André Du Plessis
Biographic Data
| ID | 3827876 |
|---|---|
| NAME | André Du Plessis |
| GIVEN NAMES | André |
| FAMILY NAME | Du Plessis |
| SIGNATURE | DU PLESSIS A |
| AFFILIATIONS | University of Pretoria |
| ORCID | 0000-0002-9089-4460 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Reconceptualising University Governance as Social Relations Work
South African public universities face converging pressures that compliance-based, managerial, and structural approaches to governance cannot meet. Historical redress, ideological contestation, global anti-DEI currents, and the legacies of cooperative governance arrangements that too often operate symbolically have exposed the limits of prevailing frameworks. This paper advances a conceptual contribution to governance theory by integrating three …
Reimagining transformation through strategic thinking and accountable governance in the South African public university system
South African universities face mounting internal and external pressures that threaten their ability to achieve authentic transformation. This paper explores how public higher education institutions can move beyond reactive, compliance-based responses towards strategic thinking frameworks grounded in complexity theory and the King V Code of Corporate Governance. Drawing on Heracleous’ (1998) distinction between strategic planning and strategic th…
The challenges of principals' dual roles in South African public schools
Principals play a central role in the implementation of educational policies, functioning as intermediaries between the Department of Basic Education and school governing bodies. In their dual capacities as representatives of the head of department and ex-officio members of governing bodies, principals significantly influence the operationalisation of both national and local policies within schools. These responsibilities shape their interactions…
The role of deputy principals
Education leadership literature indicates that relatively little attention has been given to the specific duties and responsibilities of South African deputy principals in comparison with other leadership and management positions in schools. As a result, their roles and responsibilities remain vague. The purpose of this study was, therefore, to explore the roles of deputy principals in selected well-resourced fee-paying primary schools. Semi-stru…
In the search for the ideal mentor by applying the ‘Mentoring for effective teaching practice instrument’
The study aims to explore and analyse the perceived experiences of Slovenian pre-service teachers with their mentors during their teaching practicum, by using the 'Mentoring for effective teaching practice instrument (METPI)'. Conclusions were based on 105 responses using paper and pencil, collected from Slovenian pre-service teachers in their 4th year of study. The initial set of 62 items was shortened to 36 items for inclusion in the models. Fr…
Exploring the Anticipated Career Aspirations of Youth in a Rural Secondary School
Within the South African context, a great deal has been written regarding the anticipated career aspirations of youth, with special reference to the non-marginalised. Consequently, there appears to be a paucity of information related to the aspirations of marginalised secondary school youths, especially rural youth. Furthermore, it seems that the majority of aspiration-related research has been quantitative. This qualitative and exploratory study…
The Emergence of Decentralised Centralism in the South African Education Governance System
After the advent of post-apartheid democracy, the government was confronted with the dilemma of how to address the inequities of the apartheid education dispensation by increasing access and participation while simultaneously allowing self-managing schools and promoting efficiency. In addition, the political transformation was accompanied by a strong emphasis on the need for shared responsibility for the governance of schools by local school gove…
Returning to the source
While a humanising pedagogy can be a mechanism to facilitate (re)humanisation in the South African education context, a diversity of perspectives related to the concept prevails. This is to be expected given the variety of lived experiences and histories in South Africa. This project attempted to develop and extend shared understandings of the concept of a humanising pedagogy through a process of enacted reflexivity and transformative learning. A…
Digital immigrant teacher perceptions of an extended Cyberhunt strategy
This quantitative and qualitative interpretive exploratory case study investigates whether exposure to an Internet based Extended Cyberhunt strategy enables teachers to attain a set of outcomes similar to Prensky's 'Essential 21st Century Skills' and the 'Critical Outcomes of the South African National Curriculum Statement (NCS)'. The outcomes referred to include effective planning, designing, decision making and goal setting; improved computer a…
An extended Cyberhunts strategy
The aim of this paper is to introduce to the education community to a newly developed 'Learner Centred Learning-By-Designing Extended Cyberhunts' (LCLBDEC) strategy for teaching and learning in schools. The main focus of the strategy is to enable learners to become designers of an educational tool which assists them to learn during the design process, and also can be used by other learners or students to get a better understanding of a topic. It …
Returning to the source
While a humanising pedagogy can be a mechanism to facilitate (re)humanisation in the South African education context, a diversity of perspectives related to the concept prevails. This is to be expected given the variety of lived experiences and histories in South Africa. This project attempted to develop and extend shared understandings of the concept of a humanising pedagogy through a process of enacted reflexivity and transformative learning. A…
The Emergence of Decentralised Centralism in the South African Education Governance System
After the advent of post-apartheid democracy, the government was confronted with the dilemma of how to address the inequities of the apartheid education dispensation by increasing access and participation while simultaneously allowing self-managing schools and promoting efficiency. In addition, the political transformation was accompanied by a strong emphasis on the need for shared responsibility for the governance of schools by local school gove…
An extended Cyberhunts strategy
The aim of this paper is to introduce to the education community to a newly developed 'Learner Centred Learning-By-Designing Extended Cyberhunts' (LCLBDEC) strategy for teaching and learning in schools. The main focus of the strategy is to enable learners to become designers of an educational tool which assists them to learn during the design process, and also can be used by other learners or students to get a better understanding of a topic. It …
Digital immigrant teacher perceptions of an extended Cyberhunt strategy
This quantitative and qualitative interpretive exploratory case study investigates whether exposure to an Internet based Extended Cyberhunt strategy enables teachers to attain a set of outcomes similar to Prensky's 'Essential 21st Century Skills' and the 'Critical Outcomes of the South African National Curriculum Statement (NCS)'. The outcomes referred to include effective planning, designing, decision making and goal setting; improved computer a…
Returning to the source
While a humanising pedagogy can be a mechanism to facilitate (re)humanisation in the South African education context, a diversity of perspectives related to the concept prevails. This is to be expected given the variety of lived experiences and histories in South Africa. This project attempted to develop and extend shared understandings of the concept of a humanising pedagogy through a process of enacted reflexivity and transformative learning. A…
Exploring the Anticipated Career Aspirations of Youth in a Rural Secondary School
Within the South African context, a great deal has been written regarding the anticipated career aspirations of youth, with special reference to the non-marginalised. Consequently, there appears to be a paucity of information related to the aspirations of marginalised secondary school youths, especially rural youth. Furthermore, it seems that the majority of aspiration-related research has been quantitative. This qualitative and exploratory study…
The Emergence of Decentralised Centralism in the South African Education Governance System
After the advent of post-apartheid democracy, the government was confronted with the dilemma of how to address the inequities of the apartheid education dispensation by increasing access and participation while simultaneously allowing self-managing schools and promoting efficiency. In addition, the political transformation was accompanied by a strong emphasis on the need for shared responsibility for the governance of schools by local school gove…
The role of deputy principals
Education leadership literature indicates that relatively little attention has been given to the specific duties and responsibilities of South African deputy principals in comparison with other leadership and management positions in schools. As a result, their roles and responsibilities remain vague. The purpose of this study was, therefore, to explore the roles of deputy principals in selected well-resourced fee-paying primary schools. Semi-stru…
In the search for the ideal mentor by applying the ‘Mentoring for effective teaching practice instrument’
The study aims to explore and analyse the perceived experiences of Slovenian pre-service teachers with their mentors during their teaching practicum, by using the 'Mentoring for effective teaching practice instrument (METPI)'. Conclusions were based on 105 responses using paper and pencil, collected from Slovenian pre-service teachers in their 4th year of study. The initial set of 62 items was shortened to 36 items for inclusion in the models. Fr…
The challenges of principals' dual roles in South African public schools
Principals play a central role in the implementation of educational policies, functioning as intermediaries between the Department of Basic Education and school governing bodies. In their dual capacities as representatives of the head of department and ex-officio members of governing bodies, principals significantly influence the operationalisation of both national and local policies within schools. These responsibilities shape their interactions…
Reconceptualising University Governance as Social Relations Work
South African public universities face converging pressures that compliance-based, managerial, and structural approaches to governance cannot meet. Historical redress, ideological contestation, global anti-DEI currents, and the legacies of cooperative governance arrangements that too often operate symbolically have exposed the limits of prevailing frameworks. This paper advances a conceptual contribution to governance theory by integrating three …
Reimagining transformation through strategic thinking and accountable governance in the South African public university system
South African universities face mounting internal and external pressures that threaten their ability to achieve authentic transformation. This paper explores how public higher education institutions can move beyond reactive, compliance-based responses towards strategic thinking frameworks grounded in complexity theory and the King V Code of Corporate Governance. Drawing on Heracleous’ (1998) distinction between strategic planning and strategic th…
Pedagogy (7 works) · Sociology (6 works) · Political science (5 works) · Teacher Education and Leadership Studies (5 works) · Psychology (4 works) · Collaborative Teaching and Inclusion (3 works) · Corporate governance (3 works) · Mathematics education (3 works) · Public Administration (3 works) · Public relations (3 works)