1. Bernstein B. Pedagogy, Symbolic Control, and Identity: Theory,
Research, Critique. Maryland, USA: Rowman & Littlefield; 2000.
2. Fataar A. Decolonising education in South Africa: Perspectives
and debates. Educ Res Soc Change 2018;7:6‑9.
3. van Heerden BB. Effectively addressing the health needs of South
Africa’s population: The role of health professions education in
the 21st century. S Afr Med J 2012;103:21‑2.
4. Barnett M. Vocational knowledge and vocational pedagogy. In:
Knowledge, Curiculum and Qualifications for South African
Further Education. Young M, Gamble J, editors. Pretoria: Human
Resources Research Council Press; 2006.
5. Ramrathan L, Ndimande‑Hlongwa N, Mkhize N, Smit JA.
Rethinking the Humanities Curriculum in the Time of COVID‑19.
Pietermaritzburg: CSSALL Publishers; 2020.
6. Dorasamy N, Rampersad R. Critical Perspectives on
Work‑Integrated Learning in Higher Education Institutions.
Cambridge Scholars Publishing, England; 2018.
7. Moletsane A. Work Integrated Learning (WIL) stakeholder
expectations in the hospitality industry. In: Proceedings of
the 17th World Conference on Cooperative & Work‑Interacted
Education; University of Waikato, Hamilton, New Zealand; 2011.
Available online: http://www.waceinc.org/.
8. Govender CM, Wait M. Work integrated learning benefits for
student career prospects–mixed mode analysis. S Afr J Higher
Educ 2017;31:49‑64.
9. Bergold J, Thomas S. Participatory research methods:
Amethodological approach in motion. Hist Soc Res 2012;4:191‑222.
10. van der Walt C, van Rensburg G. Fundamentals of Research
Methodology for Health Care Professionals. Cape Town: Juta &
Co. Ltd; 2017.
11. Etikan I, Bala K. Sampling and sampling methods. Biom Biostat
Int J 2017;5:00149.
12. Brink H, Van Der Walt C, Van Rensburg G. Fundamentals of
Research Methodology for Health Care Professionals. 6th ed. Cape
Town: Juta & Co. Ltd.; 2017.
13. Palmer A, Burns S, Bulman C. Reflective Practice in Nursing:
The Growth of the Professional Practitioner. Oxford: Blackwell
Scientific; 1994.
14. Östman M, Bäck‐Pettersson S, Sundler AJ, Sandvik AH. Nurses’
experiences of continuity of care for patients with heart failure:
A thematic analysis. J Clin Nurs 2021;30:276‑86.
15. Castleberry A, Nolen A. Thematic analysis of qualitative research data: Is it as easy as it sounds? Curr Pharm Teach Learn
2018;10:807‑15.
16. Polit DF, Beck CT. Nursing Research: Generating and Assessing
Evidence for Nursing Practice. 9th ed. Philadelphia: Lippincott
Williams & Wilkins; 2012.
17. Nowell LS, Norris JM, White DE, Moules NJ. Thematic analysis:
Striving to meet the trustworthiness criteria. Int J Qual Methods
2017;16:1609406917733847.
18. Maimaiti G, Jia C, Hew KF. Student disengagement in
web‑based videoconferencing supported online learning: An
activity theory perspective. Interact Learn Environ 2021. doi:
10.1080/10494820.2021.1984949.
19. Lincoln YS, Guba EG. But is it rigorous? Trustworthiness and
authenticity in naturalistic evaluation. New Dir Program Eval
1986;30:73‑84.
20. Korstjens I, Moser A. Series: Practical guidance to qualitative
research. Part 4: Trustworthiness and publishing. Eur J Gen Pract
2018;24:120‑4.
21. Mumbo HM, Kinaro JW. Assessment of quality and relevance
of curricula development in health training institutions: A case
study of Kenya. Hum Resour Health 2015;13: 67.
22. Mann K. Theoretical perspectives in medical education: Past
experience and future possibilities. Med Educ 2011;45:60‑8.
23. World Federation for Medical Education Basic Medical Education
WFME Global Standards for quality improvement. WFME Office
University of Copenhagen Denmark 2012. Available from: www.
wfme.org/…/78‑new‑version‑2012‑quality‑improvement‑in
‑basic.
24. DUT General Education Guidelines. Available from: www.dut.
ac.za. [Last accessed on 2022 Feb 18].
25. Hager P, Holland S, Scanlon L. Graduate attributes and the
transition to higher education. In: Hager P, Holland S, editors.
Graduate Attributes, Learning and Employability. Dordrecht:
Springer; 2006.
26. Harvey L, Locke W, Morey A. Enhancing Employability,
Recognising Diversity: Making Links between Higher Education
and the World of Work. London: Universities UK; 2002.
27. Kostoglou V, PaloukisS. Graduates’ Employment in European
Union, Proceedings 5th International Conference “New Horizons
in Industry, Business and Education” (NHIBE 2007) Proceedings,
Rhodes, Greece, August 2007, pp. 103-7.
28. Council of Higher Education (CHE) 2017. Framework for
the second cycle of quality assurance 2012 – 2017. Available
from: https://www.che.ac.za/publications/frameworks/
framework‑second‑cycle‑quality‑assurance‑2012‑2017.
29. Morrison A. A class act? Lecturers’ views on undergraduates’
employability. Br J Soc Educ 2014;35:487‑505.
30. Oliver B, de St Jorre TJ. Graduate attributes for 2020 and beyond:
Recommendations for Australian higher education providers.
High Educ Res Dev 2018;37:821‑36.
31. Oliver B. Assuring Graduate Capabilities: Evidencing Levels of
Achievement for Graduate Employability. Sydney: Office for
Learning and Teaching; 2015.
32. Bitzer E, Withering M. Graduate attributes: How some university
students experience and learn them. S Afr J High Educ
2020;34:13‑31.
33. Cruess S, Richard R, Cruess L, Steinert Y. Teaching rounds: Role
modelling: Making the most of a powerful teaching strategy. BMJ
2008;336:718‑21.
34. Glicken AD, Merenstein GB. Addressing the hidden curriculum:
Understanding educator professionalism. Med Teach 2007;29:54‑7.
35. Hopkins D. Improving the quality of teaching and learning.
Support Learn 1997;12:162‑5.
36. Bendermacher GWG, Egbrink MGA. Unravelling quality culture
in higher education: A realist review. High Educ 2017;73:39‑60.
37. Maluleke R. Education Series Volume V: Higher Education and
Skills in South Africa, 2017. Pretoria: Statistics South Africa; 2019.
38. Seedat‑Khan M, Ramnund‑Mansingh A. The sociology of a
Covid‑19 virtual university. ISA Pedagogy Ser 2021;1:60‑81.
39. Leibowitz B, Bozalek V. Access to higher education in South
Africa: A social realist account. Widen Partic Lifelong Learn
2014;16:91‑109.
40. Guangul FM, Suhail AH, Khalit MI, Khidhir BA. Challenges
of remote assessment in higher education in the context of
COVID‑19: A case study of Middle East College. Educ Assess
Eval Account 2020;32:519‑35.
41. Al Fadhel, H, Abdulla A, Mesfer A, Muzaffar A, Sheikh U.
Management of Higher Education Institutions in the GCC
Countries during the Emergence of COVID‑19: A Review of
Opportunities, Challenges, and a Way Forward. The International
Journal of Learning in Higher Education 2022;29 (1): 83‑97. doi:
10.18848/2327‑7955/CGP/v29i01/83‑97.
42. El Shikieri AB, Musa HA. Factors associated with occupational
stress and their effects on organizational performance in a
Sudanese University. Creat Educ 2012;3:134‑44.
43. Gorondutse AH, John JA. The Effect of Workload Pressure on
Creativity in Private Higher Education Institutions (PHEIs).
Newbury Park, California: SAGE; 2018.
44. Odriozola‑González P, Planchuelo‑Gómez Á, Irurtia MJ,
de Luis‑García R. Psychological effects of the COVID‑19 outbreak
and lockdown among students and workers of a Spanish
university. Psychiatry Res 2020;290:113108.