CHED Scholarly Outputs

Positioning CHED's scholarly approach

CHED's scholarly approach centres around informing educational development practice in higher education at UCT, nationally and internationally. In addition, CHED research seeks to advance the theoretical research field broadly defined as higher education studies.

Research activities across CHED departments encompass a broad spectrum of fields within higher education. Scholars in the Faculty focus their work on the following thematic areas: 

Teaching and Learning in Higher Education

Social Justice and Decolonization

Digital Technologies and Education

Academic Literacy and Writing

Engineering Education

Health Sciences Education

Educational technology adoption and implementation

CHED researchers employ a variety of methodologies and approaches in their scholarly work which spans across diverse and a wide array of topics. While some of the work is informed by several pedagogical theories and frameworks, such as Critical Theories, Cognitive Theory, Learning Theory, Constructivist Theory, and Systemic Theory, others are process-driven and embrace design thinking principles.

Researchers in CHED are project leaders and collaborators in international research and initiatives, as depicted in the network analysis below, and participate in cross-faculty research efforts at the University of Cape Town (UCT). They are also engaged in regional networks that aim to advance scholarship in higher education. Their involvement in these networks underscores their commitment to contributing to and enhancing the academic and pedagogical discourse within broader HE sector.

Departmental scholarly outputs

Explore the depth and diversity of CHED's scholarship by browsing each department's latest research outputs below:

Positioning CHED's scholarly approach

Departmental scholarly outputs

Research Reports