| Figures | ||
| 8.1 | The intersection of theory, practice and context across all doctorates. | 164 |
| 8.2 | Models of doctoral curriculum (Interview visual prompt). | 168 |
| 11.1 | Headcount enrolment by race, 1994–2014. (Source: DHET, HEMIS, 2014). | 226 |
| 11.2 | Graduates by race, 1994–2014. (Source: DHET, HEMIS, 2014). | 226 |
| Tables | ||
| 7.1 | Headcount enrolment and growth by race, 2000–2015. | 135 |
| 7.2 | What is learning? Responses of 11 successful CADP students. | 142 |
| 7.3 | Students’ approaches to learning. | 149 |
| 8.1 | Similarities and potential divergences between traditional doctorates and professional doctorates. | 159 |
| 8.2 | Models of supervision. | 165 |
| 10.1 | Inbound and outbound flow of students into and out of South Africa (in decreasing order). | 211 |
| 11.1 | Proposed evaluative framework to measure equity of access to higher education in South Africa. | 232 |
| 11.2 | Suggested evidence table to guide building an institutional portfolio for equity audits. | 236 |
Figures and Tables
于Transforming Universities in South Africa
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Ihron Rensburg
Ihron Rensburg
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Shireen Motala
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Michael Cross
Michael Cross
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