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Learning and Teaching in the Faculty of Commerce, Law, and Management

Scholarship of Teaching and Learning (SoTL)

The CLM Teaching and Learning Centre adopts an evidence-based and scholarly approach to inform its work and welcomes collaboration with staff from across the faculty and the institution. Staff in the centre are research active. They publish in peer-reviewed journals, contribute to books, present at local and national conferences, and pursue higher degrees and/or additional qualifications (where relevant). Additionally, a number of CLM T&L Centre staff participate in collaborative projects linked to the Scholarship of Teaching and Learning (SoTL), and in particular SoTL in the global south.

Accredited Publications

de Klerk, D., Krull, G., Maleswena, T., & MacAlister, F. (Eds.). (2024). Reimagining South African Higher Education: Towards a Student-Centred Learning and Teaching Future. African Sun Media. https://doi.org/10.52779/9781991260468.

Lamberti, P. (2024). Towards improving the postgraduate researcher experience. In D. de Klerk, G. Krull, T. Maleswena, & F. MacAlister (Eds.), Reimagining South African Higher Education: Towards a Student-Centred Learning and Teaching Future. (pp. 157-174). African Sun Media. https://doi.org/10.52779/9781991260468/09.

de Klerk, D., Krull, G., Maleswena, T., & MacAlister, F. (2024). A critical reflection on centring students: Intentionally integrating academic professional learning and student success practices. In D. de Klerk, G. Krull, T. Maleswena, & F. MacAlister (Eds.), Reimagining South African Higher Education: Towards a Student-Centred Learning and Teaching Future. (pp. 229-249). African Sun Media. https://doi.org/10.52779/9781991260468/13.

Wagner, F., Masango, M., Moch, S., Krull, G., Wagner, R. G., Dison, L., & Grayson, D. (2024). Challenges of Teaching and Learning under Lockdown at Wits University: Implications for the Future of Blended Learning. Progressio, 1-18. https://doi.org/10.25159/2663-5895/14226.

de Klerk, D., Frade, N, Ramrung, A, & Fontaine-Rainen, D. (2024). A social realist view of contextual disruption through (un)conferencing. Critical Studies in Teaching and Learning, 12(SI1), 44-61. https://doi.org/10.14426/cristal.v12iSI1.2085.

Krull, G., Bobo, B., & Titus, S. (2024). An evolving approach to unconferencing: Reflections from piloting the HELTASAFEST22 scholarly festival. Critical Studies in Teaching and Learning, 12(SI1), 117–134. https://doi.org/10.14426/cristal.v12iSI1.2081.

Lamberti, P & Benvenuti, S. (2024). Re-thinking doctoral education for future commerce academics and business leaders. In E. Loots & J. Oberholster (Eds.), Rethinking commerce education in South Africa: The case for change to develop future-fit business leaders. 133-148. AOSIS Books. https://doi.org/10.4102/aosis.2024.BK454.

Lamberti, P., Kluyts, M., & de Klerk, D. (2024). Integrating scholarly writing development into postgraduate research programmes: An exploration of enablers and constraints. South African Journal of Higher Education, 38(1), 111-129. https://doi.org/10.20853/38-1-6273.

Nayager, A & de Klerk, D. (2024). Towards a social realist framework for analysing academic advising in Global South contexts. Journal of International Students, 14(2), 44-57. https://doi.org/10.32674/jis.v14i2.6382.

Krull, G., & MacAlister, F. (2023). Supporting the Move to Post-Pandemic Blended Teaching: Reflections on a Professional Learning Short Course. 2023 Ubiquity Proceedings, 3(1), 261-266. https://doi.org/10.5334/uproc.94.

Krull, G. & Hoosen, N. (2023). Promoting community and collaboration: Models underpinning an academic professional learning online short course. In T. Jaffer, S. Govender & L. Czerniewicz. (Eds.) Learning Design Voices. EdTech Books. https://edtechbooks.org/ldvoices.

de Klerk, D. (2023). Establishing a baseline: A social realist perspective on academic advising at a South African university prior to COVID-19. South African Journal of Higher Education, 37(4), 62-81. https://doi.org/10.20853/37-4-5342.

Van As, J. & Kluyts, M. (2023). Reimaging academic integrity through the lenses of ethics of care and restorative justice to establish a culture of academic integrity. In U.G. Singh, C.S. Nair, & R. Watson (Eds.) Academic Quality and Integrity in the New Higher Education Digital Environment: A Global Perspective. Chandos Publishing. 23-54. https://doi.org/10.1016/C2021-0-03390-3.

de Klerk, D. (2022). Academic advising and ethic of care: Enabling belonging to enhance higher education students’ prospects of success. South African Journal of Higher Education, 36(6), 152-168. https://www.journals.ac.za/index.php/sajhe/article/view/5485.

Benvenuti, S., MacGregor, A., de Klerk, D., Padayachee, K., & Dison, L. (2022). Learning to belong: Navigating liminal spaces between disciplinary and teaching identities. South African Journal of Higher Education, 36(6), 88-107. https://www.journals.ac.za/index.php/sajhe/article/view/5517.

de Klerk, D & Dison, L. (2022). Demystifying the Work of South African Academic Advisors: An Exploration of Students’ Structural and Material Constraints. Journal of Student Affairs in Africa, 10(2), 129-147. https://upjournals.up.ac.za/index.php/jsaa/article/view/3786.

Krull, G., de Klerk, D., & MacAlister, F. (2022). Reflections from implementing a faculty strategy for academic professional learning during a global pandemic. In R. Govender & A. H. M. Jacobs (Eds.) Critical Reflections on Professional Learning During 必博娱乐,比博娱乐网址: Context, Practice and Change. HELTASA. 78-92. Available: https://openbooks.dut.ac.za/index.php/dut/catalog/book/48.

Padayachee, K. & Kluyts, M. (2022). Building online communities: Exploring the conditions for interpersonal and cognitive connections. In R. Govender & A. H. M. Jacobs (Eds.) Critical Reflections on Professional Learning During 必博娱乐,比博娱乐网址: Context, Practice and Change. HELTASA. 94-108. Available: https://openbooks.dut.ac.za/index.php/dut/catalog/book/48.

de Klerk, D. (2022). Catalytic power of a pandemic: On enacting agency in professional higher education spaces through communities of practice. In R. Govender & A. H. M. Jacobs (Eds.) Critical Reflections on Professional Learning During 必博娱乐,比博娱乐网址: Context, Practice and Change. HELTASA. 109-128. Available: https://openbooks.dut.ac.za/index.php/dut/catalog/book/48.

Kluyts, M., Nell, A., Coetzer, Z., Du Plooy, C., & Norval, G. (2022). I am still here: Lessons learned from incorporating social presence in remote teaching In R. Govender & A. H. M. Jacobs (Eds.) Critical Reflections on Professional Learning During 必博娱乐,比博娱乐网址: Context, Practice and Change. HELTASA. 129-147. Available: https://openbooks.dut.ac.za/index.php/dut/catalog/book/48.

Fontaine-Rainen, D., de Klerk, D., Frade, N., & Ramrung, A. (2022). Narrowing the geographical divide: A critical reflection of an affordance of the 必博娱乐,比博娱乐网址 pandemic for collaborative professional learning and development. In R. Govender & A. H. M. Jacobs (Eds.) Critical Reflections on Professional Learning During 必博娱乐,比博娱乐网址: Context, Practice and Change. HELTASA. 148-164. Available: https://openbooks.dut.ac.za/index.php/dut/catalog/book/48.

de Klerk, D., Maleswena, T., & Spark, L. (2022). Road to Success Programme: A case study. In X. Cupido, N. Frade, T. Govender, E. Samkange, & S. Pather (Eds.) Student Peer Support Initiatives in Higher Education: A Collection of South African Case Studies. African Sun Media. 32-38. Available: https://africansunmedia.store.it.si/za/book/student-peer-support-initiatives-in-higher-education-a-collection-of-south-african-case-studies/1262403.

Krull, G.E. (2022). Learning with Low Tech: Challenges of Moving to Remote Learning in a Time of Disruption. In E. Walton & R. Osman (Eds.) Pedagogical Responsiveness in Complex Contexts: Issues of Transformation, Inclusion and Equity. Inclusive Learning and Educational Equity, vol 9. Springer Cham. 55-73. Available: https://link.springer.com/chapter/10.1007/978-3-031-12718-2_4.

Brodie, K., Joffe, A., Dukhan, S., Godsell, S., de Klerk, D., & Padayachee, K. (2022). From pandemic disruption to post-pandemic transformation: New possibilities for teaching in South African higher education. South African Journal of Higher Education, 36(4), 66-84. Available: https://www.journals.ac.za/index.php/sajhe/article/view/5180.

Benvenuti, S., MacGregor, A., & de Klerk, D. (2022). Culture trumps structure in the competitive struggle between teaching and research. In J. Pool, M.M. Fernandes-Martins, & M. Fourie (Eds.) A Scholarly Approach to Student Success in Higher Education: Volume 2. Potchefstroom: Axiom Academic Publishers. 144-175. Available: https://store.it.si/za/home.

de Klerk, D. (2022). Academic advising during emergency remote teaching and learning: A South African higher education perspective. Scholarship of Teaching and Learning in the South, 6(1), 95-111. Available: https://sotl-south-journal.net/index.php/sotls/article/view/210.

Dison, L., Padayachee, K., de Klerk, D., Conradie, W., MacAlister, F., Moch, S., & Krull, G. (2022). Reframing purpose and conceptions of success for a post-必博娱乐,比博娱乐网址 South African higher education. Scholarship of Teaching and Learning in the South, 6(1), 33-54. Available: https://sotl-south-journal.net/index.php/sotls/article/view/222.

Krull, G.E., & MacAlister, F. (2022). Rapidly orienting academic staff for emergency remote teaching: Responsive approaches for academic professional learning. In U.P. Singh, C.S. Nair, C. Blewett, & T. Shea (Eds.) Academic Voices: A Conversation on New Approaches to Teaching and Learning in the post-COVID World. Cambridge: Chandos Publishing. 283-294. Available: https://www.sciencedirect.com/science/article/pii/B978032391185600029X.

Aluko, R., Krull, G., & Mhlanga, E. (2022). Shaping open, distance and e-learning in post school education and training: A call for a revised agenda. Perspectives in Education, 40(1), 1-17. Available: https://journals.ufs.ac.za/index.php/pie/article/view/5563.

de Klerk, D. (2021). Making Known the Real: An Exploration of Academic Advising Practices in a South African Higher Education Context. Journal of Student Affairs in Africa, 9(2), 101-121. Available: https://upjournals.up.ac.za/index.php/jsaa/article/view/3702.

Krull, G., Ganas, R, Pallitt, N, Kramm, N, & Riley, A. (2021). Reimagining support for learning and teaching in post-covid-19 South African higher education. African Perspectives of Research in Teaching & Learning, 5(1). 129-146. Available: https://www.ul.ac.za/aportal/application/downloads/Article%209_oct_2021.pdf.

Lamberti, P & Keane, M. (2021). The Vitae Researcher Development Framework in South African postgraduate education. In P. Rule, E. Bitzer & L. Frick (Eds.) The Global Scholar: Implications for Postgraduate Studies and Supervision. Stellenbosch: African Sun Media. 63-82.

De Klerk, D., Krull, G., & Maleswena, T. (2021). Rapid Orientation of Students for Emergency Remote Learning during the Covid?19 Lockdown. Journal of Student Affairs in Africa, 9(1), 61-76. Available: https://upjournals.up.ac.za/index.php/jsaa/article/view/1428.

Spark, L., de Klerk, D., Maleswena, T., & Jones, A. (2017). Paving the Road to Success: A framework for implementing the Success Tutoring approach. Journal of Student Affairs in Africa, 5(2), 77-90. Available: https://upjournals.up.ac.za/index.php/jsaa/article/view/632.

De Klerk, D., Spark, L., Jones, A., & Maleswena, T. (2017). Paving the Road to Success: Reflecting critically on year one of an undergraduate student support programme at a large South African university. Journal of Student Affairs in Africa, 5(1), 1-13. Available: https://upjournals.up.ac.za/index.php/jsaa/article/view/595.

Conference Papers

Kluyts, M. & Karim, R. (2024). Trust as a foundation for institutional cultures: A document analysis of select institutional policies from South African research-intensive universities. Unpublished conference paper presented at the Higher Education Close Up Conference 11 (HECU11), Rhodes University, Makhanda, South Africa. July 3-5.

Pallit, N., Krull, G., & Govender, S. (2024). Supporting trust in Higher Education. Symposium hosted at the Higher Education Close Up Conference 11 (HECU11), Rhodes University, Makhanda, South Africa. July 3-5.

de Klerk, D. (2024). Academic advising and student voices: Insights into student help-seeking behaviour. Unpublished conference paper presented at the Siyaphumelela Conference 2024, Wanderers Club, Johannesburg, South Africa. June 25-28.

Krull, G. (2024). Taking a “U” journey to enhance collective generative leadership competency across higher education ecosystems. Unpublished conference paper presented at the ICED24 Conference, Nairobi, Kenya. June 5-7.

Ganas, R., Pather, S., & Krull, G. (2024). (Un)conferencing as a methodological approach to disrupt traditional participation in scholarly practices to advance higher education ecosystems. Pre-conference workshop hosted at the ICED24 Conference, Nairobi, Kenya. June 5-7.

Nayager, A. (2024).  Resilience requires systemic change: Exploring the institutional and structural factors affecting student resilience in universities within the South African context. Unpublished paper presented at the 7th Biennial IASAS 2024 Global Summit, Daegu, Republic of Korea, May 21-25.

Krull, G., Tam, C., Wales, N. L., & MacAlister, F. (2023). Piloting “better blend” course design retreats: A novel approach to supporting course redesign. Unpublished conference paper presented at the Fourth Biennial SOTL 4 the South Conference: Teaching and learning for sustainable futures, University of the Free State, Golden Gate Hotel, South Africa. November 21-23.

de Klerk, D. (2023). PhD by publication for ‘third space’ academics in South African higher education contexts. Unpublished conference paper presented at the Fourth Biennial SOTL 4 the South Conference: Teaching and learning for sustainable futures, University of the Free State, Golden Gate Hotel, South Africa. November 21-23.

Padayachee, K., de Klerk, D, MacAlister, F., Krull, G., Dison, L., Moch, S., & Conradie, W. (2023). Towards systemic ways of effecting change in higher education: Exploring the tensions between resilience and resistance to blended teaching and learning. Unpublished conference paper presented at the Fourth Biennial SOTL 4 the South Conference: Teaching and learning for sustainable futures, University of the Free State, Golden Gate Hotel, South Africa. November 21-23.

Nayager, A. & de Klerk, D. (2023). Towards a social realist framework for analysing academic in Global South contexts. Unpublished conference paper presented at the Fourth Biennial SOTL 4 the South Conference: Teaching and learning for sustainable futures, University of the Free State, Golden Gate Hotel, South Africa. November 21-23.

Kadima, P. L., Gobind, J., & Shungube, M. (2023). The unpaved road for international student success in South African Higher Education. HELTASA (un)Conference 2023 – Celebrations of scholarship: Connecting the lights [Hybrid], South Africa. October 24-26.

Ganas, R., Pather, S., & Krull, G. (2023). In flight mode: Taking a “U” journey to explore collective generative leadership in higher education. HELTASA (un)Conference 2023 – Celebrations of scholarship: Connecting the lights [Hybrid], South Africa. October 24-26.

MacAlister, F, Krull, G., de Klerk, D., & Maleswena, T. (2023). Mixed feelings on mixed modes: Faculty staff and student perceptions in transitioning to post-pandemic blended approaches. HELTASA (un)Conference 2023 – Celebrations of scholarship: Connecting the lights [Hybrid], South Africa. October 24-26.

Giovanelli, A. (2023). Advancing game-based learning in higher education: Exploring innovative design and implementation approaches. HELTASA (un)Conference 2023 – Celebrations of scholarship: Connecting the lights [Hybrid], South Africa. October 24-26.

Padayachee, K., de Klerk, D., Kluyts, M., Dlamini, P., & Giovanelli, A. (2023). Student perceptions of the usefulness of multilingualism in the faculties of Commerce, Law, and Management (FCLM) and Science (FoS) at a research-intensive South African university. Unpublished conference paper presented at the International Conference on Language, Multilingualism and Decolonization Practices in Higher Education, University of the Free State, Bloemfontein, South Africa. July 12-14.

Dison, L., Kluyts, M., & Nichols, P. (2023). Writing centre futures? International discussions and shifting local realities. Panel discussion at the Writing Festival: Celebrating 25 years of the Wits Writing Centre, University of the Witwatersrand, Johannesburg, South Africa. June 29-30.

de Klerk, D. (2023). Contextually relevant and responsive academic advising for South African higher education. Unpublished conference paper presented at the Siyaphumelela Conference 2023, Wanderers Club, Johannesburg, South Africa. June 28-30.

Krull, G. & MacAlister, F. (2023). Supporting the move to post-pandemic blended teaching: Reflections on a professional learning short course. The Annual EDEN Digital Learning Conference, Dublin City University, Dublin, Ireland. June 18-20.

Krull, G., de Klerk, D., Maleswena, T. & MacAlister, F. (2023). Intentionally integrating academic professional learning and student advising practices to support student success. The Annual NADEOSA Conference, University of Pretoria, Pretoria, South Africa. May 25-26. 

Giovanelli, A.G. (2023). Going beyond physical spaces: Designing inclusive teaching and learning opportunities using a holistic Universal Design for Learning lens. The Annual NADEOSA Conference, University of Pretoria, Pretoria, South Africa. May 25-26.

Lamberti, P., de Klerk, D., & Kluyts, M. (2023). An ‘academic literacies’ approach to research proposal support for PhD candidates. CHE 2023 Higher Education Conference, CSIR International Convention Centre, Pretoria, South Africa. March 1-3.

Kluyts, M. and van As, J. (2022). Re-imaging academic integrity through the lenses of ethics of care and restorative justice to establish a culture of academic integrity (Workshop). Wits Conference on Learning & Teaching 2022 [Hybrid & Online], South Africa. September 19-21.

Krull, G. and MacAlister, F. (2022). Considering staff support to move to blended learning and teaching: Faculty academic developer perspectives. Wits Conference on Learning & Teaching 2022 [Hybrid & Online], South Africa. September 19-21.

Padayachee, K., de Klerk, D., Kluyts, M., Luck, J., and Ticha, I. (2022). Multilingualism and translanguaging: Where are we now, and where to next? (Panel discussion). Wits Conference on Learning & Teaching 2022 [Hybrid & Online], South Africa. September 19-21.

Krull, G., de Klerk, D., Dison, L., Padayachee, K., Moch, S., and MacAlister, F. (2022). Reframing the post-pandemic move to blended learning and teaching. (Critical dialogue). Wits Conference on Learning & Teaching 2022 [Hybrid & Online], South Africa. September 19-21.

Moosa, R., Kluyts, M., van As, J., and Moolla, A. (2022). Digital Abilities and Academic Integrity as keys to unlocking the gateway to success. Wits Conference on Learning & Teaching 2022 [Hybrid & Online], South Africa. September 19-21.

de Klerk, D., Benvenuti, S., and MacGregor, A. (2022). The professional learning of academics as university teachers: Lessons from a SOTL research project (Critical dialogue). Wits Conference on Learning & Teaching 2022 [Hybrid & Online], South Africa. September 19-21.

de Klerk, D. (2022). Giving voice to academic advisors: Insights into student support needs from the University of the Witwatersrand. Unpublished conference paper presented at the Siyaphumelela Conference 2022 [Virtual], South Africa. June 21-24.

Maleswena, Jinoyi, Nayager, and Shungube. (2022). Academic advisors engaging towards success: Student and lecturer interactions in a town hall setting. Unpublished conference paper presented at the Siyaphumelela Conference 2022 [Virtual], South Africa. June 21-24.

Krull, G. (2022). Promoting Student Engagement in Online Courses. NADEOSA Virtual Conference,South Africa. May 10-12.

Nayager, A., de Klerk, D., and Maleswena, T. (2021). What does it mean to us? Discussions towards a definition of Academic Advising for South African higher education contexts.HELTASA (un)Conference 2021 [Virtual], South Africa. December 6-10.

Lamberti, P., de Klerk, D., and Potter, M. A. (2021). Writing development and support for postgraduate research students during Emergency Remote Teaching and Learning. HELTASA (un)Conference 2021 [Virtual], South Africa. December 6-10.

Matimolane, m., de Klerk, D., Dison, L., Moch, S., Padayachee, K., and West, N. (2021). Reimagining assessment for student learning beyond COVID-19. HELTASA (un)Conference 2021 [Virtual], South Africa. December 6-10.

Krull, G. (2021). Reimagining and Fostering Presence in Online Courses. HELTASA (un)Conference 2021 [Virtual], South Africa. December 6-10.

Dison, L., Padayachee, K., de Klerk, D., Conradie, W., MacAlister, F., Moch, S. and Krull, G. (2021). Reframing purpose and conceptions of success in the post-COVID higher education landscape. Third Biennial SOTL in the South Conference [Virtual], South Africa. November 22-25.

De Klerk, D. (2021). Academic Advising for South African contexts: Advisor voices during Emergency Remote Teaching and Learning, and the future of Academic Advising in South African Higher Education. Third Biennial SOTL in the South Conference [Virtual], South Africa. November 22-25.

Maleswena, T. (2021). Bootstraps and blame: The cult of individualism laid bare by the COVID-19 pandemic. Third Biennial SOTL in the South Conference [Virtual], South Africa. November 22-25.

Maleswena, T., Nayager, A., Shungube, M. and Jinoyi, S . (2021). In conversation with four Commerce Law and Management academic advisors (part 2). First CLM Learning and Teaching Symposium [Virtual], South Africa. November 15-19.

Lamberti, P. and Moore, J. (2021). Reflecting on contact and online postgraduate writing retreats as social spaces in the Commerce, Law and Management Faculty during COVID-19. First CLM Learning and Teaching Symposium [Virtual], South Africa. November 15-19.

Potter, M.A. and Lamberti, P. (2021). Locating asynchronous writing support for CLM Master’s students and doctoral candidates on Ulwazi. First CLM Learning and Teaching Symposium [Virtual], South Africa. November 15-19.

Lamberti, P and Moore, J. (2021). Retreating online: Exploring the shift from contact to online writing retreats in the Wits Commerce, Law and Management Faculty. First Joint University of the Free State and University of Pretoria Academic Literacy Virtual Conference, South Africa. October 14-15.

Maleswena, T., Nayager, A., and Shungube, M. (2021). In Conversation with Four Commerce Law and Management Academic Advisors (Panel discussion). University of the Witwatersrand Conference on Learning and Teaching, Johannesburg, South Africa. August 2-4.

Krull, G., Conradie, W., de Klerk, D., Dison, L., MacAlister, F., Moch, S., and Padayachee, K. (2021). Reframing Conceptions of Success in Higher Education (Panel discussion). University of the Witwatersrand Conference on Learning and Teaching, Johannesburg, South Africa. August 2-4. 

Krull, G.E. (2020). Moving to Remote Learning during the 必博娱乐,比博娱乐网址 Disruption: Enabling Support Considerations. The HELTASA Online Conference, South Africa. November 30 to December 3.

Ganas, G., Krull, G., Riley, A., Pallitt, N. & Kramm, N. (2020). Waiting to exhale in a safe and authentic learning space. The HELTASA Online Conference, South Africa. November 30 to December 3.

Spark, L.L., de Klerk, D., and Maleswena, T. (2020). Assessment practices in CLM: Early findings of an assessment project. University of the Witwatersrand annual Centre for Learning, Teaching, and Development Symposium, Johannesburg, South Africa. March 11-12.

Grayson, D., McLoughlin, K., September, J., and de Klerk, D. (2020). The Long and Winding Road to Creating an Institutional Student Success Framework: A Systems Thinking Approach. Achieving the Dream Annual Institute on Student Success, National Harbor, USA. February 18-21. 

De Klerk, D. and Jadhav, A. (2018). Preparing students for the fourth industrial revolution: A South African perspective (Poster presentation). Society for the Scholarship of Teaching and Learning (ISSOTL) conference, Bergen, Norway. October 24-27.

Maleswena, T. (2018). Memory and Memorialization. Fifth Annual Wits International Critical Diversity Studies Conference, Johannesburg, South Africa. August 6-8.

De Klerk, D., Mdluli, F., Maleswena, T., Denewade, A., Spark, L., and Masango, M. (2018). Compulsory versus voluntary student success interventions: The value of data analytics for intervention design, implementation, and evaluation. Annual Siyaphumelela Conference, Johannesburg, South Africa. June 12-14.

Masango, M., de Klerk, D., Mdluli, F., Denewade, A., Maleswena, T., and Spark, L. (2017). Finding value in student experience and voice: Enhancing student success through data analytics and success tutoring. Annual Siyaphumelela Conference, Johannesburg, South Africa. June 27-29.

De Klerk, D., Jadhav, A., and Hundermark, G. (2017). Enhancing student success in South Africa: An interdisciplinary model for profiling success advisors. Bi-Annual SoTL in the South Conference, Johannesburg, South Africa. July 25-27. 

Khupe, C., de Klerk, D., Hundermark, G., Genga, R., and Jadhav, A. (2016). This is South Africa: Pulling the Rabbit out of the Hat. Achieving the Dream Annual Institute on Student Success, Atlanta, USA. February 23-26.

Jones, A and de Klerk, D. (2015). 21st Century student versus academic: A South African university perspective. Ninth Annual Teaching and Learning in Higher Education Conference, Durban, South Africa. September 21-23.

Spark, L.L., Jones, A., and de Klerk, D. (2015). Using SAKAI to introduce blended learning into a support programme. Ninth Annual Teaching and Learning in Higher Education Conference, Durban, South Africa. September 21-23.

Other Scholarly Output

Krull, G.E. & de Klerk, D. (2021). Online teaching and learning is not just for pandemics and it can help solve old problems. The Conversation, 18 October. Available: https://theconversation.com/online-teaching-and-learning-is-not-just-for-pandemics-and-it-can-help-solve-old-problems-169650.

Krull, G.E. (2020). Ready for remote teaching? Considerations for designing an engaging remote learning experience. Higher Education Learning and Teaching Association South Africa (HELTASA), 20 April. Available: https://heltasa.org.za/ready-for-remote-teaching-considerations-for-designing-an-engaging-remote-learning-experience/.

Krull, G.E. (2020). Ready for remote learning? Orienting students to a new way of learning. Higher Education Learning and Teaching Association South Africa (HELTASA), 23 April. Available: https://heltasa.org.za/ready-for-remote-learning-orienting-students-to-a-new-way-of-learning/. April 23.

De Klerk, D., Masango, M., Maleswena, T, Mdluli, F., Denewade, A., & Spark, L.L.  (2017). The case of a student support initiative by a student success programme at the University of Witwatersrand. Siyaphumelela, 7 November. Available: https://siyaphumelela.org.za/get/article.php?id=38. 

Spark, L.L. & de Klerk, D. (2015). Using Clickers in Lectures: A Study of First Experiences. Ninth Annual Teaching and Learning in Higher Education Conference: Pre-Conference Proceedings, UKZN: 199-209.

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