A Sociological Framework for Understanding the Participation of African Higher Education Institutions in Transnational Education

The history of women's engagement with the academy has been characterised by exclusion and inequality. Seven decades ago, Virginia Woolf1 asked: Do we want to join the procession or don't we? On wh...

If one were given the option of just a single book on what African higher education institutions (HEI) can do to thrive in the midst of a pandemic like COVID 19, this would be it. This multi-author volume comprising of thirteen essays is edited by Martin Munyao, Deputy Director of Open, Distance and eLearning (ODeL) and lecturer in the Peace and International Studies Department at Daystar University, Kenya. The book has a foreword by George John Law, founder of Internet Theological Education by Extension Global (iTEE Global), and has twenty-six other authors mostly from Kenyan universities or affiliated to them who collaborate in the chapters. The book comes in the wake of the Covid-19 pandemic and its impact on higher learning institutions (HEI) in Africa in terms of their response in the areas of Open Distance and e-Learning (ODeL) and proffers that a mixture of pedagogical skills, educational technology, and institutional collaboration will result in optimum learning outcomes through ODeL than merely transferring the physical classroom experience online as did most HEIs during the pandemic. For ease of assessment, I have categorized the essays into the four broad categories of HEI strategy, the digital divide, online student experiences, and online instructor experiences which are porous as the issues bleed into each other and argue that although the book has some editorial challenges, it is very valuable tool to understanding how African HEIs coped in the pandemic and what areas need to be addressed for them to be better prepared for similar emergencies.

This paper examines the strategic implementation of Artificial Intelligence (AI) in South African Higher Education (HE) institutions and its potential opportunities and challenges. It posits that AI can significantly enhance educational outcomes and administrative efficiency in South African HE institutions, but successful integration necessitates addressing infrastructure limitations, ethical concerns, and strategic frameworks. The study employs a qualitative research methodology using secondary sources. Findings reveal substantial benefits, such as improved administrative efficiency, personalized learning, and data-driven decision-making, often impeded by challenges like inadequate infrastructure, socio-economic disparities, and ethical issues related to data privacy and algorithmic bias. The importance of strategic planning and frameworks, such as the AI8-Point Model, is emphasized for effective AI integration in HE. Recommendations include investing in technological infrastructure, developing policies for ethical and privacy concerns, and adopting strategic frameworks. Collaboration among policymakers, educators, and technology providers is essential to navigate AI integration complexities and enhance educational outcomes and operational efficiency in South African HE.

Strengthening research capacity on the African continent is key for progress and development of solutions that are relevant for continental challenges, needs and interests. Research collaboration in higher education enables knowledge exchange and plays a major role in innovation, creation of new knowledge, and increasing the visibility of research. International research collaboration, as one of the key aspects of internationalisation of higher education, contributes to the exchange of ideas across borders and can positively impact the quality of research and education. At the same time, internationalisation can contribute to the reinforcement of global power dynamics and inequalities in knowledge production and dissemination.

The study on which this article is based examined the experiences of Black women faculty and administrators in South African institutions of higher education. The three cases presented in this article explore challenges that women scholars have had to address within the context of a rapidly changing sociopolitical environment, which in turn has influenced the transformation of higher education. The article seeks to understand how these emergent scholars have managed to survive and succeed in this environment. The racial and gender composition of faculty at South African institutions of higher education does not reflect the distribution of Blacks and women in the larger society. When the South African National Commission on Higher Education (NCHE) released its report on the condition of its educational system in 1996, the commissioners raised concerns about the pervasive racial and gender disparities so deeply entrenched at all levels.1 South African institutions of higher education have responded assertively to concerns about racial disparities, however, the same cannot be said for gender issues. Although the universities have expressed some concerns about gender disparities, these concerns have yet to be translated into positive policies and programs that will improve the academic experiences of female students and the professional development of female faculty and administrators. This article examines the experiences of Black women faculty and administrators in two institutions of higher education in South Africa. The institutions highlighted in this study include a historically Black university formerly designated for Africans and a historically Black university formerly designated for Indians. Though these institutions emerge from divergent historical backgrounds, strong threads of commonality run among them in the professional experiences of their female faculty members and administrators. The women whose cases are the focus of this study represent an emergent generation of leaders who have recently entered the higher education scene in South Africa. Throughout that nation's higher education history, White males, even at historically Black universities, occupy the overwhelming majority of senior academic and administrative positions. In cases where Blacks have been appointed, those appointments were often offered to Black males. At each institution, a disproportionate percentage of Black women are overrepresented in the lowest academic and administrative ranks as junior lecturers and lecturers.2 The article begins with a historical overview of the condition and status of women in South Africa higher education to provide a context and framework for understanding the current position of female scholars and administrators. The remainder of the article is devoted to exploration of the experiences, insights, and visions of female faculty members and administrators. I specifically explore the experience of three female scholars-one senior university administrator and two lecturers-paying particular attention to issues that these emergent leaders have had to address within the context of a rapidly changing political environment that in turn has influenced transformation of the higher education system. In such an environment, this article asks and attempts to explain, how have these women managed to survive and succeed? HISTORICAL OVERVIEW According to the 1996 NCHE report, the distribution patterns of faculty and administrators in South African higher education do not reflect the demographic profile of the larger society. Indeed, the system is highly polarized by race and gender, with the more prestigious positions occupied predominantly by White males (Mabokela,, 2000a). Blacks and women tend to be relegated to the lower rungs of the employment ladder, with a disproportionate number holding service positions as opposed to academic or administrative positions. Gender inequities are similarly pervasive in the allocation of key administrative positions and permanent teaching and research positions. …

Students’ academic records encompass all academic information related to individuals, maintained in various formats and media by educational institutions. Effective management of these records is crucial for the success of higher education institutions. This review examines the management of academic records in colleges and universities across Africa, with the aim of evaluating current practices. The scoping review method was employed to gather and analyze empirical studies from 15 African countries, published between 2001 and 2024. A total of 65 studies were reviewed, focusing on four main themes: (1) practices and processes of academic records management in African higher education institutions; (2) the efficiency and effectiveness of digital academic records management; (3) the challenges faced by these institutions in implementing and maintaining digital record systems; and (4) measures taken to ensure the integrity, privacy, and security of students' records in digital formats. The findings indicate that while many African higher education institutions have developed robust systems for managing academic records, these systems are not always fully aligned with institutional policies. Furthermore, institutions that have established records management policies often encounter challenges in effectively implementing the processes outlined in these policies. The findings also highlight that the adoption and effective management of digital record systems can significantly enhance the overall efficiency of academic records management. However, challenges such as inadequate IT infrastructure, lack of digital skills, resistance to change, and security threats hinder the smooth adoption of digital systems. The absence of clear policies, strategic planning, and integrated systems further complicates efforts to achieve successful digital transformation in these institutions. Additionally, the review underscores that African higher education authorities are taking proactive measures to protect students' academic records, including the implementation of blockchain technology, credential-based authentication, and security frameworks such as the PIEM model. Key practices, such as conducting risk assessments and employing robust encryption techniques, are identified as essential for safeguarding sensitive student information. This study advocates for higher education institutions to develop clear and comprehensive records management policies that address both manual and digital processes. These policies should establish standards for the creation, storage, retrieval, disposal, and security of records, alongside a system for regular review and continuous improvement.

Social media can be referred to as a group of internet-based applications that build on the ideological and technological foundations of Web 2.0, and allow the creation and exchange of user-generated content as well as interactive discussion. This article examines marketing in tertiary institutions in Africa using social media, but focuses on Facebook. Exploring the importance of social media marketing as a channel of communication to maximize an institution's appeal to its target audience, this paper seeks to present its importance in tackling competitive challenges and ensure the alignment of goals and resources. Most African higher educational institutions (HEIs) have adopted Facebook as the key instrument in social media marketing, with the intent of projecting a superior brand for the purpose of interacting with alumni, current students, attracting prospective applicants and ultimately increasing enrolment numbers. AI, Automation & AR, retargeting, automation tools and virtual tours are just some of the new and emerging tools and applications that are explored on Facebook by HEIs as a means of building new relationships and fostering existing ones. This study analysed data from 10 higher institutions in 10 countries drawn from all 5 geographical regions across Africa; South Africa, West Africa, East Africa, North Africa and Central Africa. Findings reveal that just like the majority of the African social media population, African universities engage predominantly on Facebook with all 10 universities running an active Facebook handle, showing a 100% adoption rate.

The field of entrepreneurial education has received increased global research interest in recent decades. This is evident in the simultaneous recognition and interrogation of the roles of the institutions of higher education in the enhancement of students’ entrepreneurial skills. The analysis of extant and recent studies beckons the need for a multi-layered and complex review of the strategic position of the institutions of higher education in this enterprise. Continued promotion and internalization of entrepreneurial values and skills demand deliberate engagement and integration of the covert curriculum at the institution of higher education. This article utilizes an in-depth review of literature to ascertain the state of entrepreneurial study in South Africa's institutes of higher education. To exploit the current wave of increased interest in entrepreneurial education in the South African context, it is important to draw attention to the current state of entrepreneurial education with the view to unpacking the ambiguities and gaps in the existing approach. This paper enriches the comprehension and analysis of gaps in current trends of entrepreneurial education in South African higher education institutions. It positively contributes to the practice of entrepreneurial education in South Africa through its arguments for a reconsideration of the teaching pedagogies to intentionally and extensively incorporate the covert curriculum towards the internalisation and efficacy of entrepreneurial skills in South African institutions of higher education.

Higher Education (HE) institutions can facilitate the establishment of a sustainable future. This role is even greater in sub-Saharan Africa, which has the highest rate of education exclusion. The 2015 State of Education in Africa Report indicates that, by 2040, Africa will have the largest labour force of approximately 1 billion people. Despite this, only 6% of post-secondary enrolment is currently in technical and vocational institutions and another 6% is in higher education institutions. African institutions also grapple with addressing quality (fitness for and of purpose) issues in HE. This chapter discusses quality in the African context as a policy choice, by examining the literature on how decisions by actors enforce quality in institutional structures and processes. The choice of quality relates to objectives, control, quality domain areas, quality procedures and uses of information on quality. There is further discussion on the objectives of HE in Africa from a developmental perspective (not entrepreneurial or corporate), frameworks of control and the focus areas discussed in the recent literature. The authors analyse possible indicators suggested by African universities and different African HE regulatory authorities, and the implications on governance and control within an African developmental context. The outcomes can help to structure development-focused quality-assurance policies in Africa.

Whilst learning analytics is still nascent in most African higher education institutions, many African higher education institutions use learning platforms and analytic services from providers outside of the African continent. A critical consideration of the protection of data privacy on the African continent and its implications for learning analytics in African higher education is therefore needed. In this paper, we map the current state of legal and regulatory environments and frameworks on privacy to establish their implications for learning analytics. This scoping review of privacy regulations in 32 African countries, complemented by 15 scholarly papers, revealed that there are numerous national and regional legislation and regulatory frameworks, providing clear pointers pertaining to (student) data privacy to governments, higher education institutions and researchers. As such, the findings of this research have implications for African higher education to ensure not only legal compliance but also to oversee and safeguard student data privacy as part of their fiduciary duty. This research provides crucial insights regarding the importance of context for thinking about the expansion and institutional adoption of learning analytics. Practitioner notes What is already known about this topic Personal data have become commodified and are regarded as a valuable commercial asset. The commercial value of data relies on the collection and analysis of increasing volumes, granularity, variety and velocity of personal data (both identifiable and aggregated). Africa and African higher education are regarded as new data frontiers to be exploited. What this paper adds This paper, for the first time, makes an attempt to map privacy legislation and academic research on (student) data privacy in the African continent. Maps key implications for African higher educations to consider in collecting, analysing, using and sharing student data. It provides pointers for a research agenda pertaining to student data privacy on the African continent. Implications for practice and/or policy African higher education institutions should consider student data privacy when entering into service level agreements with educational technology and platform providers. African governments should develop common data sharing frameworks to facilitate cross‐border data transfer. Current African data privacy legislation provides important implications for the adoption and institutionalisation of learning analytics. African higher education also has to consider the ethical aspects of learning analytics.

Policy discussions related to higher education in sub-Saharan Africa often include concerns related to quality. Rather than being an abstract characteristic, quality of higher education is the result of a series of actions and practices, and yet there is limited research on the practices associated with quality in higher education in Africa. This article explores the practice of self-study in West African higher education institutions. After conducting 21 semi-structured interviews with key stakeholders from four public and private institutions in the West African region, which were selected on the basis of their respective strength in quality culture, the study suggests that protecting one’s institutional image can have a significant impact on the uses of self-study. Research participants, regardless of weak or strong quality cultures, were very sensitive about, and even protective of, institutional self-image. The pursuit of a strong institutional image resulted in substantive changes within stronger cultures, or cosmetic changes, among weaker cultures. Having weighed the evidence collected in the study, we argue that the link between self-study and academic activities, including teaching and learning, is weak at best. This study serves as a reminder that self-study is an instrument and therefore its uses are subject to revision and improvement.

This study aims to analyze the impact of higher education training on labor market demand in Africa, using a documentation study approach. In an ever-evolving global context, higher education plays an important role in preparing individuals to face the demands of a dynamic labor market. However, in many African countries, there is a gap between the skills provided by higher education institutions and the needs of the labor market. Through documentation studies, this study collects and analyzes secondary data originating from various government reports, international institutions, and previous studies regarding the relationship between higher education and labor demand in Africa. The findings show that although higher education in Africa can improve the quality of human capital, there is a mismatch between the skills taught and the skills required by the industrial sector. This study also identified key challenges, such as a lack of relevant curriculum and limited educational facilities, that impact the effectiveness of training in meeting labor market needs. Therefore, this study recommends curriculum reform that is more adaptive to industry needs and increased collaboration between educational institutions and the private sector to create more relevant and quality training programs

This study sheds light on the existing void regarding wartime and online education in Africa. Over three-quarters of African nations have experienced various forms of conflict over the past three decades, resulting in a significant loss of life and immense suffering for African citizens striving for education. The African continent has witnessed nearly 88% of conflict-related fatalities worldwide. The widespread destruction of schools and universities, from primary to higher education, has worsened the problem of limited technology resources. This lack of technology makes it even harder for educational institutions to function effectively. Recent insecurity poses a formidable challenge to many African higher education institutions, impeding efficient administration and management, disrupting academic calendars, claiming student lives, and damaging the critical infrastructure for teaching and learning. In addition, African higher education institutions still lag behind their counterparts on other continents in embracing digital transformation. Using the Scopus database, this study conducted a bibliometric analysis of publications from 2000 to 2024, focusing on wartime and online education. The gathered documents were meticulously analysed using visualisation tools like VOS Viewer. The findings highlight a significant research gap regarding the intersection of wartime conditions and online education in African institutions, as there are no publications on wartime and online learning from the African continent. The findings highlight that the publications are mainly from a Western perspective, which has marginalised African higher education institutions in the global knowledge production and dissemination landscape. The paper identifies promising areas for further research on improving education during African conflicts to guide future efforts.

In this paper, an attempt was made to locate the role of internationalisation in African Higher Education Institutions (HEIs). It is argued that comprehensive international, intercultural, and global dimensions in the affairs of African tertiary institutions provide for a more nuanced and diversified higher education landscape. Through a desk study approach, dwelling mainly on existing literature, the paper examines the issues of internationalisation from the perspectives of diversity and inclusion, as well as the roles of the relevant key players within those institutions to practically deliver internationalisation strategies that will put the institution on a global pedestal while remaining locally and regionally relevant. More importantly, strategies for achieving comprehensive internationalisation are discussed drawing inferences from literature and documentary sources. The interrogation of these sources in relation to the expectations of the current and future HEIs to remain socially relevant and sustainable is carried out. HEIs in Africa must contribute to socio-economic change and engage with their quad-helix and eco-system partners to ensure that high end skills training, knowledge production, entrepreneurship and innovation are accelerated. In so doing, African HEIs must embrace diversity in its fullness including welcoming differences in gender, race, culture, nationality and providing platforms of engagement that allow for inclusion, and breaking silos to allow for a nuanced agenda of internationalisation.

Mapping Comparative Education after Postmodernity