Starting from the end of 2015, a project started to create a number of archives on the movement, and in 2022 Dr Anye Nyamnjoh and I initiated a project specifically to provide a platform for a critical reflection on the history, significance, and legacy of the South African student movement. This started in 2023 with a national colloquium on the movement (see blog entry here). After this, a proposal and call for papers was developed for a book with an editorial team that included a broad spectrum of scholar-activists from different backgrounds.
Thierry M. Luescher
Personal Blog and Website with Links to Open Access Publications on Higher Education in Africa - Student Experience - Student Politics - Student Affairs - Institutional Research - Higher Education Policy and Politics Research
Thursday, 21 August 2025
Another milestone for the forthcoming book: #FeesMustFall - Ten Years On
Starting from the end of 2015, a project started to create a number of archives on the movement, and in 2022 Dr Anye Nyamnjoh and I initiated a project specifically to provide a platform for a critical reflection on the history, significance, and legacy of the South African student movement. This started in 2023 with a national colloquium on the movement (see blog entry here). After this, a proposal and call for papers was developed for a book with an editorial team that included a broad spectrum of scholar-activists from different backgrounds.
Friday, 1 August 2025
Rethinking higher education: Public and private synergies for student success in Africa
The July 2025 issue of the Journal of Student Affairs in Africa arrives at a pivotal time in the discussions around higher education and student success in South Africa and on the continent. It comes also in the context of almost seismic global disruptions (and we are thinking here of AI, geo-political madness and climate change-related conflicts, combined with the ongoing structural challenges within African post-school education systems. This compels us to ask hard but essential questions: What kind of higher education systems do we need to serve our students and our societies better? And critically, can we afford to ignore the growing role of private higher education in that future?
The JSAA feature article is feathered by Ahmed Bawa and Linda Meyer, ‘Becoming more private: Broadening the base of South African higher education’. It courageously interrogates the long-standing public-private divide in the South African higher education sector and explores how declining government funding, siloed and ill-articulated institutions, and systemic socio-political inequality make the emboldened participation of private higher education not only viable but inevitable. A truly functional and future-oriented system must enable coordination, collaboration, and shared responsibility between all HE actors, public and private alike, toward a unified national learning agenda (and extending this into all Africa).
The rest of the issue builds on this theme of rethinking structures and support for student success across African higher education. There are articles on a health and wellness intervention programme; peer mentoring; the role of residence advisors in student academic success; on first-year student belonging; on counselling; on student activism, climate action and other student extracurricular activities and on managing an extended orientation programme in the context of COVID-19. The book review by Dr Sibeso Lisulo, reflects on Widening university access and participation in the Global South: Using the Zambian context to inform other developing countries by Edward Mboyonga. According to Lisulo, the book offers both case-based insights and transferable strategies for inclusion and equity that higher education leaders across the continent would do well to consider.
As this issue illustrates, student success is not merely a matter of programme design, it is a systemic concern. This invites us to examine the assumptions, architectures, and power dynamics that shape our institutions. Whether we are talking about health, belonging, leadership, activism, or orientation, we must look not just at what we do within universities, but how our systems are organised, and how public and private actors can align for the broader public good. This alignment will necessarily raise questions about purpose, equity, access, and what kind of higher education architecture we need for a just and thriving Africa.
Rethinking higher education in Africa thus requires us to think across several levels or units of analysis – from the micro, individual level of student experience and student success, to support for different groups of students and rethinking the roles of residences, for example, in the academic and social engagement of students. It includes the meso level of institutional diversity and complementarity, and at the macro level, the purpose of higher education in Africa. We started this editorial with reference to the growing polarisation we see in the world – from “geopolitical madness” to conflicts around migration and increasing climate-change-related conflicts. Universities in Africa have to create transformative leaders (with the values, knowledges, attitudes, skills and networks) to respond to the fast-changing context and create peaceful, prosperous and equitable societies. Contributing to this as student affairs professionals, scholars and researchers, gives meaning to our work. And if our institutions fail to deliver on the promise of freedom, peace and prosperity, then they might as well be trade schools.
Birgit, Thierry and Teboho
This is a shortened version of the latest editorial in JSAA. The full editorial can be found at:
Schreiber, B., Luescher, T. M., & Moja, T. (2025). Rethinking higher education: Public and private synergies for student success in Africa. Journal of Student Affairs in Africa, 13(1), v–vii. DOI: 10.24085/jsaa.v13i1.6227
Monday, 28 April 2025
Reimagining the African University of the future - Thought-leader interviews
Goolam Mohamedbhai, Mogobe Ramose, Reitumetse Mabokela, Rekgotsofetse Chikane, Dzul Razak, Catherine Odora Hoppers, Neil Turok, Adam Habib, Madeleine Arnot, Paul Zeleza, Tade Aina, Lihle Ngcobozi, Rajesh Tandon, Claudia Frittelli, Peter Materu, Birgit Schreiber, William Mpofu, Saleem Badat, Sabelo Ndlovu-Gatsheni, Laura Czerniewicz, Issa Shivji, Nelson Masanche Nkhoma, Cheryl de la Rey, Doyin Atewologun, Tshilidzi Marwala, Ndungu Kahihu, Patrício Langa, Teboho Moja, Chris Bradford, Fred Swaniker, Shanen Ganapathee, Ernest Aryeetey, Yunus Ballim, Achille Mbembe, David Awuah, Thoko Mayekiso, and Fikile Vilakazi.
In the choice of this illustrious group of thought-leaders, the project team of The Imprint of Education (TIE) project of the Human Sciences Research Council took care to try and balance the views by adding selection criteria (other than the ones above) to also ensure gender, age, region, and broad expertise. In addition to the UWN articles, some of the (edited and approved) transcripts of the interviews are also published on the TIE website. Maybe I should mention that it wasn't only I who did interviews but a whole range of TIE project collaborators, including: Catherine Odora Hoppers, Ibrahim Oanda, Relebohile Moletsane, David Everatt, Crain Soudien, James Otieno Jowi, Sharlene Swartz, Krish Chetty, Alude Mahali, Angelique Wildschut and Vuyiswa Mathambo.
After the conclusion of the series, the second big step now is the publication of the book "Rupture and innovation in the African university", which I co-authored over the last 16 months with Vuyiswa Mathambo, Angelique Wildschut and Crain Soudien. It is due to be published by AISA Press (the Africa Institute of South Africa Press), which is an imprint of the HSRC Press. We hope it will also be co-published with CODESRIA Press which would then be the leading house for the French version of the book.
Friday, 18 April 2025
Creating a sustainable diamond open access future for African scholarly journals
The Journal of Student Affairs in Africa (JSAA), of which I am a founder and editorial executive, has received a substantial development grant to support its decadelong history as diamond open access journal into the future.
The grant-maker is EIFL (Electronic Information for Libraries), which is a not-for-profit organisation based in Vilnius, Lithuania, that works with libraries and journals to enable access to knowledge in developing and transition economy countries in Africa, Asia Pacific, Europe and Latin America. JSAA shares EIFL's vision of "a world in which all people have the knowledge they need to achieve their full potential".EIFL has provided JSAA with funding to hold its first ever in-person full editorial team workshop; build capacity and tools (such as an editorial manual and a financial sustainability plan); renew its editorial team and operationalise the community of practice in student affairs research that JSAA launched in 2022. The grant-holder is JSAA's long-term project partner and publisher, African Minds.
In March 2025, the JSAA editors held an editorial summit and workshop in the historic town of Porto (Portugal). The venue was chosen among several options (Zanzibar, Mauritius, South Africa, Morocco and Portugal) because it turned out to be more accessible and less costly for the editors who come from South Africa, Germany, USA, Ethiopia, and the UK. Nonetheless, parts of the workshop was held hybrid to enable a full participation including editors, who for various reasons were not able to join in person (several last-minute).
The five-day editorial summit/workshop focused on (1) discussing the financial sustainability plan; (2) discussing the operationalisation of (a) the community of practice and (b) the JSAA awards; (3) discussing the renewal of the editorial board and international editorial advisory board; and (4) developing a draft operational manual for JSAA. In addition and somewhat unexpectedly, the three Editorial Executives present in person at the summit also developed (5) a new concept paper on ways to enhance JSAA's contribution to the professionalisation of student affairs with extensive capacity building work. This, they included in their Yidan Prize application. As part of the context: On the encouragement of some of the most outstanding higher education and student affairs scholars and professionals world-wide and particularly in Africa, Prof Moja, Prof Schreiber and I have applied for the educational development prize given annually by the Yidan Prize committee.
The draft operational manual that the summit produced includes a detailed outline of the procedures, some automated and some manual involved in producing JSAA. This Operational Manual will be the guide to review and renew the JSAA website and serve as training tool and reference manual for new and existing section editors, editorial executives, and journal managers. Once complete, the operational Manual will include sections on:
2. Editorial Review and Assignment
3. Peer Review Coordination
4. Decision Making
5. Manuscript Revision Management
6. Copy Editing
7. Formatting and Layout
8. Proofreading
10. Marketing and Promotion
11. Ethical Oversight, Plagiarism and AI
12. Administrative Tasks
13. Quality Control, and Improvement
14. Mentorship
Friday, 31 January 2025
New issue published: JSAA 12(2): Advancing Student Success
The title of this issue, ‘Advancing Student Success in Higher Education through the Scholarship of Integration’, emphasises the importance of scholarship. For student affairs scholarship in Africa to be successful we require a conducive ecosystem that advances knowledge creation and facilitates the publishing process. Many factors within and beyond academe enable or hinder knowledge production.
Enjoy the read! Thierry
Thursday, 19 December 2024
Advancing Critical University Studies in Africa - Methodology Academy: Learning 'World Cafe'
Overall, the intended learning outcome was to strengthen the critical and theoretical thinking of (emerging and early career researcher) EECR participants about African higher education and universities in Africa. Researchers and academics from the Human Sciences Research Council (HSRC), University of Venda, Nelson Mandela University, and Makerere University, conceived and facilitated an EECR World Café research methods academy that ran in conjunction with the ACUS Africa Conference with the outcome to give participants a thorough conceptual, methodological and practical introduction to the World Café methodology.
For the HSRC, participation was conceived primarily in terms of the training academy for emerging African scholars working on higher education.
Participation in the World Café EECRA ran as part of the conference sessions which HSRC participants and other participants were a part of and attendance of the academy required an additional sign-up and commitment. Thus, the methodology academy ran specifically for the African EECR attending, in addition to the theoretical and thematic conference papers and discussion. Attendance was entirely free of charge, and for the first time, it was conducted in hybrid format (online and offline).From the HSRC EEE in particular, the programme included the following panelllists:
- Prof. Thierry Luescher and Dr Keamogetse Morwe co-facilitated the academy workshops in which over 140 EECR participated both online and in-place
- Leya Mgebisa and Zimingonaphakade Sigenu co-facilitated in place the World Café research methodology and hosted feedback sessions during the course of the workshop
- Zimingonaphakade Sigenu presented a paper on the isiXhosa intellectual archive and insights for contemporary African universities
The broader make-up of participants comprised around 150 emerging and early career researchers from Makerere University, specifically those who are completing their Masters and PhD studies in the East African School of Higher Education Studies and Development as well as early career and emerging scholars from a number of institutions in Ghana, Botswana, Kenya, Nigeria, Tanzania, and South Africa.
The participation was characterised by active engagements both in-place and on-site with the emerging scholars participating in a practical exercise of the World Café methodology with some of them being table hosts (data collectors) and study participants addressing the questions, "What are some of the persistent inequities and challenges that universities in Africa face in becoming Afrocentric universities?" and "What practical steps can we pursue towards creating an Afrocentric university?"
Like in previous years, the Academy was particularly problem and project-oriented, with a practical component of actually participating in the design and operation of a research project using World Cafe.
The participation also included the participants actively reflecting and feeding back on the methodology and experience of practically implementing it as well as carving out ways in which the methodology can be used for decolonial and emancipatory research and ways to incorporate indigenous practices within the methodology to make it better suited for the African context.
The Academy ran from 16 to 18 October 2024.
Friday, 29 November 2024
The four-dimensional professor
In a complex and changing academic context, early career academics must be aware of the many dimensions that academic work involves. In whatever discipline or field you are building your career, there are global challenges that cannot be ignored, alongside global efforts to address these challenges, such as the UN SDGs. We are in the midst of the threat of climate change wreaking havoc across the Global South, and just survived one of the most deadly global pandemics in human history; there are massive technological advancement and an incisive digital transformation underway with AI offering huge opportunities as well as challenges and threats. In the midst of this, academic work must provide equitable quality education and contribute to deep societal transformation, especially in post-colonial and post-conflict societies in the Global South. In short: we need a new generation of academics who can provide transformative leadership across the multiple functions of academic work; academic game-changers.
What are those dimensions?
Among the top-of-mind academic work functions are:
- Teaching & Advising
- Community engagement
- Development & support
- Research & knowledge production
- Reflective practice
- Academic citizenship
Thursday, 4 July 2024
Towards a new entrepreneurial student activism
The University of Venda, under the leadership of the Department of Youth in Development and particularly my good friend and colleague, Dr Keamo Morwe, hosted the 2024 Youth Month Celebrations on 17 June (one day after the actual youth day) with panel and plenary discussions, debates, and a luncheon. I was invited as guest speaker and guest panelist.
In my public lecture to the assembled student and staff body I reflected on 'entrepreneurial student activism' as a form of activism that builds bridges between campus and community, student life and livelihoods, political agency and economic freedom. In this speech I drew on my experiences over twenty years ago as a student vice-president at the University of Cape Town, where as an SRC, we adopted a student entrepreneurship policy and developed several structures to support student entrepreneurship. These included "Student Enterprises" as a holding company for student-run businesses on campus, including the student bookshop; the "Student Research Institute" which provided training to students and offered student-led research consultancy to campus and community clients; as well as other student-run social enterprises like "SHAWCO and RAG", "Ufundo" and so forth.
The Univen staff journalists summarised my lecture in their university magazine as follows:"In his lecture, Prof Luescher explored the contemporary realities faced by today’s youth, including their struggles and triumphs. He also shed light on the unique perspectives and innovative solutions that young people bring to society.
His talk sparked a lively and dynamic discussion among the students, who were inspired to reflect on the vital role of youth in shaping the future of our communities.
Prof Luescher also stressed the critical role that young people play in driving leadership and entrepreneur-ship. In his public lecture, he underscored the importance of empowering youth to take on leadership roles and explore entrepreneurial opportunities, noting that their unique perspectives and innovative ideas can spur economic growth and promote social change."
I also reflected on the various ways in which student entrepreneurship was being supported nationally by Universities South Africa (USAf) and at the University of Venda. This led me to recite a 'found poem' called "Towards a student entrepreneurial training ground" to conclude my talk (see below).
Towards a student entrepreneurial training ground
I found this poem when I was reading the USAf Entrepreneurship Development in Higher Education (EDHE) programme, the national initiative for student entrepreneurship. I call it "Towards a student entrepreneurial training ground". It goes like this:
The context: graduate and youth unemployment
The resources: here at university
The goals: create enterprises, wealth and jobs
* * *
Instilling the mind of the entrepreneur
with relevant knowledge,
transferable skills
financial literacy and
business principles
In every discipline, within and across.
Developing into entrepreneurial universities
With a supportive environment
Adopting and adapting
Strategies and projects
through innovation and support.
* * *
Four Cs throughout:
Concept and Competence
Connections and Courage.
Concept: What will we do? What is the plan? How can we offer value?
Competence: Who knows what? What can we do? And what we need to learn?
Connections asks: Who’s who? Who does what? Who is our network and client?
Courage boldly moves ahead for: Why not now? Let’s get it done! Let’s persevere in struggle.
* * *
Academics and student affairs
embedding entrepreneurship
in curriculum and co-curriculum
in pedagogies, methodologies,
epistemologies, and ontologies
relevant to our context.
Economically active
Taking ownership
to implement initiatives.
to start a career here
and generate income.
During and after campus
ending student poverty
defeating unemployment
crating livelihoods
as students and graduate entrepreneurs.
T Luescher 2024
Monday, 27 May 2024
C4P: #FeesMustFall Ten Years On: A critical examination of the history, significance, and legacy of the 2015–16 student movement in South Africa
Friday, 24 May 2024
IASAS Global Summit - South Korea: What is the "Africa Cafe" research methodology?
Friday, 12 January 2024
Student Affairs promoting engaged and student-centred higher education
Towards community-engaged and student-centred universities
Eventually, support for the special issue moved under the auspices of USAf and its Higher Education Leadership and Management (HELM) programme, and to the responsibility of Dr Oliver Seale, Prof. André Keet, and Dr Johnson, who asked Prof. Thierry Luescher and Dr Somarie Holtzhausen to act as guest editors of the issue. Here are some of the topics in this issue’s articles that we are sure will generate much thinking, debate and further research in the sector.
Ubuntu in the practices of African graduates and students
A strong theme in this issue’s articles relates to learning relationships among students, relationships between graduates and wider society, and the conception of these relations in terms of ubuntu. With the article ‘“Giving back is typical African culture”: Narratives of giveback from young African graduates’, the research team led by Alude Mahali-Bhengu at the Human Sciences Research Council makes a critical intervention in our understanding of African graduates’ social consciousness and the kinds of interventions that foster commitments to transformative leadership, community engagement, and giving back to society even after students have left university. Drawing on a wide dataset from across several African countries, they show how African graduates’ practices of giving back to family, community, and society, change over time, and how their conceptions of give-back are evidence of a strong sense of ubuntu.
Mikateko Mathebula and Carmen Martinez-Vargas place ubuntu front and centre in their conception of a capabilities-based framework for assessing the performance of higher education in terms of supporting student well-being. Analysing data from two longitudinal research projects with undergraduate students in South African universities, they infer that ubuntu underpins the ways students tend to relate to each other – as interdependent partners of a learning community – while at university. Considering the deeply relational ways of being of African students at university, Mathebula and Martinez-Vargas advocate for embracing an African indigenous worldview and the creation of conditions for students to be able to achieve the capability of ubuntu.
The articles by Mahali et al. and Mathebula and Martinez-Vargas strongly relate to each other: the former shows the results of deliberately fostering an ethic of give-back and transformative leadership among students and the latter, articulating ubuntu as capability, illustrates how students ways of relating on a daily basis already evidence an ubuntu ethic. These two articles are followed by a third in which an ubuntu ethic is evident. Dumile Gumede and Maureen Sibiya analyse the self-care practices of first-year students in managing stressors during the COVID-19 pandemic. They use digital storytelling as data collection method. Their findings show that first-year students engaged in a range of self-care practices across all the six domains of self-care whereby relational self-care was the most fundamental domain that underpinned first-year students’ well-being. They therefore recommend a student affairs self-care programme design to prevent harm and support adequate self-care which should include social involvement and relational engagement as fundamental principles.
Technology and support for enhanced student engagement and success
Following the special COVID-19 issue of JSAA in 2021, the experience of the pandemic continues to inspire research that gives new insights into students’ adaptation and resilience to fast changes in the culture of teaching and learning and the place of technologically enhanced teaching and learning in African universities. Sonja Loots, Francois Strydom and Hanlé Posthumus have analysed a large set of qualitative data from the South African Survey of Student Engagement collected during the pandemic. They explore factors that support student learning and development and how these factors may be translated to enhance student engagement in blended learning spaces. Loots and her colleagues find that relational engagement (between students and their peers, students and lecturers, students and support staff and administrative staff, and even students and the learning content) is central to the student learning experience. Learning technologies may enhance relational engagement if these platforms are used to create blended learning environments that support learning and development.
Extended curriculum programmes (ECP) predate the pandemic and its ramifications on students’ lives. Such programmes were developed to provide promising, yet underprepared students with the necessary foundations to achieve success in higher education. The question of how students in extended curriculum programmes can be better supported continues to concern student affairs practitioners like Lamese Chetty and Brigitta Kepkey. Their article explores students’ interest in, awareness and utilisation of support services offered as part of an extended curriculum programme in health sciences. Their analysis of survey and qualitative responses of the first-year students showed that students were not as well informed as they should be, and that they accessed support services related to administrative, academic, and psychological/emotional or support needs much more frequently than those services related to other health needs or security services. It also showed that there remained a stigma around access to and use of certain support services.
The article by Rishen Roopchund and Naadhira Seedat illustrates how a voluntary student organisation can promote student well-being and engagement, student-centredness and student development. Their study focuses on a department-based chemical engineering student association and its relationships with departmental staff members and other university departments (such as community engagement) in organising a range of student development and community engagement activities. The authors propose an action plan for the association’s future improvement and growth, which can serve as a template for other initiatives of this nature.
Equipping students for successful transitions into livelihoods
The article by Taurai Hungwe and colleagues, ‘Diaries of establishing an entrepreneurship incubator at a health sciences university’, recounts a range of challenges and experiences they documented in the process of establishing an entrepreneurship incubator to support student entrepreneurial development at a health sciences university in South Africa. They describe and critically reflect on matters such as the funding, staffing, planning and operation of the incubation centre during its inception and building phase, and they consider the critical milestones they have reached and offer recommendations to others interested in embarking on such a journey.
Entrepreneurship skills are often mentioned as increasingly important for students to navigate the current complex world of work and develop sustainable livelihoods. Nowhere is this more evident than in the article by Andrea Juan and her research colleagues. ‘Graduate transitions in Africa: Understanding strategies of livelihood generation for universities to better support students’ shows that the notion of a straightforward transition from university into full-time employment is not the typical experience of African university graduates. Indeed, Juan and her colleagues found that such a path is accessible to only a minority of African graduates. For the majority, their post-graduation livelihood pathways are multidimensional and complex, involving any combination of paid employment and unpaid work (such as internships or home care-giving), entrepreneurship ventures, further studies, and unemployment. They show how important it is for African universities to help graduates navigate the challenges of post-graduation income generation and diversification by developing key transferable skills and resources early, including entrepreneurship skills, and affording graduates continued access to career development support and other transition services on campus.
Chanaaz Charmain January’s contribution deals with the role of student affairs in the transformation of higher education and student success. Against her development of a framework for higher education transformation that blends equity and excellence, January discusses how student affairs can best contribute to student success. In a mini-case study, she discusses successful collaborations in the student residence sector at the University of Cape Town. She also shows how the transformation framework may cascade down to a diverse set of graduate attributes called ‘Student Learning Imperatives’.
The full issue is available open access online at: www.jsaa.ac.za
Monday, 1 January 2024
Global South student affairs professionals lead the way in implementing SDGs in Higher Ed
In an amazing twist, our research with student affairs and services professionals around the globe has found that practitioners in universities in the Global South are more knowledgeable about the Sustainable Development Goals (SDGs) and more readily conceptualise their work in SDG terms and implement/address certain SDGs in what they do.
The survey results from the work of Birgit Schreiber, Brett Perozzi, Lisa Bardill Moscaritolo and I has just been published in the Journal of International Students.
The journal is open access and the article can be found here at OJS.
Monday, 23 October 2023
Researching with and for Mastercard Foundation
My contribution to date has been as a project 'learning activity' leader and liaison researcher for the Rwandan tertiary alumni cohort. The multi-million, multi-year project is divided into several sub-projects or learning activities, which includes a large-scale tracer study (surveys running for several years); in-depth interviews and other work (like social network interviews, annual self-reflections on goals and progress, and the like) with several hundred tertiary alumni across Africa; documentary and pod-cast production with and by alumni as well as the creation of a virtual museum; and reflective research on transformative leadership, social consciousness, post-education pathways, and so forth.
My sub-project is forward-looking and asks: What are the developments, ruptures and innovations, in African higher education, that help us to (re-)imagine the African university?
I am working with a fantastic core team including Dr Angelique Wildschut, Prof. Crain Soudien and Ms Vuyiswa Mathambo, to mention but a few. We are supported in our work by Prof David Everatt (Wits), Prof Lebo Moletsane (UKZN), Prof Catherine Odora-Hoppers (Gulu), Dr James Otieno Jowi (Anie / East African Commuity), and several other HE experts.
Among the main activities in our sub-project has been to interview a diversity of African higher education 'thought-leaders' - that is experts in different areas; persons with great insight and imagination - on the present and future of the African university. They include some of the most recognizable names in African higher education studies across different professions, disciplines, roles and contexts, including for example Prof Goolam Mohamedbhai, Prof Tade Aina, Prof Paul Zeleza, Prof Tshilidzi Marwala, Mr Rekgotsofetse Chikane, Prof Teboho Moja, Dr Birgit Schreiber, Prof Laura Czerniewicz, Prof Sabelo Ndlovu-Gatsheni, Prof Achille Mbembe, Dr Doyin Atewologun, Prof Reitumetse Mabokela, Prof Cheryl de la Rey, Prof Madeleine Arnot, and so forth.
The interview transcripts are freely available for download at https://hsrc.ac.za/our-research/learning-activity-4-reimagining-the-african-university/ and we have published short articles on all of these interviews in the Africa Edition (and Global Edition) of University World News Africa, co-authored by Mark Patterson and I.
As the next big leap in this The Imprint of Education project, I am happy to announce that we are fast moving forward with compiling a fantastic book that captures the innovativeness in African higher education and shows what ideas and practices anticipate a new kind of African university, that is more relevant, decolonised, open, and excellent, than what any of us may be able to imagine.