi, Moi University, Kenya
Chika Sehoole, University of Pretoria, South Africa
This book series focuses on the historical foundations and current transformations of African higher education. It is aimed at scholars, students, academic leaders, policy makers and key stakeholders both in Africa and around the world, who have a strong interest in the progress, challenges and opportunities facing African higher education.
A diversity of higher education themes and issues related to African higher education at institutional, national, regional and international levels are addressed. These include, but are not limited to, new developments and perspectives related to knowledge production and dissemination; the teaching/learning process; all forms of academic mobility – student, scholar, staff, program, provider and policy; funding mechanisms; pan-Africa regionalization; alternate models of higher education provision; university leadership, governance and management; gender issues; use of new technologies; equitable access; student success; Africanization of the curriculum- to name only a few critical issues.
A diversity of approaches to scholarship is welcomed including theoretical, conceptual, applied, policy orientations. The notions of internationalization and harmonization of African higher education complements the cosmopolitan outlook of the series project through its comparative approach as critical imperatives. Finally, the book series is intended to attract both authors and readers, internal and external to Africa, all of whom are focused on African higher education including those doing comparative work on Africa with other regions of the world and the global South in particular.