PUBLICATION NEWS

We are proud of the following publications:

Landsberg, E & Van Den Berg, L. 2023. 4th Industrial Revolution skills in the current South African accountancy curricula: A systematic literature review. South African Journal of Accounting Research. DOI: http://10.1080/10291954.2023.2172833

Moolman, A.M., Fouché, J.P. & Leendertz, V. 2023, Sustainability elements of companies that are affected by pandemics. Journal of Economic and Financial Sciences 16(1): a828. https://doi.org/10.4102/jef. v16i1.828

Bopardikar, A., Bernstein, D. and McKenney, S., 2023. Boundary Crossing in Student-Teacher-Scientist-Partnerships: Designer Considerations and Methods to Integrate Citizen Science with School Science. Instructional Science,1-40. https://doi.org/10.1007/s11251-022-09615-3

van Dulmen, T.H., Visser, T.C., Coenders, F.G., Pepin, B. and McKenney, S., 2023. Learning to teach chemical bonding: a framework for preservice teacher educators. Chemistry Education Research and Practice. https://doi.org/10.1039/D2RP00049K

2022 PUBLICATIONS LIST

TELIT-SA is proud to list the following publications, for the year 2022:

Agunsoye, A., Groenewald, M. & Guizzo, D. 2022. Harmful hierarchies. Reclaiming economics for future generations. Manchester: Manchester University Press. pp. 55-90. https://doi.org/10.7765/9781526159878.00009

Agunsoye, A., Groenewald, M., Guizzo, D. & Ramburuth-Hurt, K.2022. Reforming academia. Reclaiming economics for future generations. Manchester: Manchester University Press. pp. 203-241. https://doi.org/10.7765/9781526159878.00014

Agunsoye, A., Groenewald, M., Guizzo, D. & Roberts-Dear, B. 2022. Undiverse and uninclusive. Reclaiming economics for future generations.  Manchester: Manchester University Press. pp. 25-54. https://doi.org/10.7765/9781526159878.00008

Bopardikar, A., Bernstein, D. & McKenney, S. 2021. Designer considerations and processes in developing school-based citizen-science curricula for environmental education. Journal of Biological Education, 1-16. https://doi.org/10.1080/00219266.2021.1933134

Bopardikar, A., Bernstein, D., Drayton, B. & McKenney, S. 2021. Designing educative curriculum materials in interdisciplinary teams: designer processes and contributions. Instructional Science, 49(2):249-286. https://doi.org/10.1007/s11251-021-09538-5

Dimitrova, V.V., McKenney, S. & Kirschner, P.A. 2021. Second and foreign language teachers’ problem-solving schemata development through informal problem-solving: the relationship between experience and expertise. Innovation in Language Learning and Teaching, 7(2):1-15. https://doi.org/10.1080/17501229.2021.2011894

Landsberg, M.J., Leendertz, V. & van der Merwe, H. 2022. Pivoting the enterprising women programme from a face-to-face to digitised model during COVID-19: an activity systems approach. In: Bisschoff, C.A., ed. Conference Proceedings. 15th International Business Conference 2022 (IBC 2022), Somerset West, South Africa. Potchefstroom: North-West University. pp. 646-656. e-ISBN: 978-0-6397-2194-1

Leendertz, V., Mostert, C., Surujlal, J. & van der Merwe, H. 2022. Higher education institutions’ readiness for alternative delivery modes and online pedagogy in the face of a global crisis. Higher Education in the Face of a Global Pandemic. Leiden: Brill. pp. 51-95. https://doi.org/10.1163/9789004514461_004

Leendertz, V. & Matthew, G.D., 2022, October. F-EMS Incorporated: a BCom mobile serious game to simulate the business environment. Conference proceedings. 14th International Conference on Education Technology and Computers (ICETC 2022), Barcelona, Spain. New York, NY: Association for Computing Machinery. pp. 19-23.

Greyling, L. and Leendertz, V. 2022. I am not one and simple, but complex and many: the intersection between South African female founders’ social entrepreneurial identity and new venture aspirations. In: Surujlal, J., Van den Berg, L. and Van der Merwe., eds. Conference proceedings. Social Science International Research Conference (SSIRC 2022), Balaclava, Mauritius. pp. 636-647. e-ISBN: 978-0-620-96741-9

Matthew, G., de Villiers, M.K. and Mouton, N. 2022. Designing multimedia environments on learning management sites: intuitional vs. instructional design. Ensovoort, 43(11).
McKenney, S. and Reeves, T.C., 2021. Educational design research: portraying, conducting, and enhancing productive scholarship. Medical education, 55(1):82-92. https://doi.org/10.1111/medu.14280

Moolman, A.M., Fouché, J.P. and Leendertz, V. 2023. Sustainability elements of companies that are affected by pandemics. Journal of Economic and Financial Sciences, 16(1), a828. https://doi.org/10.4102/jef. v16i1.828

Mostert, C.L. & Hamilton, L. 2022. Exploring entrepreneurship motivational factors in higher education South Africa. In: Surujlal, J., Van den Berg, L. and Van der Merwe., eds. Conference proceedings. Social Science International Research Conference (SSIRC 2022), Balaclava, Mauritius. pp.305-315. e-ISBN: 978-0-620-96741-9.

Pelser-Carstens, V. & Leendertz, V., 2022. Towards a theoretical serious game design framework for accountancy education. In: Bastiaens, T., ed. Conference Proceedings. EdMedia+ Innovate Learning, New York, USA. Waynesville: Association for the Advancement of Computing in Education (AACE). pp. 557-576.

Pietersen, A.D. & van Vuuren, A.J. 2022. A South African perspective on the impact of COVID-19 on excise duties and social grants. In: Surujlal, J., Van den Berg, L. and Van der Merwe., eds. Conference proceedings. Social Science International Research Conference (SSIRC 2022), Balaclava, Mauritius. pp. 1291-1299. e-ISBN: 978-0-620-96741-9.

Sipman, G., Martens, R., Thölke, J. and McKenney, S., 2021. Professional development focused on intuition can enhance teacher pedagogical tact. Teaching and Teacher Education, 106:1-17. https://doi.org/10.1016/j.tate.2021.103442

Sipman, G., Thölke, J., Martens, R. and McKenney, S., 2021. Can a systemic-phenomenological teacher professional development program enhance awareness of intuitions and serve pedagogical tact? Systemic Practice and Action Research, 35:153–175. https://doi.org/10.1007/s11213-021-09562-z

Sipman, G., Martens, R., Thölke, J. and McKenney, S., 2021. Exploring teacher awareness of intuition and how it affects classroom practices: conceptual and pragmatic dimensions. Professional Development in Education, 1-14. https://doi.org/10.1080/19415257.2021.1902839

Van Den Berg, L. & Leendertz, V. 2022. Adapt or perish: the evaluation of e-assessment training of faculty at a South African university using Kirkpatrick’s model of training outcomes. In: Bastiaens, T., ed. Conference proceedings. EdMedia + Innovate Learning 2022, New York, USA. Waynesville: Association for the Advancement of Computing in Education (AACE). pp. 130-142.

Van Den Berg, L. & Surujlal, J. 2022. Portrayal of the video assistant referee’s decision-making process: fans and spectators’ reluctance to accept technology. In: Surujlal, J., Van den Berg, L. and Van der Merwe., eds. Conference proceedings. Social Science International Research Conference (SSIRC 2022), Balaclava, Mauritius. pp. 785-799. e-ISBN: 978-0-620-96741-9

Van den Berg, L. & De Villiers, K. 2022. Talking with technology: using vlogs as assessment tool to improve sport students’ communication skills and content learning. In Bastiaens, T., ed. Conference Proceedings. EdMedia+ Innovate Learning, New York, USA. Waynesville: Association for the Advancement of Computing in Education (AACE). pp. 143-159.

Van Der Linden, S., van der Meij, J. and McKenney, S. 2022. Teacher video coaching, from design features to student impacts: a systematic literature review. Review of educational research, 92(1):114-165. https://doi.org/10.3102/00346543211046984

Van Dulmen, T.H., Visser, T.C., Pepin, B. and McKenney, S. 2022. Teacher and student engagement when using learning materials based on the context of cutting-edge chemistry research. Research in science & technological education. https://doi.org/10.1080/02635143.2022.2070147