| Figures | ||
| 2.1 | Three Triple Helix models. | 13 |
| 2.2 | University model for development impact. | 19 |
| 3.1 | The steps of the transformative learning theory. | 34 |
| 9.1 | Visual conceptualisation of the notions of access, equity, relevance and quality in HE. | 166 |
| 10.1 | Categories of thinking about quality education (Modified from Watty (2003). | 183 |
| 11.1 | A proposed six quality concepts for total quality management in addressing quality issues. | 210 |
| 12.1 | The conceptual map of professionalising QA in HE. | 230 |
| 12.2 | The PAMEI procedure and competency-based processes for enabling professionalism. | 243 |
| 13.1 | General Extended Technology Acceptance Model for E-Learning. | 255 |
| 16.1 | Technological Pedagogical Content Knowledge (TPaCK) model. | 307 |
| 16.2 | ESD for 2030 toolbox: Priority action areas. | 311 |
| 16.3 | AoL, AaL & AfL SDG s. | 316 |
| Table | ||
| 18.1 | Primary enrolment (millions) by continent, 1950–1997. | 352 |
于Quality in African Higher Education
编者：
Peter Neema-Abooki
Peter Neema-Abooki
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