Search results for: McDonald Jared

The present article examines the University of Johannesburg, South Africa, as a newly merged institution that is in the process of transforming from a formerly segregated academic context. Recently, students who come from diverse backgrounds and have diverse levels of preparedness enroll to this university. These backgrounds and levels of preparedness place unique expectations on lecturers and peer tutors. The researchers argue that without incorporating tutor development into the mainstream disciplines, peer tutors will not be able to effectively act as facilitators of subject content and discourse.