Department of Business Management

Prof Paul Prinsloo

College of Economic and Management Sciences
School of Management Sciences
Department: Business Management
Tel: 012 433 4719


  • Bachelor of Arts, University of Pretoria, 1979.
  • Bachelor of Divinity, University of Pretoria, 1982.
  • Doctorate Examinations in Theology, University of Pretoria, 1984.
  • Honours Bachelor of Arts in Art History, UNISA, 1997, Cum Laude.
  • Management Development Programme (MDP), UNISA, 2000.
  • Certificate for Distance Education Practitioners (CDEP), UNISA, 2002, Cum Laude.
  • Sustaining the Online Learning Environment – UNISA, 2003, Cum Laude.
  • Certificate in Online Learning and Teaching – University of London, 2005, Cum Laude.
  • D Litt et Phil (Religious Studies) UNISA 2008
  • Certificate- Internationalising the curriculum, Oxford Brookes, 2010.
  • Postgraduate Certificate in Technology in Distance and e-learning, University of Maryland University College (UMUC), 2013, Cum Laude

NRF Rating


Currently teaching

  • Research Professor

Fields of academic interests

  • Distance education
  • Student success in open and distributed learning environments
  • The collection, analysis and use of student data
  • Learning analytics
  • Postgraduate supervision

Field of Specialisation

  • Open and distance learning
  • Learning analytics


  • Conrad, D., & Prinsloo, P. (2018). Ecologies of open: Inclusion, intersections, and interstices in education. Athabasca University Press. In press.
  • Stoffberg, H., & Prinsloo, P. (2009). Climate Change. A guide for corporates. Unisa Press & Trialogue.

Chapters in Books (Chronological)

  • Prinsloo, P., & Slade, S. (2018). Student consent in learning analytics: the devil in the details? In J. Lester, C. Klein, H. Rangwala, and A. Johri (Eds), Learning analytics in higher education: Current innovations, future potential, and practical applications. Accepted. In press.
  • Prinsloo, P., & Slade, S. (2018). Mapping responsible learning analytics: a critical proposal, in B.H. Khan, R. Corbeil, & M.E. Corbeil (Eds), Responsible analytics and data mining in education. Accepted. In press.
  • Prinsloo, P., & Slade, S. (2017). Big data, higher education and learning analytics: Beyond Justice, toward an ethics of care, in Ben Daniel (Ed.), Big Data and Learning Analytics: Current Theory and Practice in Higher Education, Springer (pp. 109-124). Switzerland: Springer International Publishing
  • Prinsloo, P. (2017). Online distance education in South Africa: past, practice and prognosis. In Olaf Zawacki-Richter and Adnan Qayyum, National systems in an era of global online distance education. Athabasca University Press. In press.
  • Prinsloo, P., & Slade, S. (2017).  Ethics and learning analytics: charting the (un)charted. In G. Siemens & C. Lang, (Eds), Learning Analytics Handbook, (pp. 49-57). SOLAR.
  • Archer, L., & Prinsloo, P. (2017). Some exploratory thoughts on Openness and an ethics of care. In D. Singh (Ed.). Responsible leadership: Higher education (pp. 273-286). New York, NY:
  • Maritz, J., & Prinsloo, P. (2016). Reconfiguring fractured and entangled career trajectories in doctoral education, in Magda Fourie-Malherbe (ed.), in Postgraduate supervision: future focus for a knowledge society (pp. 381-396). Stellenbosch, South Africa: SUN Media.
  • Prinsloo, P., & Slade, S. (2016). Here be dragons: Mapping student responsibility in learning analytics, in Mark Anderson and Collette Gavan (eds.), Developing Effective Educational Experiences through Learning Analytics (pp. 174-192). Hershey, Pennsylvania: ICI-Global.
  • Prinsloo (2016). Evidence-based decision making as séance: implications for learning and student support. In Jan Botha & Nicole Muller (Eds.), Institutional Research in support of evidence-based decision-making in Higher Education in Southern Africa (pp. 331-353). Stellenbosch, South Africa: SUN Media.
  • Prinsloo (2016). A sociocritical model for understanding and predicting postgraduate student success, in Magda Fourie-Malherbe (ed.)., Open Distance Learning. In Postgraduate supervision: future focus for a knowledge society. (pp. 85-98). Stellenbosch, South Africa: SUN Media.
  • Prinsloo, P. (2016). Metaliteracy, networks, agency and praxis: an exploration, in Thomas P. Mackey and Trudi E. Jacobson (Eds), Metaliteracy: Reinventing Information Literacy to Empower Learners (pp. 183-201). Chicago: ALA Neal-Schuman (ISBN 978-1-55570-989-1)
  • Prinsloo, P. (2015). Participation in open distance learning. In M. Letseka (ed.), Open Distance Learning in South Africa, (pp. 21-38)..Nova Science Publishers, NY.
  • Prinsloo, P., & Slade, S.  (2014). Student privacy and institutional accountability in an age of surveillance, in M.E. Menon, D.G. Terkla, & Gibbs, P. (Eds.), Using Data to Improve Higher Education. Research, Policy and Practice, (pp. 197-214). Rotterdam, Sense Publishers.
  • Slade, S., Galpin, F.A.V., & Prinsloo, P. (2013). Exploring stakeholder perspectives regarding a global curriculum: a case study. In: Ryan, Janette ed. Cross cultural teaching and learning for home and international students: Internationalisation of pedagogy and curriculum in higher education, (pp 141-155). UK: Routledge.
  • Prinsloo, P. (2012). Graduateness as counter-narrative: gazing back at Medusa. In: Coetzee, M., Eccles, N., Botha, J., Nienaber, H., Holtzhausen, N, Student graduateness in an open distance learning higher education context: theory and practice, (pp.89-102). Unisa Press.
  • Prinsloo, P. (2012). Being an African: Some Queer Remarks from the Margins. In Kearny, M (Ed). From Conflict to Recognition: Moving Multiculturalism Forward, (pp. 141-158). Interdisciplinary Press.
  • Prinsloo, P. (2010). Towards new taxonomies of hope. An introduction to the South African Policy on Religion and Education (2003), in Kath Engebretson, Marian de Souza, Gloria Durka, & Liam Geron, (eds.), The International Handbook on Inter-religious Education, Volume 4 (pp. 805-726). Springer: New York. 
  • Prinsloo, P., & Stoffberg, H. (2009). Addressing climate change in South African business education curricula, in N., Littledyke, M., Eams, C., & Coll, R. (eds), Environmental education in context: an international perspective on the development of environmental education (pp. 185-194).
  • Prinsloo, P. (2008). A critical sense of location: analyzing the impacts of student- and discourse contexts in science education. In Coll & Taylor, (eds) Education in Context: An international examination of the influence of context on science curricula development and implementation, (pp. 271-282). Sense Publishers. ISBN 978-90-8790-247-6.

Journal articles

  • Prinsloo, P. (2018). What I heard and what I did not hear: Reflections on the World Conference on Online Learning, Toronto, 2017 (Junhong Xiao trans.). Distance Education in China, 2: 5-11.  10.13541/j.cnki.chinade.20180125.002
  • Maritz, J., & Prinsloo, P. (2018). The (d)(t)oxic lifeworld of early career postgraduate supervisors. Provisionally accepted in Teaching in Higher Education.
  • Prinsloo, P. (2018). Include us all! Directions for the adoption of learning analytics in the Global South: An African perspective. Digital Learning for Development (DL4D). Available at:
  • Prinsloo, P., & Maritz, J.E. (2018). Narratives of (dis)comfort: being white LGBTQI in academia. Submitted to Gender and Education. Submitted 5 August 2017. In process.
  • Prinsloo, P., & Maritz, J.E. (2018). Heroes, imposters and misfits in a strange land: A socio-critical model for understanding postgraduate supervision. Submitted to IRRODL. In process.
  • Prinsloo, P., & Slade, S. (2017). Student vulnerability and agency in networked, digital learning. European Journal of Open, Distance and E-Learning. Available at
  • Prinsloo, P. (2017). Recognising African leaders in distance education. Journal of Learning for Development 4(2), 104-118. Available at
  • Prinsloo, P. (2017). Fleeing from Frankenstein’s monster and meeting Kafka on the way: Algorithmic decision-making in higher education. E-Learning and Digital Media, 14(3), 138-163. Available at
  • Prinsloo, P. (2016). (Re)considering distance education: exploring its relevance, sustainability and value contribution. Distance Education, 37(2), 139-145.
  • Prinsloo, P., & Slade, S. (2016). Student vulnerability, agency, and learning analytics: an exploration. Journal of Learning Analytics, 3(1), 159-182. Available at
  • Willis, J. E., Slade, S., & Prinsloo, P. (2016). Ethical oversight of student data in learning analytics: A typology derived from a cross-continental, cross-institutional perspective. Educational Technology Research and Development, 64, 881-901. DOI: 10.1007/s11423-016-9463-4. Available at
  • Prinsloo, P., Archer, L., Barnes, G., Chetty, Y., & Van Zyl, D. (2015). Big(ger) Data as Better Data in Open Distance Learning: Some Provocations and Theses. International Review of Research in Open and Distance Learning (IRRODL), 16(1), 284-306. Available at
  • Maritz, J., & Prinsloo, P. (2015): A Bourdieusian perspective on becoming and being a postgraduate supervisor: the role of capital, Higher Education Research & Development, 1-14. DOI: 10.1080/07294360.2015.1011085.  Available at
  • Prinsloo, P., & Maritz, J. (2015) “Queering” and querying supervisor identities in postgraduate education. Provisionally accepted for publication in Higher Education Research and Development (HERDA), 34(4), 695-708. Available at
  • Prinsloo, P., & Slade, S. (2015, March). Student privacy self-management: implications for learning analytics. In Proceedings of the fifth international conference on learning analytics and knowledge, 83-92. ACM. Available at
  • Slade, S., & Prinsloo, P. (2015). Student perspectives on the use of their data: between intrusion, surveillance and care. European Journal of Open, Distance and Elearning. Special Issue, 16-28. Available at
  • Archer, L, Chetty, Y., & Prinsloo, P. (2014). Benchmarking the habits and behaviours of successful students: a case study of academic-business collaboration. International Review of Research in Open and Distributed Learning (IRRODL), 15(1), 62—83.
  • Prinsloo, P., & Slade, S. (2014). Educational triage in higher online education: walking a moral tightrope. International Review of Research in Open Distributed Learning (IRRODL), 14(4), 306-331. Available at  
  • Slade, S., & Prinsloo, P. (2013). Learning Analytics: Ethical Issues and Dilemmas. American Behavioral Scientist 57(1), 1509–1528.
  • Liebenberg, H., Chetty, Y., & Prinsloo, P. (2012). Student access to and skills in using technology in an open distance learning context. International Review of Research in Open Distance Learning (IRRODL) 13(4). Available at
  • Subotzky, G., & Prinsloo, P. (2011). Turning the tide: a socio-critical model and framework for improving student success in open distance learning at the University of South Africa. Distance Education, 32(2), 177-19.
  • Venter, A., & Prinsloo, P. (2011). The paradox between technology adoption and student success: a case study. Progressio, 33(1), 43 – 62.
  • Slade, S., Galpin, F.A.V., & Prinsloo, P. (2011). Through the looking glass and what we found there: exploring student entries in online learning diaries. Open Learning. The Journal of Open and Distance Learning, 26(1), 27-38.  
  • Heydenrych, J.F., & Prinsloo, P. (2010). Revisiting the five generations of distance education. Progressio 32(1), 5-26.
  • Prinsloo, P. (2010). Some reflections on the Africanisation of higher education curricula: a South African case study. Africanus. Journal of Development Studies, 40(1), 19-31.
  • Pretorius, A.M., Uys, M.D., & Prinsloo, P. (2010). Exploring the impact of raising students’ risk awareness in Introductory Microeconomics at an African open and distance learning institution. Progressio 32(1), 131-154.
  • Prinsloo, P., Muller, H., Du Plessis, A. (2009). Raising awareness of the risk of failure in first-year Accounting students. Accounting Education, 19(1-2), 203-218. DOI: 10.1080/09639280802618130.
  • Prinsloo, P. (2009). The South African Policy on Religion and Education (2003): a contradiction in a secular state and age? Alternation Special Edition 3, 31-54.
  • Pretorius, A.M., Uys, M.D., & Prinsloo, P. (2009). Exploring factors influencing the success of students in introductory microeconomics. Africa Education Review 6(1), 140-158.
  • Botha, M., & Prinsloo, P. (2008). The crisis in academic statistics: an exploration. Africa Education Review, 5(2), 169-183.
  • Du Plessis, A., Muller, H., & Prinsloo, P. (2007). Validating the profile of the successful first-year accounting student. Meditari Accountancy Research, 15 (1), 19-33.
  • Van Rooyen, A., & Prinsloo, P. (2007). Exploring a blended learning approach to improve student success in the teaching of second year Accounting. Meditari Accountancy Research, 15 (1), 51-69.
  • Beukes, C.J., De Jongh, D., & Prinsloo, P. (2006). Corporate citizenship education for responsible business leaders. Development Southern Africa, 23(2), 197-211.
  • Louw, H.A., & Prinsloo, P. (2006). Being educated in the 21st century – an exploration. South African Journal for Higher Education, 20(2), 288-298.
  • Beukes, C.J., & Prinsloo, P. (2005). Re-arranging the deckchairs on the Titanic? Teaching ethics in higher education. South African Journal for Higher Education, 19(5), 931-942.
  • Du Plessis, A., Muller, H., & Prinsloo, P. (2005). Determining the profile of the successful first-year accounting student. South African Journal for Higher Education, 19(4), 684-698.
  • De Jongh, D., & Prinsloo, P. (2005). Why teach corporate citizenship differently? Journal of Corporate Citizenship, 18, 113-122.
  • Prinsloo, P. (2003). Rage and hope: opportunities in higher education (case study). Theologia Viatorum: Journal of Theology and Religion in Africa, 27(1), 144-164.
  • Prinsloo, P. (2003). The quest for relevance: preliminary thoughts on the issue of relevance in higher education in South Africa. Progressio 25(1), 61-75.
  • Prinsloo, P. (2003). The anonymous learners: a critical reflection on some assumptions regarding rural and city learners. Progressio, 25(1), 48-60.

Paper presentations

Professional positions, fellowships & awards

  • Open University Business School International Fellowship Award, 2007
  • Unisa Chancellor’s Award for Outstanding Research, 2008
  • Unisa International Fellowship Award 2009
  • National Association of Distance Education and Open Learning in South Africa (NADEOSA) 2009 Excellence Award for the development of a conceptual model to understand and predict student throughput at Unisa. Co-author: Prof George Subotzky, Executive Director: Information & Strategic Analysis, Unisa.
  • Open University Business School International Fellowship Award, 2010
  • Unisa Chairperson of Council Award for Outstanding contribution to Unisa, 2012
  • South African National Research Foundation (NRF) Rating C3
  • Best paper Award EDENRW, 27-28 October, 2014 – Prinsloo, P., & Slade, S. (2014).  Student Perspectives on the Use of Their Data: Between Intrusion, Surveillance and Care
  • Best paper Award SAAIR. Prinsloo, P. (2014).  A brave new world: Student surveillance in higher education.
  • Best paper Award LAK 15, 17-20 March, New York – Student privacy self-management. Implications for learning analytics.
  • Nominated for Best Research Paper Award, EDEN15, Barcelona, 9-12 June 2015 – Prinsloo, P., & Slade, S. (2015) Student vulnerability and agency in networked, digital learning.
  • Nominated for Best Practice Paper Award, EDEN15, Barcelona, 9-12 June 2015 – Slade, S., & Prinsloo, P. (2015). Stemming the flow: Improving retention for distance learning students.

Fellowship Digital Pedagogy Lab, University of Mary Washington, Fredericksburg, Virginia, US -


  • ESCR-NRF Grant – 2 million ZAR 2016-2019 Co-investigator. Project: Facilitating equitable access and quality education for development: South African International distance education students
  • SAAIR / SciSTIP Research Project 2017-2019 Principal Investigator. Project:  The scope, synergy and uptake of research into higher education in southern Africa