2021 SCHOLARSHIP REPORT

COMMUNITY ENGAGEMENT UNIT

(Community Engagement & Learning and Teaching)

Compiled by Ms Pearl September-Brown Prof. Priscilla Daniels Ms Allison Fullard 2021 Community Engagement Unit Private Bag X17 Bellville, 7535

Disclaimer We have made every effort to ensure that the information contained in this report is accurate and up to date.

We make no warranties of any kind, expressed or implied, about the completeness, accuracy, reliability, suitability or availability of data in the report, in the information services, or in the related graphics. Any reliance placed on such information is therefore strictly at the reader’s own risk. Photographic material was sourced from Community Engagement Unit (CEU) and Graphic Designer.

© Copyright notice Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee, if copies bear this notice and the full citation on the first page, and that they are not made or distributed for profit or commercial advantage.

2

2019 I Annual Donor Report

(Community Engagement & Learning and Teaching)

The Scholarship of Engagement (SoE) Report 2021 highlights the Community Engagement and Teaching and Learning citations for 2020.

The citations captured, represent engaged research by UWC scholars from all faculties, support units, divisions, and centres at UWC. Engagement with communities at UWC is presented in its scholarship model, which categorises ‘engagement’ into: i) engagement through learning and teaching; ii) engaged research; iii) engagement with business, industry, and professional links (partnerships); iv) social and cultural engagement; and v) economic engagement. These streams are linked to the scholarship ‘types’ of Boyer (2008) that specify: a) scholarship of discovery – pushing back the frontiers of human knowledge; b) scholarship of integration, which focuses on producing interdisciplinary knowledge; c) scholarship of sharing knowledge, as widely as possible; and d) scholarship of integration, implying a scholarship of application, from theory to practice.

Preface

1

Deputy Vice-Chancellor: Academic Prof. Vivienne Lawack Scholarship of Engagement during COVID-19

3

Teaching & Learning

3

Community Engagement (CE)

4

Scientific Research Activities

5

Conclusion

5

Dean: Faculty of Arts and Humanities

9

Prof. Monwabisi Ralarala

9

Faculty of Arts and Humanities Community Engagement Citations 2020

10

Faculty of Arts and Humanities Teaching & Learning Citations 2020

11

Dean: Faculty of Community and Health Sciences

13

Prof. Anthea Rhoda

13

Faculty of Community and Health Sciences Community Engagement Citations 2020 14 Faculty of Community and Health Sciences Teaching & Learning Citations 2020

24

Dean: Faculty of Dentistry

25

Prof. Veerasamy Yengopal

25

Faculty of Dentistry Community Engagement Citation 2020 26 Dean: Faculty of Economic and Management Sciences

27

Prof. Michelle Esau

27

Faculty of Economic and Management Sciences Community Engagement Citations 2020 28 Faculty of Economic and Management Sciences Teaching & Learning Citations 2020

31

Dean: Faculty of Education

33

Prof. Rajendran Govender

33

Faculty of Education Community Engagement Citations 2020 34 Faculty of Education Teaching & Learning Citations 2020

37

Dean: The Faculty of Law

39

Prof. Jacques De Ville

39

Faculty of Law Community Engagement Citations 2020 40 Dean: Faculty Of Natural Science

41

Prof. Michael Davies-Coleman

41

Faculty of Natural Science Community Engagement Citations 2020 42 Faculty of Natural Science Teaching & Learning Citations 2020

46

Support Units, Divisions & Centers

47

Support Units, Divisions & Centers Community Engagement Citations 2020 48 Support Units, Divisions & Centers Teaching & Learning Citations 2020

48

REFERENCEs 49

t gives me great pleasure to release our 2nd Scholarship of Engagement Report at the University of the Western Cape (UWC). The SoE reflects a critical attitude towards shared knowledge that recognises different cultural contexts and diversity and incorporates these aspects into community engagement teaching, theory and practice, integration and research. My vision and strategy for implementing and institutionalizing the Scholarship of Engagement (SoE) at UWC is based on an infused principle as an integral component of linking community engagement with learning, teaching and research. This is also the rationale for the development of the principles for the SoE, which were based on the findings and outcomes of the successful Courageous Conversations initiated with the university community and various stakeholders.

UWC embraces various forms of CE which ranges from community-based education, interdisciplinary teaching and learning, service learning, problem-based learning, internships, WIL, community outreach and volunteerism all of which are interlinked with research. From the start the university recognised the importance of social responsibility and civic engagement and this is especially reflected in the strategic decisions made at executive level to engage in partnership initiatives that laid the foundation for the establishment of a Community Engagement Unit (CEU). The university has grown from its humble beginnings to the vibrant environment of today, hosting seven faculties with several schools, departments, centers and units. Each of these entities responds to the institution’s vision and mission as an engaged institution through the Scholarship of Engagement. This year the publication includes the academic publications of UWC on community engagement as well as learning and teaching.

Our university need to be a discursive space where we can boldly address societal issues through courageous conversations, as it have a direct bearing on academic work and life. We need to be actively engaged through knowledge creation and dissemination of these complex issues that emerges from our current realities. In my capacity as DVC Academic I have also ensured that community engagement is an essential prerequisite for appointment and promotion at UWC. We also recognise the efforts of staff, students and the community through our Annual Community Engagement Awards, which has elevated and enhanced the position of community engagement initiatives. The SoE database and publication plays a crucial role in facilitating the institutionalization of the Scholarship of Engagement and will expand funding support which will enhance and increase the scholarship of engagement at UWC.

1

Scholarship of Engagement Report I 2020

Scholarship of Engagement Report I 2020

2

n 15 March 2020, President Cyril Ramaphosa declared a state of disaster, which involved a nation-wide lockdown, to curb the spread of the COVID-19 virus (Republic of South Africa [RSA], The Presidency, 2020). Globally, the coronavirus has affected the economy, social sectors, as well as higher education (Hedding et al., 2020).

The students and staff members at Higher Education Institutions (HEIs) in South Africa felt the impact of COVID-19 immediately, which might be echoed for years to come (Hedding et al., 2020). “The pandemic provided, in real time, a master class in the opportunities and challenges” (Radecki et al., 2020, p. 22).

“Prior to the onset of the pandemic, there had already been calls for the education system in South Africa to adopt online technologies as a response to the fourth industrial revolution (4IR)” (Mncube et al., 2021, p. 2). However, when the coronavirus triggered the declaration of a state of disaster, HEIs in South Africa were impelled to accelerate the process into 4IR, by adapting to conduct most university activities online (Mncube et al., 2021). According to the World Bank Education Global Practice (2020, p. 1), prior to the pandemic, “the world was already dealing with a learning crisis, as evidenced by high levels of learning poverty”, which currently, has been magnified by the COVID-19 virus, exposing the inequalities within education, globally. According to a global survey, completed by the International Association of Universities (IAU), all institutions, except one, were impacted by COVID-19, and approximately 60% of them reported all activities stopped, and campuses closed (Marinoni et al., 2020). Consequently, the pandemic affected the core functions of HEIs, namely, learning, teaching, engagement, and research, thereby propelling most institutions into unknown territory.

Teaching & Learning Due to the physical and social distancing, contact-based teaching and learning was interrupted, with many universities moving to online platforms (Mncube et al., 2021). In addition, the implementation

3

Scholarship of Engagement Report I 2021

of lockdown measures prompted many universities to postpone, or move traditional ‘sit down’ examinations to online assessments (Mncube et al., 2021). Although, for some South African universities, online teaching and learning was not a new concept, for many it was (Mncube et al., 2021). However, Aristovnik et al. (2020) argued that the rapid transition from traditional teaching and learning to online, should not compromise the quality of teaching and learning.

In South Africa, the majority of students are dependent on financial assistance; therefore, many HEIs had to address the challenges of resources (Hedding et al., 2020). Various universities “negotiated with several cellular networks to make data available to students (at a cost to the university, thereby forcing universities to reshuffle their financial budgets and/or asking the general public to donate to discretionary funds), and provided devices to disadvantaged students” (Hedding et al., 2020, p. 1). In addition, a number of educational websites were made data-free, to assist students. However, many rural students still had infrastructure issues, related to electricity supply and poor network coverage (Aristovnik et al., 2020; Hedding et al., 2020). To mitigate some of these challenges, the University of the Western Cape (UWC) implemented a catch-up phase (phased return to campus for the students without equipment and data challenges), as well as a phased approach for assessments (Universities South Africa [USAf], 2020).

According to a global survey (Marinoni et al., 2020a), two thirds of institutions reported that traditional classroom activities were replaced by distance teaching, and 25% suspended most activities, while developing alternative solutions, such as digital teaching and learning, or self-study methods. Only 7% of all the institutions surveyed, reported that teaching was cancelled (Marinoni et al., 2020).

However, only 29% of African HEIs were able to move to online, whereas nearly 70% closed their campuses and suspended teaching (Marinoni et al., 2020a). Consequently, Marinoni et al. (2020a, p. 23) cautioned that should these disruptions continue for a long period, it could have a “major negative impact on the learning opportunities for students”.

“COVID-19 pandemic has revealed the deficiencies of the current system in higher education institutions and the necessity for more educators training in digital technology in order to fit into the rapidly changing education system of the world” (Mncube et al., 2021, p.

397). However, due to this crisis, many universities developed more flexible and innovative methods to “offer both theory and practical components to students, and find alternative forms of formative (and most likely summative) assessment” (Hedding et al., 2020, p. 1).

The swift progression into digital teaching necessitated that many “academics with teaching responsibilities had to upskill and familiarise themselves quickly with online learning platforms” (Hedding et al., 2020, p. 1). Teaching on digital platforms encouraged academic teaching staff to focus on problem solving, critical thinking, and applied understanding, by using a holistic and integrative approach (Hedding et al., 2020). Consequently, it appears that blended, or hybrid models of teaching and learning will become the ‘new normal’; therefore, it is essential that HEIs “take account of the capacities of university IT staff and academics to use fast-changing technologies effectively for educational purposes” (Van Schalkwyk, 2021, p. 50).

Globally, universities were propelled into the fourth industrial revolution, by transitioning from traditional classroom activities, to digital platforms. This exposed South Africa’s inequalities, lack of infrastructure, as well as lack of experience in learning and teaching on digital platforms, which initially delayed the transition for many universities. Yet, resilience was displayed by many teaching academics, working remotely, with its own challenges, adapting to the ‘new classroom’, and devising adequate systems for learning and teaching online, with the assistance eLearning.

Community Engagement (CE) Community engagement (CE) did not escape the effects of the pandemic. Many organisations changed the way they worked during the pandemic to combat the challenges of COVID-19, being compelled to collaborate, instead of working in silos (Pinxteren et al., 2020). According to Marinoni et al. (2020a), two thirds of HEIs in

the global survey reported that CE and its partnerships were affected

by COVID-19. While less than half reported a positive impact, the other half revealed the weakening of partnerships (Marinoni et al., 2020a). The survey reported that almost fifty percent of institutions increased CE activities during the pandemic, whereas less than one third reported a decline in CE activities (Marinoni et al., 2020b). Nearly 60% of all HEIs’ CE activities, globally, were in response to COVID-19, whereas 31% were unrelated (Marinoni et al., 2020a). CE initiatives, in response to the pandemic, included university hospitals providing care for affected people, medical advice and support, developing science communication initiatives, and lastly, increasing community actions (Marinoni et al., 2020a). Additionally, the survey reported that the Africa region experienced an increase of community actions; however, the most common CE activity was science communication initiatives, developed at 60% of HEIs in Africa (Marinoni et al., 2020a).

The Africa region reported two equal groups within HEI (Marinoni et al., 2020a), “one which has been able to react more promptly to the crisis and profit from new opportunities offered by the crisis and one which did not have the means or the capacity to do so and represents universities which have been the most affected by the crisis” (Marinoni et al., 2020b, pp. 3/4). Additionally, according to Marinoni et al. (2020b), institutions in the Africa reported more challenges, as well as negative effects, in comparison to other regions in the survey. Marinoni et al. (2020b, pp. 3/4) expressed concern about the growing inequalities among universities, “with one group being in a weaker position than the other to react to the crisis and feeling its consequences more negatively”. The measures implemented, to limit the spread of COVID-19, also magnified the existing challenges and inequalities in South Africa, as it caused the most vulnerable citizens to worry about food, homelessness, health, and well-being.

Therefore, the university should draw on its considerable experience in conducting community engagement, as well as increase collaboration between HEIs, government, the private sector, and society, to minimise these inequalities

Scholarship of Engagement Report I 2021

4

Scientific Research Activities Many scientific research activities were impacted by the pandemic, namely, travel restrictions, causing researchers to loose critical data, even entire projects. Globally, universities paused non-essential projects, with many researchers reporting disruption of fieldwork, which resulted in insufficient data, especially for multi-year projects (Radecki et al., 2020). Due to this crisis, a huge surge in research resulted, related to COVID-19 (Radecki et al., 2020). Even in South Africa, there was an increase in funding for research related to COVID-19, and many universities undertook research, in pursuit of solutions to remedy the crisis (Universities South Africa (USAf), 2020).

However, Radecki et al. (2020) cautioned academics not to neglect research on other health priorities, as it could result in other potential risks, post-COVID-19.

Globally, the way scientific research was conducted, changed during the pandemic. Many academics and scientist set aside their own academic agendas, to focus on collaborative initiatives to find solutions for the current COVID-19 crisis. “A community that was once known for being secretive about their data now has a growing sense of mission taking priority over individual credit, and the spreading realization of ways in which one field can benefit another. Research scientists of all fields have been forced to become not only more creative, but more cooperative and resilient.” (Radecki et al., 2020, p. 21). The desperation to publish on COVID-19, within a short period, could result in the publishing of subpar methodological research quality, or publishing in predatory medical journals (Martins et al., 2020). Martins et al. (2020, p. 2288) cautioned, “the scientific community must be

5

Scholarship of Engagement Report I 2021

wary of the potential trade-off between quantity and quality”.

Evidently, during the COVID-19 pandemic, there has been a huge increase in preprints, and although it is a legitimate platform to share results, Martins et al. (2020) were concerned that this non-peer– reviewed method may promote the spread of inaccurate results. Even “legitimate journals may be called into question”, due to “offering fast-tracked services for COVID-19 publications” during the pandemic (Martins et al., 2020, p. 2288). Public Health interventions and research, related to the pandemic, were pushed to the forefront, to find solutions; however, the academic community has to take on the responsibility of striving towards publishing and distributing high quality research, especially during this time. Many have argued that working remotely has afforded academics the necessary time to complete research, and maybe universities need to devise strategies to encourage this trend of being actively engaged in research, post-COVID-19.

Conclusion The pandemic has affected everyone, and it is imperative that academia display compassion during these challenging times (Hedding et al., 2020). Secondly, this crisis has encouraged academics to be innovative (Hedding et al., 2020), creative, and flexible (Van Schalkwyk et al., 2021) regarding the manner in which they conduct research and facilitate learning. If HEIs continue with online learning there has to be a strategic plan towards upskilling and improving the digital communication infrastructure, to ensure equal access, as well as benefits for all students and staff. COVID-19 is likely to cause a decline in funding to universities; therefore, it is essential that universities

CHOICE OF COLOURS: Gold The community holds a wealth of indigenous knowledge and community resilience which is harnessed through teaching & learning, partnerships & networking, capacity building, mentoring/ coaching, community engagement, reflective practice, research and information sharing in line with national priorities.

Blue Partnership provides strength and opportunity.

It signifies the limitless impact of partnerships.

Red Foundation of our philosophy and ethos, providing the framework within which we function and which governs our contect.

ership & Citizen r tn ry Pa

Scholarship of Application Sustainable Communities

Scholarship of Engagement HIGHER EDUCATION INSTITUTION (Policies, Mission, Ethos, etc, which GUIDE engagement)

Figure. 1 Scholarship of Engagement Model

increase public–private funding partnerships between government, universities, and industry. Our history in the liberation struggle informs our CE response to our current context; therefore, it is crucial that we continue prioritising the community’s perspective of desired change, through the Scholarship of Engagement.

Discussion of Centric Circles: Scholarship of research aims at monitoring and evaluating the CE process through a structured reflective praxis.

Scholarship of integration aims at continuous facilitation

integration and promotion of CE through capacity building, mentoring and coaching between role-players and stakeholders towards enhancing partnerships.

Scholarship of theory and practice aims at partnership and citizenry building for the purpose of empowerment.

Scholarship of application aims at facilitating sustainable communities through the recognition of indigenous knowledge and resilience.

Scholarship engagement facilitates an enabling environment for sustainable communities through CE and has its foundation and structure within Higher Education Institution frameworks.

Scholarship of Engagement Report I 2021

6

university of the western cape

faculty citations

7

Scholarship of Engagement Report I 2021

Scholarship of Engagement Report I 2021

8

ne of the important developments, associated with the inevitable change because of COVID-19, is the witnessing of the way colleagues in the faculty assumed the challenge of re-skilling themselves and supporting students, tutors, as well as one another, in the shift to online teaching and learning. Such academic endeavours were prompted essentially by the ‘new normal’ of living under lockdown, and conducting all learning and teaching online. This unprecedented situation (the pandemic) reinforced and accelerated adaptation to the challenges and constraints of learning online. However, while the pandemic has inflicted enormous suffering and hardship on many, it has also created new opportunities in the practice of pedagogy and community engagement, which were integrated into our faculty, in the most profound ways. Our ‘old ways’ have been shaken up; we have been encouraged to reflect critically on the way we conduct research, teach, assess, as well as the extent to which we engage our communities. In essence, we have been urged to work in teams, in support of one another in the academy. These experiences and lessons, because of COVID-19, have not only underscored our state of vulnerability as university teachers and students, but they have also strengthened and reinforced our ‘ethics of care’ and ‘ethics of justice’, which remain fundamental for our resilience, at least from the Arts and Humanities’ perspective. Whilst the debates are more inspired by issues that relate to research and teaching and learning, and less on community engagement, it is perhaps an opportune time to advance the ‘Re’ argument with a view to problematize the notion community engagement: reimagining, repurposing, renewing the scholarship of engagement as we continue to transition from pre to post COVID era.

9

Scholarship of Engagement Report I 2021

The Faculty of Arts and Humanities Community Engagement Citations 2020 2020

Faculty of Arts and Humanities TABLE 1

Scholarship of

1.

Asmar, A., Van Audenhove, L., & Mariën, I. (2020). Social Support for Digital Inclusion: Towards a Typology of Social Support Patterns. Social Inclusion, 8(2), 138–150. https://www.cogitatiopress.com/socialinclusion/issue/viewFile/165/PDF165#page=11

Integration

2.

Banda, F. (2020). Sociolinguistics and modes of social class signalling: African perspectives. Journal of Sociolinguistics, 24(1), 3-15. https://repository.uwc.ac.za/bitstream/handle/10566/5261/josl.12409%20%281%29. pdf?sequence=1&isAllowed=y

Engagement

3.

Chawinga, W. D., & Zinn, S. (2020). Research data management at an African medical university: Implications for academic librarianship. The Journal of Academic Librarianship, 46(4), 102161. https://drive.google.com/file/d/1geAC5xR4nbnQNbqUfkGZxm7GtyBb4qq9/view?usp=sharing

Engagement

4.

Ramsawmy, S., Rink, B., & Anderson, P. (2020). Rural and gated: narratives of lifestyle migration to Grotto Bay private residential Estate, South Africa. South African Geographical Journal, 102(1), 77-96 https://drive.google.com/file/d/1n13cSr6z-ywxkPFZpNcGBg4L0fLJOEj_/view?usp=sharing

Research

5.

Rink, B. (2020). Mobilizing theory through practice: authentic learning in teaching mobilities. Journal of Geography in Higher Education, 44(1), 108–123 https://drive.google.com/file/d/1CavjaE9DGcrs3VNIsg_Rvxri9Udau9p2/view?usp=sharing

Engagement

6.

Van Heerden, M. (2020). “It has a purpose beyond justifying a mark”: examining the alignment between the purpose and practice of feedback. Assessment & Evaluation in Higher Education, 45(3), 359–371. https://drive.google.com/file/d/1-m9QIiU60qZ0_6R_p3j706htXDW0pJCt/view?usp=sharing

Engagement

7.

White, E., & King, L. (2020). Shaping scholarly communication guidance channels to meet the research

Engagement

Theory and practice

needs and skills of doctoral students at Kwame Nkrumah University of Science and Technology. The Journal of Academic Librarianship, 46(1), 102081. https://drive.google.com/file/d/1_r7wag0ynli9GlhICPBDejedKF47BnGi/view?usp=sharing

Scholarship of Engagement Report I 2021

10

The Faculty of Arts and Humanities Teaching & Learning Citations 2020

11

2020

Faculty of Arts and Humanities TABLE 2

1.

Bharuthram, S. & Van Heerden, M. (2020). To use or not to use? Understanding the connection between peer and tutor feedback and self-regulated learning. The Independent Journal of Teaching and Learning, 15(2): 24—36 https://journals.co.za/doi/pdf/10.10520/ejc-jitl1-v15-n2-a4

2.

Bharuthram, S., Mohamed, S. and Louw, G. (2020) “Extending Boundaries: Team Teaching to Embed Information Literacy in a University Module”, Mousaion: South African Journal of Information Studies, 37(2), p. 18 pages. doi: 10.25159/2663-659X/6426. https://www.researchgate.net/profile/Gerald-Louw/publication/343217746_Extending_Boundaries_Team_Teaching_to_Embed_ Information_Literacy_in_a_University_Module/links/609cf157299bf1259ecfa229/Extending-Boundaries-Team-Teaching-to-EmbedInformation-Literacy-in-a-University-Module.pdf

4.

Banda, F. (2020). Sociolinguistics and modes of social class signalling: African perspectives. Journal of Sociolinguistics.24(1). 3-15. https://onlinelibrary-wiley-com.ezproxy.uwc.ac.za/doi/pdfdirect/10.1111/josl.12409

5.

Bozalek, V., Hölscher, D., & Zembylas, M. (2020). Nancy Fraser and participatory parity reframing social justice in South African higher education. London: Routledge. https://drive.google.com/file/d/11OwF00OMEqs_JQbmU05QNyK61PTFIrtM/view?usp=sharing

6.

Carstens, D. (2020). An ethics of immanence Posthumanism and the politics of care. In Posthuman and Political Care Ethics for Reconfiguring Higher Education Pedagogies (pp. 79–90). Taylor and Francis. https://drive.google.com/file/d/1poahEfqGR2GnEChorfl_w1R6JJ2If6_7/view?usp=sharing

7.

Carstens, D. (2020). Toward a Speculative Pedagogy. Critical Studies in Teaching and Learning (CriSTaL), 8(SI), 75-91. https://drive.google.com/file/d/1iYqkbfo5EybhT98bt5hiLkpbebly6cDP/view?usp=sharing

8.

Clarence, S. & Van Heerden, M. (2020). Changing curriculum and teaching practice: A practical theory for academic staff development. Winberg, C., McKenna, S. & Wilmot, K. (Eds.). Building knowledge in higher education: Enhancing teaching and learning with LCT. London: Routledge:145-161.https://drive.google.com/file/d/173zEBOXQIBYNW-eJRHXLdem0lOchomwi/ view?usp=sharing

9.

Flockemann, M. (2020). ‘Connecting mind to pen, to eyes, to face, to arms and legs’: Toward a performative and decolonial teaching practice. Cambridge Journal of Postcolonial Literary Inquiry, 7(3), 286–296. https://doi.org/10.1017/pli.2020.8.

9.

Hiss, A., & Peck, A. (2020). ‘good schooling’ in a race, gender, and class perspective: The reproduction of inequality at a former Model C school in South Africa. International Journal of the Sociology of Language, 2020(264), 25–47. https://drive.google.com/file/d/1reSzq178XmJZi0gSD4e-Pgp2ZRj2QHOC/view?usp=sharing

Scholarship of Engagement Report I 2021

10.

Hölscher, D., Bozalek, V., & Gray, M. (2020). The relevance of Nancy Fraser for transformative social work education. In The Routledge Handbook of Critical Pedagogies for Social Work (pp. 245–259). Taylor and Francis. No link available.

11.

Klaasen, J. S. (2020). Socially just pedagogies and social justice: The intersection of teaching ethics at higher education level and social justice. HTS Theological Studies, 76(1), 1-7. https://drive.google.com/file/d/1MtWZ_JtG6-KQBbs1k2f1t3U5lz7L8h2i/view?usp=sharing

12.

Mohammed, T. A. S., Assam, B. N., & Saidi, M. (2020). The use of Web 2.0 tools in the foreign language classroom. Journal of Educational and Social Research, 10(2), 177–190. https://www.researchgate.net/profile/Blanche-Assam-2/publication/339941048_The_Use_of_Web_20_Tools_in_the_Foreign_ Language_Classroom/links/601bcbb3a6fdcc37a8ff92bd/The-Use-of-Web-20-Tools-in-the-Foreign-Language-Classroom.pdf

13.

Rink, B. (2020). Mobilising theory through practice: Authentic learning in teaching mobilities. Journal of Geography in Higher Education, 44(1): 108—123. https://www-tandfonline-com.ezproxy.uwc.ac.za/doi/pdf/10.1080/03098265.2019.1695107?needAccess=true

14.

Rink,B., Mohamed,K., Ngoasheng,A. & Behari-Leak,(2020).Crossing borders as ‘new’ academics in contested times: Reflexive narratives of curriculum change and transformation. Critical Studies in Teaching and Learning, 8(1): 1—20, View of Crossing borders as ‘new’ academics in contested times: Reflexive narratives of curriculum change and transformation | Critical Studies in Teaching and Learning (CriSTaL)

15.

Shefer, T. (2020). Care ethics and relationalities in a project of reimagining scholarship in/through feminist decolonial pedagogy and research. In Bozalek, V., Zembylas, M., & Tronto, J. C. (eds) Posthuman and Political Care Ethics for Reconfiguring Higher Education Pedagogies. Taylor and Francis. (pp. 107–122). https://drive.google.com/file/d/149lxRNpyPXjzmpy9ano7G7gTyukRYiWT/view?usp=sharing

16

van Heerden, M. (2020). ‘It has a purpose beyond justifying a mark’: examining the alignment between the purpose and practice of feedback. Assessment and Evaluation in Higher Education, 45(3), 359–371. https://www-tandfonline-com.ezproxy.uwc.ac.za/doi/pdf/10.1080/02602938.2019.1644602?needAccess=true

17.

van Heerden, M. (2020). (How) do written comments feed-forward? A translation device for developing tutors’ feedback-giving literacy. Innovations in Education and Teaching International, 1-10. https://www-tandfonline-com.ezproxy.uwc.ac.za/doi/pdf/10.1080/14703297.2020.1788411?needAccess=true

18.

van Heerden, M., & Bharuthram, S. (2020). Knowing me, knowing you: the effects of peer familiarity on receiving peer feedback for undergraduate student writers. Assessment and Evaluation in Higher Education. https://www-tandfonline-com.ezproxy.uwc.ac.za/doi/pdf/10.1080/02602938.2020.1863910?needAccess=true

Scholarship of Engagement Report I 2021

12

trengthening and building partnerships were important aspects needed to combat the impact of the COVID-19 pandemic. The Faculty of Community and Health Sciences, as well as other entities at UWC, partnered with the Department of Health in the Western Cape and implemented services to assist with the management of the pandemic. Faculty staff were engaged in the “contact tracking and tracing” initiative, the onsite UWC vaccination centre, as well as the vaccination outreach programmes in Bellville and Fisantekraal. These initiatives demonstrated our ability, as an institution, to participate in the service delivery aspect of managing health conditions.

In addition contributing to service delivery during the pandemic, many departments in the faculty had to implement different ways of continuing work integrated learning (WIL), as students could not access health facilities, where they had performed WIL previously. As an example, the interrogation of actual clinical case studies were introduced by clinicians, to develop the skill sets of students, while engaging with the academic project. Clinical supervision was offered online, via Zoom, Skype or Google Hangouts platforms. Additionally, the staff produced videos, depicting clinical settings, which were shared with the students. In future, these innovative initiatives could be used to supplement the WIL components of our programmes.

13

Scholarship of Engagement Report I 2021

The Faculty of Community and Health Sciences Community Engagement Citations 2020 2020 1.

The Faculty of Community and Health Sciences TABLE 3 Adams, S., Savahl, S., Florence, M., Jackson, K., Manuel, D., Mpilo, M., & Isobell, D. (2020). Training Emerging Researchers in Constrained Contexts: Conducting Quality of Life Research with Children in South Africa. In G. H. Tonon (Ed.), Teaching Quality of Life in Different Domains (pp. 277–300). Springer International Publishing.

No link available

Scholarship of Integration

Theory and practice

2.

Aluko, J. O., Modeste, R. R. M., Adejumo, O., & Anthea, R. (2020). Return for prenatal care and childbirth services among Nigerian women using primary health care facilities. Nursing open, 7(1), 91-99. https://doi.org/10.1002/nop2.314

Research

3.

Amde, W. K., Sanders, D., Sidat, M., Nzayirambaho, M., Haile-Mariam, D., & Lehmann, U. (2020). The politics and practice of initiating a public health postgraduate programme in three universities in subSaharan Africa: the challenges of alignment and coherence. International Journal for Equity in Health, 19(1), 52. https://equityhealthj.biomedcentral.com/articles/10.1186/s12939-020-01163-x

Engagement

4.

Buthelezi, S. F., Modeste, R. R. M., & Phetlhu, D. R. (2020). Impediments and reasons for poor management of children under five exposed to HIV in South Africa. International Journal of Africa Nursing Sciences, 12, 100188. https://doi.org/10.1016/j.ijans.2019.100188

Application

5.

Clark, H., Coll-Seck, A. M., Banerjee, A., Peterson, S., Dalglish, S. L., Ameratunga, S., Balabanova, D., Bhan, M. K., Bhutta, Z. A., Borrazzo, J., Claeson, M., Doherty, T., El-Jardali, F., George, A. S., Gichaga, A., Gram, L., Hipgrave, D. B., Kwamie, A., Meng, Q., … Costello, A. (2020). A future for the world’s children? A WHO-UNICEF-Lancet Commission. The Lancet, 395(10224), 605–658. https://www.thelancet.com/action/showPdf?pii=S0140-6736%2819%2932540-1

Engagement

Scholarship of Engagement Report I 2021

14

15

6.

Clark, H., Coll-Seck, A. M., Banerjee, A., Peterson, S., Dalglish, S. L., Ameratunga, S., ... & Costello, A. (2020). A future for the world's children? A WHO–UNICEF–Lancet Commission. The Lancet, 395(10224), 605-658. https://www.thelancet.com/action/showPdf?pii=S0140-6736%2819%2932540-1

Theory and practice

7.

Dahl-Michelsen, T., Groven, K. S., & Rowe, M. (2020). Using Internationalisation at Home to provide international learning to all physiotherapy students. African Journal of Health Professions Education, 12(1), 5 https://journals.co.za/doi/pdf/10.10520/EJC-1e23f11c15

Integration

8.

Doherty, T., Horwood, C., Haskins, L., Magasana, V., Goga, A., Feucht, U., ... & Engebretsen, I. M. (2020). Breastfeeding advice for reality: Women's perspectives on primary care support in South Africa.

Maternal & child nutrition, 16(1), e12877. https://onlinelibrary.wiley.com/doi/pdfdirect/10.1111/mcn.12877

Integration

9.

Donenberg, G., Naidoo, P., Kendall, A., Emerson, E., Ward, C. L., Kagee, A., Simbayi, L., Vermaak, R., North, A., Mthembu, J., & Mackesy-Amiti, M. E. (2020). Pathways from witnessing community violence to mental health problems among South African adolescents. South African Medical Journal = SuidAfrikaanse Tydskrif Vir Geneeskunde, 110(2), 145–153. http://www.samj.org.za/index.php/samj/article/view/12830/9099

Research

10..

Dossou, J.-P., De Brouwere, V., Van Belle, S., & Marchal, B. (2020). Opening the “implementation blackbox” of the user fee exemption policy for caesarean section in Benin: a realist evaluation. Health Policy and Planning, 35(2), 153–166. https://doi.org/10.1093/heapol/czz146

Research

11.

Ennion, L., & Hess, D. (2020). Recommendations of behavioural facilitators for success in a physiotherapy clinical practice module: Successful students’ perspectives. The South African Journal of Physiotherapy, 76(1), 1392. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7136795/

Theory and practice

12.

Ericksen-Pereira, W., Roman, N. V., & Swart, R. (2020). The effect of legislation on the treatment practices and role of naturopaths in South Africa. BMC Complementary Medicine and Therapies, 20(1), 139. https://doi.org/10.1186/s12906-020-02916-5

Research

13.

Essack, Z., Ngcobo, N., Van der Pol, N., Knight, L., Rochat, T., Mkhize, M., & Van Rooyen, H. (2020).

Refining Interventions Through Formative Research: A Focus on Ethical Considerations in a FamilyBased Home-Based Counseling and Testing (FBCT) Intervention in KwaZulu-Natal. Journal of Empirical Research on Human Research Ethics: JERHRE, 15(3), 153–162. http://ecommons.hsrc.ac.za/bitstream/handle/20.500.11910/15060/11102. pdf?sequence=1&isAllowed=y

Research

14.

Falconer, N. S., Casale, M., Kuo, C., Nyberg, B. J., Hillis, S. D., & Cluver, L. D. (2020). Factors That Protect Children From Community Violence: Applying the INSPIRE Model to a Sample of South African Children.

Journal of Interpersonal Violence, 886260519898425. https://drive.google.com/file/d/1_fYAtvQNMI00zpb7PJ6rxPI1sfisos8w/view?usp=sharing

Application

15.

Fennie, T., Mayman, Y., van Louw, C., Useh, E., & Kombora, M. (2020). Psychosocial factors impacting the college adjustment of undergraduate students: A scoping review. Journal of Psychology in Africa, 30(2), 96–105. https://drive.google.com/file/d/1DuVmU8-vRHMJvhjD5PDZykGyVocrXmSh/view?usp=sharing

Research

Scholarship of Engagement Report I 2021

Application

Goga, A., Doherty, T., Manda, S., Nkwenika, T., Haskins, L., John, V., ... & Horwood, C. (2020).

Translating new evidence into clinical practice: a quasi-experimental controlled before–after study evaluating the effect of a novel outreach mentoring approach on knowledge, attitudes and confidence of health workers providing HIV and infant feeding counselling in South Africa. BMJ open, 10(10), e034770. http://dx.doi.org/10.1136/bmjopen-2019-034770

Research

17.

Goldschmidt, T., & Pedro, A. (2020). South African pre-school teacher perceptions of socio-emotional development for school readiness: An exploratory study. Journal of Psychology in Africa, 30(2), 174–178. https://drive.google.com/file/d/1iW_0-YXcauKQkhS-1Sd5fDGIZhymV9dX/view?usp=sharing

Research

18.

Griggs, T. L., Lance, C. E., Thrasher, G., Barnes-Farrell, J., & Baltes, B. (2020). Eldercare and the Psychology of Work Behavior in the Twenty-First Century. Journal of Business and Psychology, 35(1), 1–8 https://link.springer.com/article/10.1007/s10869-019-09630-1

Engagement

19.

Igumbor, J., Adetokunboh, O., Muller, J., Bosire, E. N., Ajuwon, A., Phetlhu, R., Mbule, M., Ronan, A., Burtt, F., Scheepers, E., & Schmitz, K. (2020). Engaging community health workers in maternal and infant death identification in Khayelitsha, South Africa: a pilot study. BMC Pregnancy and Childbirth, 20(1), 736. https://link.springer.com/article/10.1186/s12884-020-03419-4

Theory and practice

20.

Isaacs, S. A., Roman, N., & Carlson, S. (2020). Fostering Family Resilience: A Community Participatory Action Research Perspective. Child Care in Practice, 26(4), 358–372. https://repository.uwc.ac.za/bitstream/handle/10566/5558/Fostering%20Family%20 Resilience%20A%20Community%20Participatory%20Action%20Research%20Perspective pdf?sequence=1&isAllowed=y

Application

21.

Kader, Z., Crutzen, R., & Roman, N. (2020). Intervention to reduce adolescent hookah pipe use and satisfy basic psychological needs. Cogent Psychology, 7(1), 1782099. https://drive.google.com/file/d/1r-3LMG00nF3ACZ9END2x4yfOIf6H9jRd/view?usp=sharing

Theory and practice

Kelly, J. F., McKinney, E. L., & Swift, O. (2020). Strengthening teacher education to support deaf learners. International Journal of Inclusive Education, 1–19. https://drive.google.com/file/d/1R968Q0GXx5i7BrKj0wm2mPLyyrzldPnA/view?usp=sharing

Integration

23.

`Knight, L., Schatz, E., Lewis, K. R., & Mukumbang, F. C. (2020). “When you take pills you must eat”: Food (in) security and ART adherence among older people living with HIV. Global Public Health, 15(1), 97–110. https://drive.google.com/file/d/1V1WBtYUQdo1fxoZDCw7Q-m886NaAAKo_/view?usp=sharing

Application

24.

LeFevre, A. E., Shah, N., Bashingwa, J. J. H., George, A. S., & Mohan, D. (2020). Does women’s mobile phone ownership matter for health? Evidence from 15 countries. BMJ Global Health, 5(5). https://doi.org/10.1136/bmjgh-2020-002524

Application

25.

Leitch, S., Corbin, J. H., Boston-Fisher, N., Ayele, C., Delobelle, P., Gwanzura Ottemöller, F., Matenga, T. F. L., Mweemba, O., Pederson, A., & Wicker, J. (2020). Black Lives Matter in health promotion: moving from unspoken to outspoken. Health Promotion International. https://academic.oup.com/heapro/advance-article/doi/10.1093/heapro/daaa121/6029595?login=true

Engagement

26.

Linda, N. S., Phetlhu, D. R., & Klopper, H. C. (2020). Nurse educators’ understanding of spirituality and spiritual care in nursing: A South African perspective (Part 1). International Journal of Africa Nursing Sciences, 12, 100187. https://doi.org/10.1016/j.ijans.2019.100187

Research

16.

22.

Integration

Engagement

Engagement

Theory and practice

Application

Scholarship of Engagement Report I 2021

16

17

27.

Louw, J. M., Rantloane, B., Ngcobo, S., Brey, Z., Hugo, J., Basu, D., Wishnia, J., Christian, C., Pitsi, M., Makhudu, M., Seane, S., & Lukhele, M. (2020). Home delivery of medication as part of reducing congestion in primary healthcare in Tshwane District Health Services. Southern African Journal of Public Health (incorporating Strengthening Health Systems), 4(2), 50–55. http://www.shsjournal.org/index.php/shsj/article/view/120/108

Engagement

28.

Lund, C., Schneider, M., Garman, E. C., Davies, T., Munodawafa, M., Honikman, S., Bhana, A., Bass, J., Bolton, P., Dewey, M., Joska, J., Kagee, A., Myer, L., Petersen, I., Prince, M., Stein, D. J., Tabana, H., Thornicroft, G., Tomlinson, M., … Susser, E. (2020). Task-sharing of psychological treatment for antenatal depression in Khayelitsha, South Africa: Effects on antenatal and postnatal outcomes in an individual randomised controlled trial. Behaviour Research and Therapy, 130, 103466. https://doi.org/10.1016/j.brat.2019.103466

Application

29.

Mac-Seing, M., Zinszer, K., Eryong, B., Ajok, E., Ferlatte, O., & Zarowsky, C. (2020). The intersectional jeopardy of disability, gender and sexual and reproductive health: experiences and recommendations of women and men with disabilities in Northern Uganda. Sexual and Reproductive Health Matters, 28(2), 1772654. https://doi.org/10.1080/26410397.2020.1772654

Theory and practice

30.

Madasa, V., Boggenpoel, B., Phillips, J., & Joseph, C. (2020). Mortality and secondary complications four years after traumatic spinal cord injury in Cape Town, South Africa. Spinal Cord Series and Cases, 6(1), 84. https://drive.google.com/file/d/15Rdl3C67g2jfD7mfrlYc6tfzlDK7LK_Y/view?usp=sharing

Application

31.

Majee, W., Schopp, L., Johnson, L., Anakwe, A., Rhoda, A., & Frantz, J. (2020). Emerging from the Shadows: Intrinsic and Extrinsic Factors Facing Community Health Workers in Western Cape, South Africa. International Journal of Environmental Research and Public Health, 17(9). https://www.mdpi.com/1660-4601/17/9/3199/htm

Research

32.

Manuel, D., Florence, M., Adams, S., Mpilo, M., Delport, A., Pienaar, M., Sinclair, D., & Savahl, S. (2020). Preliminary structural validation of the Afrikaans version of the Children’s Hope Scale. Journal of Psychology in Africa, 30(2), 162–165. https://drive.google.com/file/d/1NU_r63msLjQWqf9riAnYosDGxRKwAXNL/view?usp=sharing

Engagement

33.

Mashabane, B., & Henderson, N. (2020). Ulwaluko: “Rights” of Passage of Gay Men in South Africa.

Journal of GLBT Family Studies, 16(2), 163–175. https://drive.google.com/file/d/1jnxbQYjahN3wckYyuJzfZvJopVUPy2ID/view?usp=sharing

Engagement

34.

Masquillier, C., Wouters, E., Campbell, L., Delport, A., Sematlane, N., Dube, L. T., & Knight, L. (2020).

Households in HIV Care: Designing an Intervention to Stimulate HIV Competency in Households in South Africa. Frontiers in Public Health, 8, 246. https://doi.org/10.3389/fpubh.2020.00246

Application

35.

Mathias, C. T., Mianda, S., & Ginindza, T. G. (2020). Facilitating factors and barriers to accessibility and utilization of kangaroo mother care service among parents of low birth weight infants in Mangochi District, Malawi: a qualitative study. BMC Pediatrics, 20(1), 355. https://doi.org/10.1186/s12887-020-02251-1

Application

36.

McLaren, L., Masuda, J., Smylie, J., & Zarowsky, C. (2020). Unpacking vulnerability: towards language that advances understanding and resolution of social inequities in public health. Canadian Journal of Public Health. Revue Canadienne de Sante Publique, 111(1), 1–3.

No link available

Research

Scholarship of Engagement Report I 2021

37.

Monyeki, K. D., Siweya, H. J., Kemper, H. C. G., Kengne, A. P., Musinguzi, G., Nkwana, M. R., Mothiba, T., Malatji, T., Baloyi, S. M.-A., Malema, R., Leach, L., Matshipi, M., Sebati, R. B., Seloka, M. A., Sibuyi, E., & Monyeki, S. M. (2020). The Relationship between Binge Drinking and Metabolic Syndrome Components amongst Young Adults Aged 21 to 31 Years: Ellisras Longitudinal Study. International Journal of Environmental Research and Public Health, 17(20). https://doi.org/10.3390/ijerph17207484

Application

38.

Motamedi, M., Caldwell, L. L., Weybright, E. H., Jones, D., Wegner, L., & Smith, E. A. (2020). Doing a leisure activity because there is nothing else to do: Related outcomes and intervention effects for adolescents. Journal Of Leisure Research, 51(1), 1–15. https://www.researchgate.net/profile/Mojdeh-Motamedi/publication/338237193_Doing_a_leisure_ activity_because_there_is_nothing_else_to_do_Related_outcomes_and_intervention_effects_for_ adolescents/links/5e15388a4585159aa4bcecac/Doing-a-leisure-activity-because-there-is-nothingelse-to-do-Related-outcomes-and-intervention-effects-for-adolescents.pdf

Research

39.

Mthimunye, K. D. T., & Daniels, F. M. (2020). Exploring the challenges and efforts implemented to improve the academic performance and success of nursing students at a university in the Western Cape. International Journal of Africa Nursing Sciences, 12, 100196. https://doi.org/10.1016/j.ijans.2020.100196

Research

Mukumbang, F. C. (2020). Leaving No Man Behind: How Differentiated Service Delivery Models Increase Men’s Engagement in HIV Care. International Journal of Health Policy and Management https://www.ijhpm.com/article_3769_9a354f5cbddf746c0d81eb64177f7aba.pdf

Research

40.

Engagement

Scholarship of Engagement Report I 2021

18

41.

Mukumbang, F. C., Kriel, E., Van Wyk, B., & Kruger, J. A. (2020). Desperate times call for desperate measures: Adapting antiretroviral service delivery in the context of the COVID-19 pandemi. South African Medical Journal = Suid-Afrikaanse Tydskrif Vir Geneeskunde, 110(8), 711–712. https://repository.uwc.ac.za/bitstream/handle/10566/5581/12994-58331-1-PB. pdf?sequence=1&isAllowed=y

Engagement

42

Munyayi, F. K., & van Wyk, B. (2020a). The effects of Teen Clubs on retention in HIV care among adolescents in Windhoek, Namibia. Southern African Journal of HIV Medicine, 21(1), 1031. https://sajhivmed.org.za/index.php/hivmed/article/view/1031/1764

Engagement

43.

Munyayi, F. K., & van Wyk, B. E. (2020b). The Comparison of Teen Clubs vs. Standard Care on Treatment Outcomes for Adolescents on Antiretroviral Therapy in Windhoek, Namibia. AIDS Research and Treatment, 2020, 8604276. https://doi.org/10.1155/2020/8604276

Application

44.

Murphy, A., Palafox, B., Walli-Attaei, M., Powell-Jackson, T., Rangarajan, S., Alhabib, K. F., Avezum, A. J., Calik, K. B. T., Chifamba, J., Choudhury, T., Dagenais, G., Dans, A. L., Gupta, R., Iqbal, R., Kaur, M., Kelishadi, R., Khatib, R., Kruger, I. M., Kutty, V. R., … McKee, M. (2020). The household economic burden of non-communicable diseases in 18 countries. BMJ Global Health, 5(2), e002040. http://dx.doi.org/10.1136/bmjgh-2019-002040

Research

Musafiri, J. J., & Daniels, F. (2020). Nursing students’ perceptions of clinical learning opportunities and competence in administration of oral medication in the Western Cape. Curationis, 43(1), e1–e9. https://curationis.org.za/index.php/curationis/article/view/2044/2678

Research

Musolino, C., Baum, F., Freeman, T., Labonté, R., Bodini, C., & Sanders, D. (2020). Global health activists’ lessons on building social movements for Health for All. International Journal for Equity in Health, 19(1), 116. https://doi.org/10.1186/s12939-020-01232-1

Research

45.

46.

19

Scholarship of Engagement Report I 2021

Application

Engagement

Naidoo, K., Waggie, F., & van Wyk, J. M. (2020). A review of geriatric care training in the undergraduate nursing and medical curricula at the University of KwaZulu-Natal, South Africa. African Journal of Health Professions Education, 12(3), 130–133. http://www.ajhpe.org.za/index.php/ajhpe/article/view/1090/616310

Research

Nandi, S., & Schneider, H. (2020). When state-funded health insurance schemes fail to provide financial protection: An in-depth exploration of the experiences of patients from urban slums of Chhattisgarh, India. Global Public Health, 15(2), 220–235. https://drive.google.com/file/d/1U-1VnKHwdf_N3igeKi5B4jA6dMUaKIyo/view?usp=sharing

Research

Ned, L., Tiwari, R., Hess-April, L., Lorenzo, T., & Chikte, U. (2020). A situational mapping overview of training programmes for community-based rehabilitation workers in Southern Africa: strategies for strengthening accessible rural rehabilitation practice. Frontiers in Public Health, 8. https://doi.org/10.3389/fpubh.2020.569279

Research

50.

Nemser, B., Sera, D., Springstubb, N., Pronyk, P., Friedman, H. S., Kabuteni, T., Hussein, A., Aung, K., Bwana, F., Addofoh, N., Musa, M., Bijleveld, P., & Maliqi, B. (2020). Progress towards the UN Commission on Life Saving Commodities recommendations after five years: a longitudinal assessment.

Journal of Global Health Reports. https://doi.org/10.29392/001c.12745

Research

51.

Odendaal, W., Lewin, S., McKinstry, B., Tomlinson, M., Jordaan, E., Mazinu, M., Haig, P., Thorson, A., & Atkins, S. (2020). Using a mHealth system to recall and refer existing clients and refer community members with health concerns to primary healthcare facilities in South Africa: a feasibility study.

Global Health Action, 13(1), 1717410. https://doi.org/10.1080/16549716.2020.1717410

Research

52.

Okeyo, I., Lehmann, U., & Schneider, H. (2020). Policy Adoption and the Implementation Woes of the Intersectoral First 1000 Days of Childhood Initiative, In the Western Cape Province of South Africa.

International Journal of Health Policy and Management. https://www.ijhpm.com/article_3912_350498f367640aa4b9e215ea97015839.pdf

Research

53.

Okeyo, I., Lehmann, U., & Schneider, H. (2020). The impact of differing frames on early stages of intersectoral collaboration: the case of the First 1000 Days Initiative in the Western Cape Province.

Health Research Policy and Systems / BioMed Central, 18(1), 3. https://link.springer.com/article/10.1186/s12961-019-0508-0

Research

Padmanabhanunni, A. (2020). Trauma nation: Exposure to traumatic events among South African university students. Journal of Community Psychology. https://drive.google.com/file/d/1dwKsKJA2VEtl8LIWuNvJ9GEppngs7plT/view?usp=sharing

Research

55.

Pantelic, M., Casale, M., Cluver, L., Toska, E., & Moshabela, M. (2020). Multiple forms of discrimination and internalized stigma compromise retention in HIV care among adolescents: Findings from a South African cohort. Journal of the International AIDS Society, 23(5), e25488 https://doi.org/10.1002/jia2.25488

Application

56.

Parmley, L. E., Comins, C. A., Young, K., Mcingana, M., Phetlhu, D. R., Guddera, V., Mkhize, H., Hausler, H., Baral, S., & Schwartz, S. (2020). Occupational barriers to accessing and adhering to antiretroviral therapy for female sex workers living with HIV in South Africa. Occupational and Environmental Medicine, 77(2), 100–106. https://drive.google.com/file/d/1cMbkQ-41hq11CV7T_wLrFmavtPv8f47_/view?usp=sharing

Research

47.

48.

49.

54.

Engagement

Application

Application

Integration

Engagement

Application

Scholarship of Engagement Report I 2021

20

57.

Sami, S., Amsalu, R., Dimiti, A., Jackson, D., Kenneth, K., Kenyi, S., Meyers, J., Mullany, L. C., Scudder, E., Tomczyk, B., & Kerber, K. (2021). An analytic perspective of a mixed methods study during humanitarian crises in South Sudan: translating facility- and community-based newborn guidelines into practice. Conflict and Health, 15(1),. https://link.springer.com/article/10.1186/s13031-021-00339-8

Research

58.

Sanders, D. M., Bodini, C., & Baum, F. E. (2020). Methodological challenges in researching activism in action: civil society engagement towards health for all.

No link available

Engagement

59.

Schatz, E., Knight, L., Belli, R. F., & Mojola, S. A. (2020). Assessing the feasibility of a life history calendar to measure HIV risk and health in older South Africans. PloS One, 15(1), e0226024. https://doi.org/10.1371/journal.pone.0226024

Research

60.

Schneider, H., George, A., Mukinda, F., & Tabana, H. (2020). District Governance and Improved Maternal, Neonatal and Child Health in South Africa: Pathways of Change. Health Systems and Reform, 6(1), e1669943. https://doi.org/10.1080/23288604.2019.1669943

Research

61.

Solomons, N., Kruger, H. S., & Puoane, T. (2020). Association between dietary adherence, anthropometric measurements and blood pressure in an urban black population, South Africa. South African journal of clinical nutrition, 33(1), 1-9. https://doi.org/10.1080/16070658.2018.1489602

Application

62.

Spires, M., Delobelle, P., Sanders, D., & Puoane, T. (2021). Using photography to explore people with diabetes’ perspectives on food environments in urban and rural South Africa. Health Promotion International, 36(1), 120–131. https://repository.uwc.ac.za/bitstream/handle/10566/6233/daaa035%20%282%29. pdf?sequence=1&isAllowed=y

Engagement

63.

Steyl, T. (2020). Satisfaction with quality of healthcare at primary healthcare settings: Perspectives of patients with type 2 diabetes mellitus. The South African Journal of Physiotherapy, 76(1), 1321. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7136797/

Research

64.

Teti, M., & van Wyk, B. (2020). Qualitative Methods Without Borders: Adapting Photovoice: From a U.S. to South African Setting. International Journal of Qualitative Methods, 19, 1609406920927253 https://doi.org/10.1177/1609406920927253

Research

65.

Umeh, C. A., Rockers, P. C., Laing, R. O., Wagh, O., & Wirtz, V. J. (2020). Pharmaceutical industry-led partnerships focused on addressing the global burden of non-communicable diseases: a review of Access Accelerated. Public Health, 181, 73–79. https://drive.google.com/file/d/1XLXasO3WNuTdYbZr0Mvti7yv-CzS7bA5/view?usp=sharing

Theory

66.

21

Van Belle, S., Affun-Adegbulu, C., Soors, W., Srinivas, P. N., Hegel, G., Van Damme, W., Saluja, D., Abejirinde, I., Wouters, E., Masquillier, C., Tabana, H., Chenge, F., Polman, K., & Marchal, B. (2020).

COVID-19 and informal settlements: an urgent call to rethink urban governance. International Journal for Equity in Health, 19(1), 81. https://equityhealthj.biomedcentral.com/articles/10.1186/s12939-020-01198-0

Scholarship of Engagement Report I 2021

Application Research

Engagement

van Ryneveld, M., Whyle, E., & Brady, L. (2020). What Is COVID-19 Teaching Us About Community Health Systems? A Reflection From a Rapid Community-Led Mutual Aid Response in Cape Town, South Africa. International Journal of Health Policy and Management. https://www.ijhpm.com/article_3904_e4aea0e55d269d384d5371f3009ff358.pdf

Research

van Wyk, B., & Teti, M. (2020). Portraits of HIV: a pilot photovoice study of adolescent experiences with HIV treatment in South Africa. Journal of Global Health Reports. https://doi.org/10.29392/001c.12588

Research

Varela, J. J., Savahl, S., Adams, S., & Reyes, F. (2020). Examining the Relationship Among Bullying, School Climate and Adolescent Well-Being in Chile and South Africa: a Cross Cultural Comparison.

Child Indicators Research, 13(3), 819–838. https://repositorio.udd.cl/bitstream/handle/11447/3480/Articulo.pdf?sequence=2

Research

Woldesenbet, S., Kufa, T., Cheyip, M., Ayalew, K., Lombard, C., Manda, S., Nadol, P., Barron, P., Chirombo, B., Igumbor, E., Pillay, Y., & Puren, A. (2020). Awareness of HIV-positive status and linkage to treatment prior to pregnancy in the “test and treat” era: A national antenatal sentinel survey, 2017, South Africa. PloS One, 15(3), e0229874. https://doi.org/10.1371/journal.pone.0229874

Research

71.

Xie, H., Weybright, E. H., Caldwell, L. L., Wegner, L., & Smith, E. A. (2020). Parenting practice, leisure experience, and substance use among South African adolescents. Journal of Leisure Research, 51(1), 36-55. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7518372/

Engagement

72.

Yarmoshuk, A. N., Cole, D. C., Mwangu, M., Guantai, A. N., & Zarowsky, C. (2020). Reciprocity in international interuniversity global health partnerships. Higher Education, 79(3), 395–414. https://link.springer.com/article/10.1007/s10734-019-00416-1

Research

67.

68.

69.

70.

Engagement

Application

Application

Application Engagement

Theory and practice Engagement

73.

You, W. X., Comins, C. A., Jarrett, B. A., Young, K., Guddera, V., Phetlhu, D. R., Mulumba, N., Mcingana, M., Hausler, H., Baral, S., & Schwartz, S. (2020). Facilitators and barriers to incorporating digital technologies into HIV care among cisgender female sex workers living with HIV in South Africa. mHealth, 6, 15. https://doi.org/10.21037/mhealth.2019.12.07

Research

Scholarship of Engagement Report I 2021

22

23

Scholarship of Engagement Report I 2021

The Faculty of Community and Health Sciences Teaching & Learning Citations 2020 2020

Faculty of Community and Health Sciences TABLE 4

1.

Abiodun, R., Daniels, F., Pimmer, D. C., & Chipps, J. (2020). A Whatsapp community of practice to support new graduate nurses in South Africa. Nurse Education in Practice, 46, 102826–102826. https://drive.google.com/file/d/1rMYeevghqL8b3EvnEBvrvHolMIedW67u/view?usp=sharing

2.

Amde, W. K., Sanders, D., Sidat, M., Nzayirambaho, M., Haile-Mariam, D., & Lehmann, U. (2020). The politics and practice of initiating a public health postgraduate programme in three universities in sub-Saharan Africa: The challenges of alignment and coherence. International Journal for Equity in Health, 19(1). https://equityhealthj.biomedcentral.com/track/pdf/10.1186/s12939-020-01163-x.pdf

3.

Choudhury, D., & Nortjé, N. (2020). The Hidden Curriculum and Integrating Cure- and Care-Based Approaches to Medicine. HEC Forum, 1–13. https://doi.org/10.1007/s10730-020-09424-6

4.

Daniels, F., & Musafiri, J. J. (2020). Nursing students’ perceptions of clinical learning opportunities and competence in administration of oral medication in the Western Cape. Curationis, 43(1), 1–9. https://drive.google.com/file/d/1EuJ4aIwK5BdTBmcRn_VnXSTteXPm2-pq/view?usp=sharing

5.

Ennion, L., & Hess, D. (2020). Recommendations of behavioural facilitators for success in a physiotherapy clinical practice module: Successful students’ perspectives. South African Journal of Physiotherapy, 76(1), 7 pages. https://sajp.co.za/index.php/sajp/article/view/1392/2000

6.

Fennie, T., Mayman, Y., van Louw, C., Useh, E., & Kombora, M. (2020). Psychosocial factors impacting the college adjustment of undergraduate students: A scoping review. Journal of Psychology in Africa, 30(2), 96-105. https://drive.google.com/file/d/1x0gyO3Wr2vd3xgORqvgY3XG0weO2DHSO/view?usp=sharing

7.

Hoffman, M., & Daniels, F. (2020). Clinical Supervisors’ Preparedness for Clinical Teaching of Undergraduate Nurses at a University in the Western Cape. Africa Journal of Nursing and Midwifery, 22(2). https://drive.google.com/file/d/1JfOmaWNTWc_W-eVszmLdr_Csf6LrvEV7/view?usp=sharing

8.

Mthimunye, K. D. T., & Daniels, F. M. (2020). Exploring the challenges and efforts implemented to improve the academic performance and success of nursing students at a university in the Western Cape. International Journal of Africa Nursing Sciences, 12, 100196 https://drive.google.com/file/d/1vF8YBSXlkWI01eNuBXe6HDPcxMF94tRw/view?usp=sharing

9.

Muzeya, F., & Julie, H. (2020). Stakeholders’ community-engaged teaching and learning experiences at three universities in South Africa. African Journal of Health Professions Education, 12(4), 206–210. https://journals.co.za/doi/pdf/10.7196/AJHPE.2020.v12i4.1393

10.

Ryneveld, M. van, Whyle, E., & Brady, L. (2020). What Is COVID-19 Teaching Us About Community Health Systems? A Reflection From a Rapid Community-Led Mutual Aid Response in Cape Town, South Africa. International Journal of Health Policy and Management https://www.ijhpm.com/article_3904_e4aea0e55d269d384d5371f3009ff358.pdf

11.

McKinney, E. L., & Swartz, L. (2020). Integration into higher education: experiences of disabled students in South Africa. Studies in Higher Education, 1 https://www.researchgate.net/profile/Emma-Mckinney/publication/340803362_Integration_into_higher_education_experiences_ of_disabled_students_in_South_Africa/links/5ee5db89458515814a5e6dec/Integration-into-higher-education-experiences-ofdisabled-students-in-South-Africa.pdf

Scholarship of Engagement Report I 2021

24

he Faculty of Dentistry was the only faculty that remained open for clinical training and service delivery to our patients and communities, during the COVID-19 pandemic. The realisation registered that an increased need for basic oral care provision would arise, with a focus on empowering and supporting communities towards self-reliance, amid a decrease in access to dental facilities during this period. The students and staff pursued the following initiatives, using face-to-face, virtual, and media platforms: • Engagement with Phambile Community Development (an NPO) in a project to empower the carers at the Heartlands Baby sanctuary, a residence for HIV positive children.

• The Faculty of CHS interdisciplinary community outreach project, aimed at “caring for the carers” involved in community-based projects in Mitchells Plain. Location: UWC project site at the Lentegeur Hospital.

• First Responders, a project for the Karstens group of farms in the Northern Cape, providing a multidisciplinary project to address the needs of the farmworkers.

• Ikamva Labantu project, using a virtual platform to engage teachers and carers in Khayelitsha.

• Autism Connect – education for teachers, monitoring of the school brushing programme, as well as tooth brushing and fluoride application.

• Radio stations (Power FM and Rise Community Radio) – talk show and phone-in by the public.

• Nutri-reset Health magazine - article

25

Scholarship of Engagement Report I 2021

The Faculty of Dentistry Community Engagement Citation 2020 2020

The Faculty of Dentistry TABLE 5

Scholarship of

1.

Mohamed, N., Mathiba, O. P., & Mulder, R. (2020). Oral status of HIV-infected children aged 12 years or younger who attended a Paediatric Infectious Diseases Clinic in Cape Town. Clinical and Experimental Dental Research, 6(1), 75–81. https://doi.org/10.1002/cre2.251

Research

Scholarship of Engagement Report I 2021

26

he Faculty of Economic and Management Sciences implemented its plans for flexible learning and teaching, hosting several virtual webinars that facilitated discussion among significant stakeholders in the sectors of Entrepreneurship and ICTs. Most modules offered by the Faculty were conducted remotely, using the University’s Learning Management Platform (iKamva), enhanced through the WhatsApp, GoogleMeet, and Zoom online meeting platforms. In addition, the Faculty embarked on a mentorship project with Sanlam, as well as an NPO, named, Women in Tech. The project involved a number of third year and postgraduate female students from the UWC Department of Information Systems, attending a series of virtual workshops that were focused on mentorship.

Webinars have assisted the Faculty in maintaining its strategic focus on collaborations, partnership, and engagement. Key events were hosted virtually in the 2020/2021 academic period, namely, the Archbishop Thabo Makgoba’s Trust Lecture Series, and the Chancellor’s Roundtable for Economic Development. These main events focused on support to small businesses in the time of the pandemic and beyond. The key themes focused on, included resilience of small business owners and financial support to micro-enterprises.

27

Scholarship of Engagement Report I 2021

The Faculty of Economic and Management Sciences Community Engagement Citations 2020 2020

The Faculty of Faculty of Economic and Management Sciences TABLE 6

Scholarship of

1.

Adelle, C., Görgens, T., Kroll, F., & Losch, B. (2020). Co-production of knowledge in transdisciplinary communities of practice: Experiences from food governance in South Africa. Science and Public Policy. https://drive.google.com/file/d/1OJ-O0qm1x7QEfZZFeCkFAkJ2cPrM7d9a/view?usp=sharing

Research

2.

Adeniyi, D. A., & Dinbabo, M. F. (2020). Efficiency, food security and differentiation in small-scale irrigation agriculture: Evidence from North West Nigeria. Cogent Social Sciences, 6(1), 1749508. https://doi.org/10.1080/23311886.2020.1749508

Application

3.

Boadu, E. S., Ile, I., & Oduro, M. Y. (2020). Indigenizing Participation for Sustainable Community-Based Development Programmes in Ghana. Journal of Asian and African Studies, 0021909620979333. https://drive.google.com/file/d/1x0OPMtVxd4fWqixTgDTIqFaXEoVNEdSt/view?usp=sharing

Application

4.

Balogun, T. V., Mahembe, B., & Allen-Ile, C. (2020). A confirmatory factor analytic study of an authentic leadership measure in Nigeria. SA Journal of Human Resource Management, 18(0), 9. https://sajhrm.co.za/index.php/sajhrm/article/view/1235/1984

Research

5.

Burger, R., & Christian, C. (2020). Access to health care in post-apartheid South Africa: availability, affordability, acceptability. Health Economics, Policy, and Law, 15(1), 43–55. https://doi.org/10.1017/S1744133118000300

Engagement

6.

Burger, R., Christian, C. S., Gerdtham, U. G., Haal, K., Hompashe, D. M., Smith, A., & Schutte, A. E. (2020). Use of simulated patients to assess hypertension case management at public healthcare facilities in South Africa. Journal of hypertension, 38(2), 362-367. https://drive.google.com/file/d/12uepSjcV1vR0KYiA0wLvpmZaqoTede7t/view?usp=sharing

Research

7.

Jaiyeola, A. O., & Bayat, A. (2020). Status of Living Standards in Nigeria between 2010 and 2013.

Journal of Poverty, 24(1), 45–71. https://www.researchgate.net/profile/Amiena- Bayat/publication/337276754_Status_of_Living_ Standards_in_Nigeria_between_2010_and_2013/links/5dcfae364585156b35165012/Status-of-LivingStandards-in-Nigeria-between-2010-and-2013.pdf

Engagement

Scholarship of Engagement Report I 2021

28

8.

29

Jonah, C. M. P., & May, J. D. (2020). The nexus between urbanization and food insecurity in South Africa: does the type of dwelling matter? International Journal of Urban Sustainable Development, 12(1), 1–13. (UWC password and username required for the first link) No link available

Research

9.

Kepe, T., & Hall, R. (2020). Creating learning and action space in South Africa’s post-apartheid land redistribution program. Action Research, 18(4), 510-527. https://repository.uwc.ac.za/bitstream/handle/10566/4111/Kepe_Creating-learning_2017. pdf?sequence=1&isAllowed=y

Engagement

10.

Marafa, L., May, J., & Tenebe, V. A. (2020). Upscaling Agriculture and Food Security in Africa in Pursuit of the SDGs: What Role Does China Play? In M. Ramutsindela & D. Mickler (Eds.), Africa and the Sustainable Development Goals (pp. 165–175). Springer International Publishing. https://repository.uwc.ac.za/bitstream/handle/10566/5961/2020_Book_ AfricaAndTheSustainableDevelop.pdf?sequence=1&isAllowed=y

Engagement

11.

McGhie, V., Venter, A., & Dos Reis, K. (2020). Business Education Learners in the Further Education and Training Phase: Towards the Development of a South African Readiness Model to Strengthen Learners’ Academic Performance. Journal of Student Affairs in Africa, 8(2). https://drive.google.com/file/d/1P3LtsqBQ9_LDD71ET2Gc4Fr3iMrAs5wD/view?usp=sharing

Integration

12.

Mngomezulu, B. R. (2020). Impediments to an Active African Intelligentsia in Championing the Africanisation Agenda. International Journal of African Renaissance Studies - Multi-, Inter- and Transdisciplinarity, 1–15. (UWC password and username required for first link) https://drive.google.com/file/d/1oVFNzyjeLbBE-Vowklbzbvc2fhFfoRUy/view?usp=sharing

Engagement

13.

Momberg, D. J., Ngandu, B. C., Voth-Gaeddert, L. E., Cardoso Ribeiro, K., May, J., Norris, S. A., & SaidMohamed, R. (2020). Water, sanitation and hygiene (WASH) in sub-Saharan Africa and associations with undernutrition, and governance in children under five years of age: a systematic review. Journal of Developmental Origins of Health and Disease, 1–28. https://repository.uwc.ac.za/bitstream/handle/10566/6190/water-sanitation-and-hygiene-wash-insub-saharan-africa-and-associations-with-undernutrition-and-governance-in-children-under-five-yearsof-age-a-systematic-review.pdf?sequence=1&isAllowed=y

Research

14.

Mussman, D. C., & McGhie, V. F. (2020). Increasing Retention of Linguistically-Disadvantaged College Students in South Africa. In Beyond Language Learning Instruction: Transformative Supports for Emergent Bilinguals and Educators (pp. 146–180). IGI Global. https://drive.google.com/file/d/1Nh7RElj-qKr5wyBXFtiLvGxLGL45qo5q/view?usp=sharing

Theory and application

15.

Ndalamba, K., & Esau, M. (2020). An Exploratory Study into the Understandings and Awareness of Leadership Ethos and Its Inherent Critical Success Factors by Public Sector Officials in the Department of Trade and Industry (DTI) and the Ministry of the National Economy (ECONAT). International Journal of Public Administration, 43(1), 60–72. (UWC password and username required for the first link) No link available

Research

16.

Petersen, F. (2020). Students’ attitude towards using a mobile learning management system: : A large, undergraduate Information Systems class. 2020 Conference on Information Communications Technology and Society (ICTAS), 1–6. https://www.researchgate.net/profile/Fazlyn-Petersen/publication/340479333_Students%27_ attitude_towards_using_a_mobile_learning_management_system_A_large_undergraduate_ Information_Systems_class/links/5e8c5ac1a6fdcca789fc304b/Students-attitude-towards-using-amobile-learning-management-system-A-large-undergraduate-Information-Systems-class.pdf

Engagement

Scholarship of Engagement Report I 2021

Engagement

Petersen, F., Jacobs, M., & Pather, S. (2020, April). Barriers for user acceptance of mobile health applications for diabetic patients: Applying the utaut model. In Conference on e-Business, e-Services and e-Society (pp. 61-72). Springer, Cham. https://link.springer.com/chapter/10.1007/978-3-030-45002-1_6

Application

18.

Roman, A., & Ruiters, G. (2020). Changing People, Changing Lives Through Public Participation and Social Transformation: A South African Case Study of a Rural Development Programme. Politikon, 47(2), 253–268. (UWC password and username required for first link) No link available

Engagement

19.

Terblanche, J., & Waghid, Y. (2020). A Foucauldian analysis of the CA profession in South Africa: Implications for society. South African Journal of Higher Education, 34(1), 1-17 https://drive.google.com/file/d/1ZuWBWDlwssg4wIuL5ZzPBcEP4ktgmyD0/view?usp=sharing

Research

20.

Vivier, E., De Jongh, D., & Thompson, L. (2020). Public leadership and participation: understanding the experiences of South African local government officials’ engagement within informal settlements in the Western Cape. Public Management Review, 1–19. (UWC password and username required for link) No link available

Research

21.

Yu, D. (2020). Employment quality index for the South African labour market. Development Southern Africa, 37(2), 276–294. https://drive.google.com/file/d/1K9KDg5zBlpIm1XEQnGhKlpgny7RnPZkS/view?usp=sharing

Research

17.

Engagement

Scholarship of Engagement Report I 2021

30

The Faculty of Economic and Management Sciences Teaching & Learning Citations 2020 2020

Faculty of Economic and Management Sciences TABLE 7

1.

Bayat, A., & Mitchell, V. (2020). Affective assemblages matter in socially just pedagogies. Critical Studies in Teaching and Learning, 8(1), 57–80. View of Affective assemblages matter in socially just pedagogies | Critical Studies in Teaching and Learning (CriSTaL).

No link available.

2.

Breytenbach, J. & Ban den berg, C. (2020). Embedding ethics into 4IR information systems teaching and learning. Southern African conference for Artificial Intelligence Research (SACAIR) 2020 Proceedings: AI for Ethics and Society. https://sacair.org.za/wp-content/uploads/2021/01/SACAIR_Proceedings-MainBook_Finv3_sm.pdf#page=25

3.

Makhoere, C. T. E., Jokonya, O., & Gorejena, K. (2020). Assessing the Impact of Personal Mobile Device in Higher Educational Enviroment: The case of Sol Plaatjie University. In 2nd International Multidisciplinary Information Technology and Engineering Conference (IMITEC). https://drive.google.com/file/d/1vC6b31Xlg1pU7f_jHUazZW0qopENgzOp/view?usp=sharing

4.

McGhie, V., Venter, A., & Reis, K. D. (2020). Business Education Learners in the Further Education and Training Phase: Towards the Development of a South African Readiness Model to Strengthen Learners’ Academic Performance. Journal of Student Affairs in Africa, 8(2), 17–29. https://drive.google.com/file/d/1BwExnhjbnpIK7STDb8_wV6hGMiEmggvz/view?usp=sharing

5.

Mngomezulu, B. R. (2020). The rural graduate and endemic challenges: responses by African universities. In Rurality, Social Justice and Education in Sub-Saharan Africa: Theory and Practice in Schools, Volume II (pp. 147-170). Palgrave Macmillan, Cham.

10.1007/978-3-030-57277-8 https://openhub.spu.ac.za/bitstream/handle/20.500.12821/368/C2_Submission_A.Ndofirepi_2020.pdf?sequence=1#page=151

6.

Ntseme, O. J., Jokonya, O., & Chukwuere, J. E. (2020). "Factors Determining E-Health Readiness by Higher Education Institution Students in an Emerging Country." Exploring the Role of ICTs in Healthy Aging, edited by David Mendes, et al., IGI Global, 2020, pp.

95-118.

No link available.

7.

Oersen, C., Wyngaard, R., & Nkabinde, L. (2020). An Immersive Mobile Application for Improved Learning and Virtual Tour Experience: A Nature Reserve Perspective. 12th ITU Kaleidoscope: Industry-Driven Digital Transformation, ITU K 2020. pp. 1-8. Institute of Electrical and Electronics Engineers Inc. No link available.

8.

Pather, S., Meda, L., Fataar, N. N., & Dippenaar, H. (2020). Good Practices Across Two Education Faculties’ Tutor Programs: A Comparative Case Study. International Journal of Learning in Higher Education, 27(2), 42–52.

No link available.

9.

Petersen, F. (2020). Students’ attitude towards using a mobile learning management system: A large, undergraduate Information Systems class. In 2020 Conference on Information Communications Technology and Society (ICTAS) (pp. 1-6). IEEE. https://drive.google.com/file/d/1qNfC3UKzKVmXVc3CfQubfjqJrte7_PGx/view?usp=sharing

10.

Petersen, F. (2020). ‘Students’ engagement in an anonymous peer review: Applying self-determination theory’. Higher Education Learning and Teaching Association of Southern Africa (HELTASA) Conference. CUT, Free State. 30 November – 3 December https://eprints.qut.edu.au/209915/3/2020_HELTASA_PROGRAMME_30_November_2020.pdf

11.

Petersen, F. (2020). ‘Teaching during turbulent times: Including the COVID-19 pandemic into project-based learning’. Higher Education Learning and Teaching Association of Southern Africa (HELTASA) Conference. CUT, Free State. 30 November – 3 December. https://eprints.qut.edu.au/209915/3/2020_HELTASA_PROGRAMME_30_November_2020.pdf

31

Scholarship of Engagement Report I 2021

12.

Petersen, F. (2020). ‘Unified Theory of Acceptance and Use of Technology 2 (UTAUT 2): Lessons learnt from piloting the #datafree Moya Messenger application’. Higher Education Learning and Teaching Association of Southern Africa (HELTASA) Conference. CUT, Free State. 30 November – 3 December. https://eprints.qut.edu.au/209915/3/2020_HELTASA_PROGRAMME_30_November_2020.pdf

13.

Swartz, S., Nyamnjoh, A., Arogundade, E., Breakey, J., Bockarie, A., & Osezua, O. C. (2020). Cultivating moral eyes: Bridging the knowledge-action gap of privilege and injustice among students in African universities. Journal of Moral Education, 1–18. https://repository.hsrc.ac.za/bitstream/handle/20.500.11910/10447/9447.pdf?sequence=1

14.

Terblanche, J., & Waghid, Y. (2020). The chartered accountant profession in South Africa: In dire need of decoloniality and ubuntu principles. Citizenship Teaching and Learning, 15(2), 221–238.

No link available.

15.

Van der Walt C., Terblanche J. (2020) Violent Pedagogy? Critical Pedagogical Self-Reflection in the Midst of Engaging the Silencing Effects of Gender-Based Violence Within the Context of Higher Education. In: Davids N., Waghid Y. (eds) University Education, Controversy and Democratic Citizenship. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-56985-3_3

16.

Waghid, Y., Manthalu, C. H., Terblanche, J., Waghid, F., & Waghid, Z. (2020). Developing a Cosmopolitanist-deliberative Framework for MOOCs in South African (Higher) Education. In Cosmopolitan Education and Inclusion (pp. 121-140). Palgrave Pivot, Cham. https://link-springer-com.ezproxy.uwc.ac.za/content/pdf/10.1007%2F978-3-030-38427-2.pdf

17.

Waghid, Y. Terblanche J. et al. (2020). Philosophy of education in a new key: Cultivating a living philosophy of education to overcome coloniality and violence in African Universities. Educational Philosophy and Theory. https://www-tandfonline-com.ezproxy.uwc.ac.za/doi/full/10.1080/00131857.2020.1793714

Scholarship of Engagement Report I 2021

32

t is clear that the urgency of the COVID-19 crisis has been a catalyst for creative and novel approaches, driving our academics and support staff to act fast and decisively. Initially, emergency remote teaching, as a temporary solution, was adopted to mitigate the effects of the pandemic on education; however, this was diligently extended to incorporate, learn and use new online modalities to facilitate meaningful learning and teaching. This has created a rich environment for our academics, to design teaching and learning activities that foster creativity, critical thinking, high-level problem-solving capabilities, as well as more robust, reciprocal, and fruitful engagement with our community partners in taking quality education and a better life for all into the future.

33

Scholarship of Engagement Report I 2021

The Faculty of Education Community Engagement Citations 2020 2020

Faculty of Education TABLE 8

Scholarship of

1.

Bozalek, V., Hölscher, D., & Zembylas, M. (Eds.). (2020). Nancy Fraser and participatory parity: Reframing social justice in South African higher education. Routledge. https://drive.google.com/file/d/18aCLYGiDAqFgN-p0qGhf9c2AgflscUbE/view?usp=sharing

Research

Bozalek, V., Newfield, D., Romano, N., Carette, L., Naidu, K., Mitchell, V., & Noble, A. (2020). Touching Matters: Affective Entanglements in Coronatime. Qualitative Inquiry: QI, https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7609253/

Integration

3.

Hendricks, N., & Mati, S. (2020). Counteracting Xenophobia in South Africa Through Popular Education.

New Directions for Adult and Continuing Education, 2020(165), 49–61. https://drive.google.com/file/d/1dej-0nSjX54qRrRMo5s5WsdLAvhwO7s9/view?usp=sharing

Research

4.

Iwuanyanwu, P. N., & Ogunniyi, M. B. (2020). Effects of Dialogical Argumentation Instructional Model on Pre-service Teachers’ Ability to Solve Conceptual Mathematical Problems in Physics. African Journal of Research in Mathematics, Science and Technology Education, 24(1), 129–141. https://drive.google.com/file/d/1KQhRWgOeltADb9h61qBaqV9Iw1LtIEfX/view?usp=sharing

Research

5.

Julie, C., & Gierdien, F. (2020). Reflections on Realistic Mathematics Education from a South African Perspective. In International Reflections on the Netherlands Didactics of Mathematics (pp. 71-82).

Springer, Cham. https://doi.org/10.1007/978-3-030-20223-1_5

Research

6.

McGrath, S., Ramsarup, P., Zeelen, J., Wedekind, V., Allais, S., Lotz-Sisitka, H., Monk, D., Openjuru, G., & Russon, J.-A. (2020). Vocational education and training for African development: a literature review.

Journal of Vocational Education & Training, 72(4), 465–487. https://doi.org/10.1080/13636820.2019.1679969

Integration

McKinney, E. L., & Swartz, L. (2020). Integration into higher education: experiences of disabled students in South Africa. Studies in Higher Education, 1-11. https://drive.google.com/file/d/1YalWuHU5-mwVSrDHKbI2vOU6ZKKinzyO/view?usp=sharing

Engagement

2.

7.

Engagement

Engagement

Engagement

Engagement

Scholarship of Engagement Report I 2021

34

Ndibuuza, F., & Langa, P. (2020). The Tale of Academic Practice in a Rising Knowledge Society: Focus on a University in South Africa. Tertiary Education and Management, 26(1), 117–130. https://doi.org/10.1007/s11233-019-09036-x

Theory and practice

9.

Olugbara, C. T., Imenda, S. N., Olugbara, O. O., & Khuzwayo, H. B. (2020). Moderating effect of innovation consciousness and quality consciousness on intention-behaviour relationship in E-learning integration. Education and Information Technologies, 25(1), 329–350. https://drive.google.com/file/d/1OeE3HkYm3txIfqb_pPBbGioMYJnZTLYw/view?usp=sharing

Integration

10.

Waghid, Y., Manthalu, C. H., Terblanche, J., Waghid, F., & Waghid, Z. (2020a). A City of Refuge for Innocents: Cosmopolitanism as an Interruption. In Cosmopolitan Education and Inclusion (pp. 9-16).

Palgrave Pivot, Cham. https://drive.google.com/file/d/1u4mOe6YS3VAaYVQBexaiA2kmCy_ySFhM/view?usp=sharing

Engagement

11.

Waghid, Y., Manthalu, C. H., Terblanche, J., Waghid, F., & Waghid, Z. (2020b). Cosmopolitan Education and Inclusion: Human Engagement and the Self. Springer Nature. https://drive.google.com/file/d/1TBru7zz7fP885uK2QkuxYykePa9Imn8O/view?usp=sharing

Engagement

12.

Waghid, Y., Manthalu, C. H., Terblanche, J., Waghid, F., & Waghid, Z. (2020c). Cosmopolitan Norms and the Art of Deliberation: Beyond Forgiveness. In Cosmopolitan Education and Inclusion (pp. 17-28).

Palgrave Pivot, Cham. https://drive.google.com/file/d/1cKfPxdiZggYO5jU17yX16N9Pc7U5o-c0/view?usp=sharing

Engagement

13.

Waghid, Y., Manthalu, C. H., Terblanche, J., Waghid, F., & Waghid, Z. (2020d). Developing a Cosmopolitanist-deliberative Framework for MOOCs in South African (Higher) Education. In Cosmopolitan Education and Inclusion (pp. 121-140). Palgrave Pivot, Cham. https://drive.google.com/file/d/1Cd9XyQUjQyfA67lHzkn6yrIRLSZsMvRF/view?usp=sharing

Engagement

14.

Waghid, Y., Manthalu, C. H., Terblanche, J., Waghid, F., & Waghid, Z. (2020e). The Challenge of Culture in Cosmopolitanism. In Cosmopolitan Education and Inclusion (pp. 41-52). Palgrave Pivot, Cham. https://drive.google.com/file/d/1pzlGb3-QyOdh8NRZzMWyarPDebV-JKlG/view?usp=sharing

Engagement

15.

Waghid, Y., Manthalu, C. H., Terblanche, J., Waghid, F., & Waghid, Z. (2020f). Universalism and Judgements in Educational Encounters. In Cosmopolitan Education and Inclusion (pp. 53-70). Palgrave Pivot, Cham. https://drive.google.com/file/d/12FJuKVLaZAIgxdNtENB1enQ96K-5YZ42/view?usp=sharing

Research

16.

Waghid, Y., Manthalu, C. H., Terblanche, J., Waghid, F., & Waghid, Z. (2020g). On Cosmopolitanism Through Deliberative Education Extended: Beyond Moral Respect. In Cosmopolitan Education and Inclusion (pp. 85-103). Palgrave Pivot, Cham. https://drive.google.com/file/d/131pNKIfLLDT_lz6BZeTxvlo_r9wqJTbn/view?usp=sharing

Research

17.

Waghid, Y., Manthalu, C. H., Terblanche, J., Waghid, F., & Waghid, Z. (2020h). In Becoming Reflexive: Implications for Education. In Cosmopolitan education and inclusion (pp. 105-120). Palgrave Pivot, Cham. https://drive.google.com/file/d/1EGFKjlVxw1VgLsXzTG0R437qJJWMrYY8/view?usp=sharing

Research

8.

35

Scholarship of Engagement Report I 2021

Engagement

18.

Waghid, Y., Manthalu, C. H., Terblanche, J., Waghid, F., & Waghid, Z. (2020i). Rooted Cosmopolitan Education. In Cosmopolitan Education and Inclusion (pp. 29-40). Palgrave Pivot, Cham. https://drive.google.com/file/d/18mMYQBr6vBYDZ1wOjuy4b3WH18ZRAyqH/view?usp=sharing

Research

19.

Walters, S., & Watters, K. (2020). 3rd Global Report on Adult Learning and Education (GRALE 111).

Studies in the Education of Adults, 52(1), 119–121. https://drive.google.com/file/d/1fgYI8rr0j39kBHiDEjaMf1QKMfJ0xh9T/view?usp=sharing

Research

Scholarship of Engagement Report I 2021

36

The Faculty of Education Teaching & Learning Citations 2020

37

2020

Faculty of Education TABLE 9

1.

Babane, V. C. (2020). How language challenges affect the behaviour of immigrant learners in the foundation phase at three schools in Gauteng, South Africa. South African Journal of Childhood Education, 10(1), 1–10. https://drive.google.com/file/d/1w_ev5oYu94zvGDCKuyDYp4IDNkjl4YE_/view?usp=sharing

2.

Bali, M., Julie, C., & Mbekwa, M. (2020). Occurrences of Mathematical Modelling Competencies in the Nationally Set Examination for Mathematical Literacy in South Africa. In Stillman G.A., Kaiser, G.& Lampen, C.E.(Eds.). Mathematical modelling education and sense-making: International perspectives on the teaching and learning of mathematical modelling. Cham, Switzerland: Springer.

Science and Business Media B.V. (361-370) https://doi.org/10.1007/978-3-030-37673-4_31

3.

Barnett, E. P., & Maarman, R. (2020). Principals’ views on the implementation of the no-fee policy through the lens of capability theory. South African Journal of Education, 40(40(3)), 1–9. https://doi.org/10.15700/saje.v40n3a1673

4.

Collet, K., Van den Berg, C. & Verster, B. (2020). Sympoiesis “becoming with and through each other”: Exploring collaborative writing as emergent academics. Critical Studies in Teaching and Learning (CriSTaL) 8(SI): 168-184. https://journals.co.za/doi/pdf/10.14426/cristal.v8iSI.266

5.

Govender, R. (2020). Mathematical modelling: A ‘growing tree’ for creative and flexible thinking in pre-service mathematics teachers. In Stillman G.A., Kaiser, G.& Lampen, C.E.(Eds.). Mathematical modelling education and sense-making: International perspectives on the teaching and learning of mathematical modelling. Cham, Switzerland: Springer. (443-453) Cham, Switzerland: Springer. Science and Business Media B.V. (361-370) https://www.researchgate.net/profile/Rajendran-Govender/publication/341391764_Mathematical_Modelling_A_'Growing_Tree'_ for_Creative_and_Flexible_Thinking_in_Pre-service_Mathematics_Teachers/links/601c5f29299bf1cc26a2dcce/MathematicalModelling-A-Growing-Tree-for-Creative-and-Flexible-Thinking-in-Pre-service-Mathematics-Teachers.pdf

6.

Julie, C. (2020). The deployment of mathematics in areas other than those normally Aasociated with mathematical modelling and the applications of mathematics. In Stillman G.A., Kaiser, G.& Lampen, C.E.(Eds.). Mathematical modelling education and sensemaking: International perspectives on the teaching and learning of mathematical modelling. Cham, Switzerland: Springer. Science and Business Media B.V. (237-251) https://drive.google.com/drive/folders/1EnQGfS68w0OaedA7NzdvCSvScX7GWJDL

7.

Kwasi-Agyeman, F., Langa, P. V., & Swanzy, P. (2020). Higher Education Funding and Student Access in the Global South. Journal of Comparative & International Higher Education, 12(2), 83–98. https://drive.google.com/file/d/1MTzBqwMlksFUM-BDQyPv1YPV5-XetTqa/view?usp=sharing

8.

Maruza, F. M. (2020). An analysis of disability representation in African higher education policies. Journal of Comparative & International Higher Education, 11, 158-161. https://drive.google.com/file/d/1_8oaRdBA8oOlVZnIzsB8z1Pyz24yDu6P/view?usp=sharing

9.

Maruza, F. M., Langa, P., Augusto, G., & Nkhoma, N. (2020). Disability Policy Representation in African Higher Education Research: Implications for Disability Policy Framing in African Higher Education. Journal of Comparative & International Higher Education, 12, 169-187. https://files.eric.ed.gov/fulltext/EJ1278595.pdf

Scholarship of Engagement Report I 2021

10.

McKenzie, J., Kelly, J., Moodley, T., & Stofile, S. (2020). Reconceptualising teacher education for teachers of learners with severe to profound disabilities. International Journal of Inclusive Education. https://www-tandfonline-com.ezproxy.uwc.ac.za/doi/pdf/10.1080/13603116.2020.1837266?needAccess=true

11.

Mtawa, N. N., & Nkhoma, N. M. (2020). Service-learning as a higher education pedagogy for advancing citizenship, conscientization and civic agency: a capability informed view. Higher Education Pedagogies, 5(1), 110-131. https://www.tandfonline.com/doi/pdf/10.1080/23752696.2020.1788969?needAccess=true

12.

Mpisi, A., Groenewald, E., & Barnett, E. (2020). Experiencing ‘otherness’: Teacher educators’ journey with first year pre-service teachers. Issues in Educational Research, 30(2), 573–592. http://www.iier.org.au/iier30/mpisi.pdf

13.

Ndibuuza, F., & Langa, P. (2020). The tale of academic practice in a rising knowledge society: focus on a university in South Africa.

Tertiary Education and Management, 26(1), 117–130. https://link.springer.com/article/10.1007/s11233-019-09036-x

14.

Ndlovu, M., Ramdhany, V., Spangenberg, E.D. & Govender, R. (2020). Preservice teachers’ beliefs and behavioural intentions about integrating mathematics teaching and learning technologies in their classrooms. ZDM Mathematics Education,52(7):1365-1380. https://www.researchgate.net/profile/Mdu-Ndlovu/publication/343850083_Preservice_teachers%27_beliefs_and_intentions_ about_integrating_mathematics_teaching_and_learning_ICTs_in_their_classrooms/links/6026176745851589399ae503/ Preservice-teachers-beliefs-and-intentions-about-integrating-mathematics-teaching-and-learning-ICTs-in-their-classrooms.pdf

15.

Nkhoma, N. M. (2020). Functions of an institutional culture of access: Student choices and transitions to university in South Africa.

International Review of Education, 66(4), 509–530. https://link-springer-com.ezproxy.uwc.ac.za/content/pdf/10.1007/s11159-020-09832-3.pdf

16.

Nomlomo, V., Desai, Z., Mbelani, M., Dlamini, N. & September J. (Eds.). (2020). Masixhase abantwana bakwazi ukufunda nokubhla: Let us enable our children to read and write. Cape Town: Western Cape Faculty of Education and British Council.

No link available

17.

Odame, L., Opoku, M. P., Nketsia, W., Swanzy, P., Alzyoudi, M., & Nsowah, F. A. (2020). From university-to-work: an in-depth exploration into the transition journey of graduates with sensory disabilities in Ghana. Disability and Society. https://www-tandfonline-com.ezproxy.uwc.ac.za/doi/full/10.1080/09687599.2020.1804328

18.

Sivasubramaniam, S. (2020). Negotiating curriculum or negating curriculum: Student-teachers crossing borders to shape their voice and identity. English Scholarship Beyond Borders, 6(1), 57–73. https://drive.google.com/file/d/1RmlWyRGLXjAZYWuUYjCcbxJN_kg6pbYS/view

19.

Smith, C. R., Julie, C., & Gierdien, F. (2020). The integration of semiotic resources and modalities in the teaching of geometry in a Grade 9 class in a South African high school: the four cases of congruency. South African Journal of Education, 40(2), 1–12. http://www.sajournalofeducation.co.za/index.php/saje/article/view/1682/969

20.

Walters, S., & Watters, K. (2020). 3rd Global Report on Adult Learning and Education (GRALE 111). Studies in the Education of Adults, 52(1), 119–121. https://drive.google.com/file/d/1SX8Ulw1QcZKl5aqbC1hAvBi7ODM-bmoS/view?usp=sharing

21.

Yallew, A. T. (2020). The Expanding Use of the English Language for Research and its Implications for Higher Education Institutions and Researchers: A Case Study of Three African Flagship Universities. Journal of Comparative & International Higher Education, 11, 209-212. https://drive.google.com/file/d/1V-RuGj0ibEKI6JsaIr9zUCDGL7NcbjYX/view?usp=sharing

Scholarship of Engagement Report I 2021

38

ommunity Engagement in the Law Faculty transpires in a variety of ways, and continues, despite the pandemic. The Dullah Omar Institute for Constitutional Law, Governance, and Human rights, through its various projects, seeks to change policies and legislation on the African continent and beyond, frequently in collaboration with community organisations.

The Social Law Project, with its focus on labour law, conducts specialised research, aimed at improving the rights of precarious workers, namely, domestic and care workers. The Faculty’s Law Clinic provides legal assistance to the indigent, which has continued via telephonic consultations. Finally, the voluntary Street Law Project, which operates from the Law Clinic, had to shift its focus from offering legal education to the local community, to distributing essential items to needy community members during the pandemic.

39

Scholarship of Engagement Report I 2021

The Faculty of Law Community Engagement Citations 2020 2020

Faculty of Law TABLE 10

Scholarship of

1.

Ebenezer, D., Mirigu-Mukundu, G., Adeniyi, O. (2020). Legal Empowerment as a tool for Engendering Access to Justice in South Africa. International Journal of Discrimination and the Law, Vol 20(4), 224244. https://repository.uwc.ac.za/bitstream/handle/10566/6221/Legal%20Empowerment...pdf?seque nce=1&isAllowed=y

Engagement

2.

Kangaude, G., Sibanda, C., Durojaye, E. (2020) Preventable Hysterectomies in Malawi: Addressing

Research

Challenges in the healthcare system. Int J Gynecol Obstet 2020; 149: 247-253. https://drive.google.com/file/d/1aP7BcnbbR0HZE9BieGzQv458KrHJ1dh2/view?usp=sharing

Scholarship of Engagement Report I 2021

40

lthough the global COVID pandemic has continued to impact on the Faculty’s community engagement projects, it has also unlocked new opportunities. SANBI bioinformaticists are working with the African Centre for Disease Control and Prevention, assisting public health laboratories to analyse SARS-COV2 data and strengthen COVID-19 laboratory protocols. In collaboration with other virologists, Medical Biosciences researchers have isolated pure cultures of COVID-19 variants for use as standards in national and international diagnostic COVID-19 screening programmes. Our pharmacy students in the Service Learning in Pharmacy programme have continued to identify communities at risk of TB and cardiovascular disease. SAIAMC researchers have devised a novel water-filtration-system, to solve a winery effluent health problem affecting the town of Ludtzville.

41

Scholarship of Engagement Report I 2021

The Faculty of Natural Science Community Engagement Citations 2020 2020

Faculty Natural Science

1.

Ajayi, O. O., Bagula, A. B., & Maluleke, H. M. (2020a). Africa 3: A Continental Network Model to Enable the African Fourth Industrial Revolution. In arXiv [cs.CY]. arXiv. https://arxiv.org/pdf/2010.12020.pdf

Integration

2.

Bastiaansen, M., Young, M., Verdet, I., Elekes, Z., Fransen, S., Jiaqi, A., ... & Zhu, K. (2020). Learning from experience in Hangzhou: WLCE leisure experience research opportunity. World Leisure Journal, 62(2), 160-173. https://doi.org/10.1080/16078055.2020.1760450

Integration

3.

Breytenbach, J., & Kariem, I. (2020). A Living Labs Approach to Manage Co-created Design Knowledge through Ideation Artefacts. 2020 6th International Conference on Information Management (ICIM), 343–349. https://drive.google.com/file/d/14NhW_vQQ1bjXN7MPPSXD5Dokf2pN9gDH/view?usp=sharing

Integration

4.

Breytenbach, J., & Hattas, M. (2020, March). Improving Government Decision Making in Africa through Digital Data Collection. In 2020 6th International Conference on Information Management (ICIM) (pp.

335-342). IEEE. https://drive.google.com/file/d/1VHnmoPSMcT0hiZMQ6wK6Y8qVu0gnf2GC/view?usp=sharing

Research

5.

Carroll, S. R., Garba, I., Figueroa-Rodríguez, O. L., Holbrook, J., Lovett, R., Materechera, S., ... & Hudson, M. (2020). The CARE Principles for Indigenous Data Governance. Data Science Journal, 19(1). https://doi.org/10.5334/dsj-2020-043

Application

6.

Gibbons, M. J., Florence, W. K., Musson, M., Barwise, C., & Thibault, D. (2020). Creating opportunities through science symposia. South African Journal of Science, 116(3-4), 1-3. http://www.scielo.org.za/pdf/sajs/v116n3-4/12.pdf https://drive.google.com/file/d/1iIQdHU73xM8Zs1DErIhQClLzeAMWAvWO/view?usp=sharing

Integration

Ilcewicz, H. N., Coetzee, R., Taylor, M., Piechowski, K., Martello, J. L., & Wietholter, J. P. (2020).

Evaluation of pharmacy students' perceptions of clinical pharmacy in South Africa. Journal of the American College of Clinical Pharmacy, 3(6), 1065-1071. https://drive.google.com/file/d/1WmLNM-4_9Nl4NkRqoW6gzKQRWNdlqVCn/view?usp=sharing

Research

7.

TABLE 11

Scholarship of

Engagement

Engagement

Engagement

Integration

Scholarship of Engagement Report I 2021

42

8.

Masilela, C., Pearce, B., Ongole, J. J., Adeniyi, O. V., & Benjeddou, M. (2020). Factors associated with glycemic control among South African adult residents of Mkhondo municipality living with diabetes mellitus. Medicine, 99(48), e23467. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7710224/

Application

9.

McCartney, J., & Boschmans, S.-A. (2020). Corrigendum to “Evaluation of an intervention to support the development of clinical problem solving skills during a hospital-based experiential learning program for pharmacy students” [Currents in Pharmacy Teaching and Learning 12 (2020) 590-601].

Currents in Pharmacy Teaching & Learning, 12(9), 1162. https://drive.google.com/file/d/1Ye0q0NyjWQ9AA9Xect7mEdVdQWXwyypv/view?usp=sharing

Research

10.

McCartney, J., & Boschmans, S.-A. (2020). Evaluation of an intervention to support the development of clinical problem solving skills during a hospital-based experiential learning program for South African pharmacy students. Currents in Pharmacy Teaching & Learning, 12(5), 590–601. https://doi.org/10.1016/j.cptl.2020.01.016

Research

11.

McCartney, J., Coetzee, R., Salasa, M., & De Beer, C. (2020). Collaborative practice: can work based learning benefit both students and healthcare professionals? South African Pharmaceutical Journal.

Suid-Afrikaanse Tydskrif Vir Apteekwese, 87(2), 35–37. https://drive.google.com/file/d/19_iFjQu9Np7G7Da-uy94P_fXHf8wGf2M/view?usp=sharing

Integration

12.

Muanda, C., Goldin, J., & Haldenwang, R. (2020). Factors and impacts of informal settlements residents' sanitation practices on access and sustainability of sanitation services in the policy context of Free Basic Sanitation. Journal of Water, Sanitation and Hygiene for Development, 10(2), 238-248. https://doi.org/10.2166/washdev.2020.123

Research

Tsawe, M., & Sathiya Susuman, A. (2020). Factors associated with the upsurge in the use of delivery care services in Sierra Leone. Public Health, 180, 74–81. https://drive.google.com/file/d/1UuivK2JjHP_pjazB2zMRBGyCYkjhepJF/view?usp=sharing

Research

Square, L. C., & van de Heyde, V. P. (2020, April). Poster presentations as an approach to implementing a ‘flipped learning’pedagogy in introductory physics. In Journal of Physics: Conference Series (Vol. 1512, No. 1, p. 012005). IOP Publishing. https://drive.google.com/file/d/1RPSzpV6F0_sSVWYKWACBTZ8eREHs7ku7/view?usp=sharing

Research

Srinivas, S. C., Satyaseela, M. P., George, S., Prasad, R., & Coetzee, R. (2020). Stakeholder engagement at Karnataka State Pharmacy Council for development of a State-level Antimicrobial Stewardship policy. South African Pharmaceutical Journal, 87(1), 52-54. https://www.researchgate.net/profile/Ramakrishna-Prasad-2/publication/346572583_Antimicrobrial_ stewardship_Stakeholder_engagement_at_Karnataka_State_Pharmacy_Council_for_development_ of_a_State-level_Antimicrobial_Stewardship_policy/links/5fc7cc64299bf188d4e91c82/ Antimicrobrial-stewardship-Stakeholder-engagement-at-Karnataka-State-Pharmacy-Council-fordevelopment-of-a-State-level-Antimicrobial-Stewardship-policy.pdf

Integration

13.

14

15.

43

Scholarship of Engagement Report I 2021

Engagement

Engagement

Engagement

Theory and practice

Scholarship of Engagement Report I 2021

44

16.

Tiwari, R., Mash, R., Karangwa, I., & Chikte, U. (2020). A human resources for health analysis of registered family medicine specialists in South Africa: 2002-19. Family Practice. https://whig.nl/wp-content/uploads/2020/12/2020HRHFP.pdf

Application

17.

Umeh, C. A., Rockers, P. C., Laing, R. O., Wagh, O., & Wirtz, V. J. (2020). Pharmaceutical industry-led

Research

partnerships focused on addressing the global burden of non-communicable diseases: a review of Access Accelerated. Public Health, 181, 73–79. https://drive.google.com/file/d/1lX7yMKZtEccVDzfGPuQebJxaY3UF5GRQ/view?usp=sharing 18.

19.

Volkwyn, T. S., Gregorcic, B., Airey, J., & Linder, C. (2020). Learning to use Cartesian coordinate

Research

systems to solve physics problems: the case of “movability.” European Journal of Physics, 41, 045701. https://iopscience.iop.org/article/10.1088/1361-6404/ab8b54/pdf

Integration

Wietholter, J. P., Coetzee, R., Nardella, B., & Slain, D. (2020). Facilitating International Healthcare

Theory and practice

Experiences: A Guide for Faculty, Administrators, and Healthcare Providers. In Academic Mobility Programs and Engagement: Emerging Research and Opportunities (pp. 111–142). IGI Global. https://www.researchgate.net/profile/Yasemin-Kirkgoz/publication/338306669_Development_of_ an_Enhanced_Study_Abroad_Curriculum_in_Teacher_Education/links/5fc5472a299bf1a422c71878/ Development-of-an-Enhanced-Study-Abroad-Curriculum-in-Teacher-Education.pdf#page=127 20.

Zhou, D. T., Maponga, C. C., Madhombiro, M., Dube, A., Mano, R., Nyamhunga, A., ... & Morse, G. D. (2019). Mentored postdoctoral training in Zimbabwe: A report on a successful collaborative effort.

Journal of public health in Africa, 10(2). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7118437/

45

Scholarship of Engagement Report I 2021

Engagement

The Faculty of Natural Science Teaching & Learning Citations 2020 2020

Faculty of Natural Science TABLE 12

1.

Cranfield, D. J., Venter, I. M., Blignaut, R. J., & Renaud, K. (2020, March). Smartphone security awareness, perceptions and practices: a Welsh higher education case study. In 14th International Technology, Education and Development Conference (pp. 3014-3023).

IATED Academy. https://rke.abertay.ac.uk/ws/files/24445489/Renaud_SmartphoneSecurityAwareness_Published_2020.pdf

2.

Ilcewicz, H. N., Coetzee, R., Taylor, M., Piechowski, K., Martello, J. L., & Wietholter, J. P. (2020). Evaluation of pharmacy students' perceptions of clinical pharmacy in South Africa. Journal of the American College of Clinical Pharmacy, 3(6), 1065-1071. https://drive.google.com/file/d/1vN9ve0gdZmO1eGX46QdxDc3cVqXdv0eR/view?usp=sharing

3.

Square, L. C., & van de Heyde, V. P. (2020, April). Poster presentations as an approach to implementing a ‘flipped learning’pedagogy in introductory physics. In Journal of Physics: Conference Series (Vol. 1512, No. 1, p. 012005). IOP Publishing. https://iopscience.iop.org/article/10.1088/1742-6596/1512/1/012005/pdf

Scholarship of Engagement Report I 2021

46

47

Scholarship of Engagement Report I 2021

Support Units, Divisions & Centers Community Engagement Citations 2020 2020

Community Engagement Unit (CEU) TABLE 13

Scholarship of

1.

Daniels, P. S., & Adonis, T. A. (2020). Quality Assurance of Community Engagement in South African Higher Education Institutions: Problems and Prospects. South African Review of Sociology, 51(1), 37-54. https://www.tandfonline.com/doi/pdf/10.1080/21528586.2020.1792971?casa_token=nNg88YuzHfcAA AAA:ovIRw6H1tNx81rfLoRmqq6Kz7BcM-tUwf-kxeJAFkJYNrOEfm87IzYqtdvKaDNHOQUQzcrJ8AaikRQ

Engagement

2.

Daniels, P.S. & September-Brown, P. (eds) (2020) Case Study Manual for Substance Abuse Workers.

Bellville: UWC Community Engagement Unit.

No link to book

Engagement

Support Units, Divisions & Centers Teaching & Learning Citations 2020 2020

DVC: ACADEMIC TABLE 14

1.

Archer, E., & Prinsloo, P. (2020). Speaking the unspoken in learning analytics: troubling the defaults. Assessment and Evaluation in Higher Education, 45(6), 888–900.

No link Available

2020

LIBRARY

1.

Mohamed, S. (2020). Decoding information literacy ways of thinking in student learning: influencing pedagogic methods. South African Journal of Higher Education, 34(3), 182-209. https://doi.org/10.20853/34-3-3817

2020

Centre for Student Support Services (CSSS)

1.

Matebeni, Z. (2020). Art-activism in decolonizing a South African university space. In Art and Activism in the Age of Systemic Crisis: Aesthetic Resilience (pp. 130–141). Taylor and Francis.

No link available.

2020

Centre For Innovative Educational and Communications Technology

1.

Van De Heyde, V., & Siebrits, A. (2020). Digital laboratory report writing, assessment and feedback in the 21st century for an extended curriculum programme for physics. Research in Science & Technological Education, 1–32. https://www.tandfonline.com/doi/full/10.1080/02635143.2020.1775571

Scholarship of Engagement Report I 2021

48

Aristovnik, A., Keržic, D., Ravšelj, D., Tomaževic, N. & Umek, L. (2020).

Impacts of the COVID-19 pandemic on life of higher education students: A global perspective. Sustainability, 12(20), 8438. https://doi.org/10.3390/su12208438 Boyer, E. L. (1996). The scholarship of engagement. Bulletin of the American Academy of Arts and Sciences, 49(7), 18-33.

Hedding, D. W., Greve, M., Breetzke, G. D., Nel, W., & Van Vuuren, B. J. (2020). COVID-19 and the academe in South Africa: Not business as usual. South African Journal of Science, 116(7-8), 1–3.

Marinoni, G., Van’t Land, H., & Jensen, T. (2020a). The impact of Covid-19 on higher education around the world. IAU Global Survey Report. Paris, France: International Association of Universities.

Retrieved from https://www.iau-aiu.net/IMG/pdf/iau_covid19_and_ he_survey_report_final_ may_ 2020.pdf Marinoni, G., & De Wit, H. (2020b, June 8). A severe risk of growing inequality between universities. London, England, United Kingdom: University World News. The global window on higher education.

Retrieved from https://www.universityworldnews.com/post. php?story=20200608 15405140 Martins, R. S., Cheema, D. A., & Sohail, M. R. (2020). The Pandemic of Publications: Are We Sacrificing Quality for Quantity? Mayo Clinic proceedings, 95(10), 2288–2290. https://doi.org/10.1016/ j.mayocp.2020.07.026 Mncube, V., Mutongoza, B. H., & Olawale, E. (2021). Managing higher education institutions in the context of COVID-19 stringency: Experiences of stakeholders at a rural South African university.

Perspectives in Education, 39(1), 390–409.

49

Scholarship of Engagement Report I 2021

Radecki, J., & Schonfeld, R. C. (2020, October 26). The Impacts of COVID-19 on the Research Enterprise: A Landscape Review. https://doi.org/10.18665/sr.314247 Republic of South Africa [RSA], Office of the Presidency. (2020, March 15). President Cyril Ramaphosa: Measures to combat Coronavirus COVID-19 epidemic [Press release]. Retrieved from https://www.gov.za/speeches/statement-president-cyril-ramaphosameasures-combat-covid-19-epidemic-15-mar-2020-0000# World Bank Education Global Practice. (2020). Guidance note: Remote learning & Covid-19. Washington, DC., USA: The World Bank. Retrieved from. https://documents1.worldbank.org/ curated/ en/531681585957264427/pdf/Guidance-Note-on-Remote-Learning-andCOVID-19.pdf .

Universities South Africa [USAf]. (2020). Engagement and research in response to COVID-19. Retrieved from https://www.usaf.ac.za/ wp-content/uploads/2020/05/Engagement-and-Research-Report-30April-2020.pdf Van Pinxteren, M. and Colvin, C. J. (2020, October 20) How COVID-19 Changed Community Engagement in South Africa’s Low Income Areas.

Retrieved from. https://www.preventionweb.net/news/how-covid-19changed-community-engagement-south-africas-low-income-areas Van Schalkwyk, F. (2021). Reflections on the public university sector and the covid-19 pandemic in South Africa. Studies in Higher Education, 46(1), 44–58.

UNIVERSITY OF THE WESTERN CAPE Community Engagement Unit Private Bag X17 Bellville 7535 Tel: 021 959 3124 Email: ceu@uwc.ac.za