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Staff Profile

Professor Ruksana Osman

Position DEAN
QualificationsBA, HDipEd, BEd, MEd, PhD
Phone 0117174012
Organisational Unit Faculty of Humanities

Higher Education, Research Led Teacher Education and Teaching and Learning in Higher Education.

Prof Osman also serves as convenor of the UNESCO Research Chair in Teacher Education for Diversity and Development.

. She is also an elected member of the Academy of Science of South Africa (ASSAf).

R uksana Osman is Professor and Dean of the Faculty of Humanities.

She has sustained a programme of research, primarily focused on her central interest in higher education. From this primary interest there are three thrusts that are discernible - equity, access and success in teacher and higher education, the nature of academic ways of knowing in teacher education and how these interact with other sites of knowledge production and finally ways in which teachers and students relate to each other through the scholarship of teaching and learning in higher education. These together have provided a useful lens to understand and explore the role of the university in a transforming society. This work has been widely published.


A list of select publications:


  • R. Osman., & H. Venkat. (2012). Research-led teacher education: Case studies of possibilities, Pearson Press, Cape Town
  • D. Hornsby., R. Osman & J. Ala-MAtos (2013).  Large Class Pedagogy:Interdisciplinary perspectives for quality higher education, Sun Press
  • R. Osman & N. Petersen. (2013).  Service Learning in South Africa, Oxford University Press

Journal Articles and book chapters

  • Nizeyimana, G and Osman, R. (2014)  Student teachers academic backgrounds and beliefs about teaching:  Predicting student perfromance and engagement in a developing country.  Education as Change, 18 (1), 77-90.
  • Shawa, B and Osman, R. (2014) Enhancing the learning enviroment in Malawian Universites.  South African Review of Education, 20 (1), 58-69.
  • Deacon, R., Osman, R. & Buchler, M. (2012) Education Research in South Africa: 1995-2006. Journal of Education, 53, 97-116.
  • Nizeyimana, G and Osman, R (2013) First year university student teachers beliefs about teaching and the teaching profession:  The case of Rwanda.  South African Review of Education, 9,(1), 98-120
  • Bernstein, C. & Osman, R. (2012) Graduateness as a contested idea: Navigating expectations between higher education, employers and graduates. In M. Coetzee, J. Botha, N. Eccles, N. Holtzhausen and H. Nienaber Developing student graduateness and employability: Issues, Provocations, Theory and practical Guidelines, South Africa: Knowledge Resources, Chapter 3.
  • Venkat, H & Osman, R (2012) Teacher Education and quality schooling in South Africa. In R. Osman & H. Venkat, Research-led teacher education: Case studies of possibilities, Pearson , Chapter 1
  • Osman, R. & Petersen N. (2010) Students Engagement with Engagement- the case of teacher education students in higher education in South Africa. Special Edition of British Journal of Education Studies, 58 (4), 407-419.
  • Deacon, R., Osman, R. & Buchler, M. (2010) Education Policy Studies in South Africa: 1995-2006. Journal of Education Policy, 25 (1), 95-110.
  • Venkat, H., Osman R. & Booth, S. (2009) Diversity in pre-service teachers’ understandings of research. Education as Change, 13 (2), 245-261.
  • Deacon, R., Osman, R. & Buchler, M. (2009) Education Scholarship in higher education in South Africa: 1995–2006. South African Journal of Higher Education, 23 (6) 2009, 1072-1085. Invited paper for Special Issue on Research trends in higher education in South Africa.
  • Osman, R., Cockcroft, K. & Kajee, A. (2008) English second language (ESL) students as new members of a community of practice: Some thoughts for learning and assessment. Per Linguam, 24,1, 1–10.
  • Buchler, M., Castle, J., Osman, R. & Walters, S. (2007) Equity, Access and Success: Adult Learners in Public Higher Education. In CHE Review of Higher Education in South Africa. South Africa: CHE, pp. 1–41.
  • Osman, R. (2006) RPL: An Emerging and Contested Practice in South Africa. In P. Andersson and J. Harris (Eds.) Re-Theorising the Recognition of Prior Learning, Leicester: NIACE, pp. 205–220.
  • Castle, J., Munro, K., & Osman, R. (2006) Opening and Closing doors for adult learners at a South African University. International Journal of Education and Development (IJED), 26, 4, 363–372.
  • Osman, R. (2004) Access, Equity and Justice: Three perspectives on RPL in Higher Education. Perspectives in Education, 22, 4, 139–146.
  • Osman, R. (2004) 'After Apartheid: The recognition of Prior Learning at the College of Education, University of the Witwatersrand’. In E. Michelson, A. Mandell and Contributors, (2nd ed) Portfolio Development and the Assessment of Prior Learning. Sterling, Virginia: Stylus Publishing, pp. 255–269.
  • Castle, J. & Osman, R. (2003) Service learning in teacher education: An institutional model for an emerging practice. South African Journal of Higher Education, 17, 2, 105–111.
  • Osman, R. & Kirk, J.(2001) Teaching as agents of change: Teaching and learning experience through and about change. Perspectives in Education, 19, 1, 172–180.