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With inequality persistent across geopolitical contexts, 'transformation' continues to be expediently cited in the rhetoric of higher education institutions. Illuminating alike issues worldwide, the paper critically examines race, inequality and oppression among the black and women academics who were selected as recipients of post-apartheid academic development programmes at an historically white institution in South Africa. Utilising a report-and-respond approach, participants initially responded in a questionnaire to definitions of notions of transformation espoused within The Integrated Transformation Plans of South African universities. This was followed by non-deterministic small group discussions of the researchers' interpretations of those responses. The recipients' lived experiences provide deep insights, from within, into the misalignment between those discourses espoused and those practiced, which have implications for transforming the institutional culture of the dominant in-group. Emerging ahead of the implementation of a self-regulatory tool for higher education institutions across that national context, many of the participants called for structural accountability mechanisms in the face of their frustration with current ineffectual approaches. A concern about institutional responsiveness to research findings of such critical studies is raised.

Purpose: In response to increasing energy demand and financial constraints to invest in green infrastructure, behaviour change energy-saving interventions are increasingly being considered as a tool for encouraging pro-environmental behaviour in campus residences. This paper aims to report on a pilot programme aimed at reducing energy consumption via behaviour change interventions, variably applied in residences at Rhodes University, South Africa. Design/methodology/approach: Data were collected via structured questionnaires, energy consumption records and post-intervention programme focus group discussions. Findings: Participant residences that received a mix of different interventions in the forms of pamphlets, face-to-face discussions, incentives and feedback recorded more energy reductions of up to 9 per cent than residences that received a single or no intervention. In post-experiment discussions, students cited personal, institutional and structural barriers to pro-environmental energy-use behaviour. Practical implications: Overall, the results of this study suggest that information provision of energy-saving tips combined with regular feedback and incentives can result in energy-use reductions in university residences, which may yield environmental and economic benefits for universities, but addressing barriers to pro-environmental behaviour might maximise the results. Originality/value: Given the lack of literature on energy conservation in the global South universities, this study provides the basis for discussing the potential for using behavioural interventions in universities for stirring pathways towards sustainability.

Participatory assessment is increasingly employed in higher education worldwide as a formative mechanism to support students' active learning. But do students in an increasingly relationally diverse environment perceive that peer assessment of individuals' contributions to group-work tasks enhances their learning? Recognising the impact of students' conceptions on the quality of their learning, this study considers students' perspectives of peer assessment of group-work contributions at a South African university. Questionnaires elicited students' perspectives of and general attitudes towards assessment of and by their peers. A growing measure of discontent with the process of assessing peer contributions to group tasks emerged, including actual and perceived racial and gender stereotyping, and related rejection-sensitivity. These initial findings were checked against the students' experiences in a report-and-respond process that enabled probing discussions of the interpretations. This paper examines and explores the implications of such identifications and receptions for learning engagement and group-work curriculum development in the context of a rapidly transforming higher education sector.

Transdisciplinary research has gained traction globally for mapping pathways for sustainable urbanisation. The involvement of local communities is believed to central to knowledge co-production needed to address sustainability challenges. But working with local communities can be challenging. This paper is structured around the authors' personal reflections on undertaking transdisciplinary household energy conservation projects in Ghana and South Africa. The paper reflects on the assumptions and challenges of doing transdisciplinary research in urban Africa and suggests some guidelines for consideration when doing transdisciplinary projects. An inductive analysis of our reflections showed five key challenges: lack of integration, divergent problem identification, tensions in knowledge co-production, asymmetrical power relations, and distrust and managing expectations. We draw on our collective experiences to develop guidelines for conducting transdisciplinary research in urban Africa. These guidelines are not prescriptive but can be useful for a growing and broader audience interested in undertaking transdisciplinary research. [ABSTRACT FROM AUTHOR]

A common global perception of group work in the higher education context is that it has the potential to act as a platform which can enable student learning by means of interactions, shared diverse experiences, deep engagement with subject concepts and the achievement of tasks collaboratively. Indeed, in different socio-economic, historical and institutional contexts, group work activities have become levers by which deeper learning could be achieved. Drawing on perceptions and experiences of group work among environmental science students at a South African university, we investigate the ways in which group work could be more expansively viewed as "terrains of learning" for students. The results in general indicate that students have positive perceptions and experiences of group work, though problematic elements are evident. This particular case study points to the attention that should be paid to understanding issues of background, ethnicity and various student personalities which could hinder or enable the desired student learning. Such an understanding could contribute to debates regarding the achievement of higher quality learning, given issues of diversity and transformation in the South African higher education context.

The societal benefits of addressing wasteful electricity use practices through behavioural interventions are now well-established. Surprisingly, in South Africa, where the economy is highly dependent on fossil fuel (coal) for electricity generation, this subject remains little studied and understood. The residential sector is a major electricity consumer, and high-income households, in particular, use a substantial proportion of total electricity with serious adverse impacts on grid stability and the environment, which can disproportionately affect the poor. Using a field-based experiment, this study examines the impact of behavioural interventions on household electricity savings and the determinants of success among high-income households in Johannesburg, South Africa. Over the intervention period, households exposed to a combination of electricity-saving information, frequent reminders and feedback on monthly electricity-saving performance showed mean electricity savings of about 1.5%, ranging from 2% to 4% of electricity, while households in the control group showed increased electricity consumption by approximately 11%. Out of all the demographic and personal value factors considered, age, achievement and benevolence promoted electricity savings, while household size, number of rooms, baseline electricity consumption and security inhibited savings. The findings empirically validate the impact of behavioural interventions on, and the positive influence of, personal values in promoting participation in electricity-saving actions within households. [ABSTRACT FROM AUTHOR]