Access constraints experienced by physically disabled students at a South African higher education institution

Orientation: This study outlines institutional effectiveness (IE) in higher education (HE) and interrogates its underlying elements from a student perspective. Following a review of contemporary perspectives on student educational outcomes, the study identifies and explores the importance of four pertinent indicators of IE in the context of a South African (SA) higher education institution (HEI). Research purpose: This study aimed to explore the structural validity and reliability of the Student Educational Outcomes Effectiveness Questionnaire (SEEQ), administered to students at an SA HEI, collecting data on their perceptions of IE. Motivation for the study: Institutional effectiveness is a contested concept in HE and several approaches to define it, using various sets of underpinning elements, can be found. The conceptualisation and measuring of IE within the SA HE sector is a hugely neglected area of research. This study therefore attempted to delineate and to gauge IE, utilising the perceptions and preferences of students at an SA HEI. Research design, approach and method: Data for this study were collected using a self-selection sample (N = 807) of students from four schools at the selected HEI. Reliability and exploratory factor analyses were performed to explore the internal consistency and structural validity of the above-mentioned SEEQ. Main findings: The reliability of SEEQ is deemed to be acceptable and the validity of the four theoretical constructs (or dimensions) hypothesised in respect of IE from a student perspective were supported. Practical/managerial implications: Preliminary empirical evidence suggests that SEEQ could be employed in a cautious manner by HEIs (especially in SA), with a view to gauge IE, as well as to promoting the scholarship and management of institutional performance and student success. Contribution or value-add: This article presents a multidimensional approach to the depiction and measurement of IE from a student perspective. It makes a handy initial contribution to a grossly under-researched phenomenon in the SA HE sector.

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.

Many African higher education entrants have an African language as a first language, whereas English and Afrikaans are default media of instruction in South African higher education institutions (HEIs). This precludes equivalent chances of academic success for students. Linguistic diversity in HEIs might also influence students’ experiences in these institutions. This paper explores the perspectives of undergraduate students at a historically Black higher education institution (HBHEI) and a historically White higher education institution (HWHEI), regarding language use at these institutions and their accompanying experiences. We conducted focus group discussions (FGDs) with 31 students and analysed the data using thematic analysis. We adopted a critical race theory lens to interpret participants’ perspectives. We found enduring marginalisation of African languages, as informed by structural dynamics, and its detrimental effects on students’ academic prospects and experiences, contrasting with the enduring privileging of English and Afrikaans in higher education.

President Mbeki is emphasising the vision of an African Renaissance in many of his public addresses. Many multifaceted inputs are required to realise this vision, and human resources development is one of the cornerstones of this ideal. South African higher education institutions could play a major role in this quest by sharing their expertise to upgrade the scientific, economic and educational competencies of all people in Africa. Data analysis shows considerable potential for attracting students from Africa, especially from the Southern African Development Community, to study at South African institutions. Current initiatives for facilitating intellectual mobility across the country's borders lack vision, however. Academic exchange programmes in other countries could serve as models to kick-start the contributions of higher education institutions in South Africa in realising Mr Mbeki's vision for an African Renaissance.

The Fourth Industrial Revolution (4IR) has been the subject of discussion, and in most cases, it has been seen as a danger to jobs and conventional methods of doing things. Concerns over the preparation of the South African educational systems for 4IR have been raised as a result. Many industries still lack advanced understanding of 4IR, but the concept is already gaining ground in a variety of economic areas. As a result, academics, business professionals, and legislators are paying closer attention to 4IR. The researchers were inspired to look at how 4IR techniques were applied in South African higher education institutions to advance the growth and development of teaching and learning by this obvious knowledge gap. To investigate how 4IR technologies improve the growth and development of teaching and learning in South African higher education institutions, this study used a systematic literature review (SLR) methodology. A search procedure, research key words, inclusion and exclusion criteria, and quality assessments of chosen literature were used in conjunction with the SLR approach. This study found that some South African higher education institutions have successfully adopted 4IR technologies for virtual and contact instruction. The research further saw that academics and support staff utilised various 4IR tools. This is done through a virtual or hybrid classroom, artificial intelligence, and the internet of things, with different devices to send students messages, schedule Zoom classes, and provide feedback and educational resources. However, the study made some recommendations that academics can use to make sure that 4IR is effectively integrated to support the expansion and improvement of teaching and learning in higher education institutions. Future research directions were suggested, and the study came to the conclusion that South Africa could change the direction of the management of the education sector by implementing various 4IR tools in higher education institutions.

Food insecurity is an increasingly pressing issue in South Africa, affecting higher education institutions. The country’s prevalent poverty and unemployment rates, exacerbated by the economic impact of the COVID-19 pandemic, have led to reduced funding for higher education institutions. As a result, students’ well-being is compromised, with many experiencing hunger and difficulties in their academic progress. While existing literature addresses food insecurity in South African higher education institutions, a comprehensive understanding from a systems theoretical perspective is lacking. This study applies Bronfenbrenner’s ecological systems theory, a multi-level analysis framework, to examine the complexities of food insecurity in South African higher education institutions. The analysis explores the microsystem, mesosystem, exosystem, macrosystem, and chronosystem dimensions of food insecurity as a multidimensional challenge requiring holistic response strategies. Drawing on scholarly literature, news articles, and reports from governmental and non-governmental organisations, this qualitative research sheds light on the multifaceted nature of food insecurity challenges in higher education institutions, with a specific focus on student development. Insights from Bronfenbrenner’s ecological systems theory enhance the understanding of the barriers to student well-being and academic success and underscore the need for targeted interventions. The findings contribute to the literature on food insecurity as a complex problem and guide policy decisions, interventions, and initiatives.

The Fourth Industrial Revolution (4IR) has been the subject of discussion, and in most cases, it has been seen as a danger to jobs and conventional methods of doing things. Concerns over the preparation of the South African educational systems for 4IR have been raised as a result. Many industries still lack advanced understanding of 4IR, but the concept is already gaining ground in a variety of economic areas. As a result, academics, business professionals, and legislators are paying closer attention to 4IR. The researchers were inspired to look at how 4IR techniques were applied in South African higher education institutions to advance the growth and development of teaching and learning by this obvious knowledge gap. To investigate how 4IR technologies improve the growth and development of teaching and learning in South African higher education institutions, this study used a systematic literature review (SLR) methodology. A search procedure, research key words, inclusion and exclusion criteria, and quality assessments of chosen literature were used in conjunction with the SLR approach. This study found that some South African higher education institutions have successfully adopted 4IR technologies for virtual and contact instruction. The research further saw that academics and support staff utilised various 4IR tools. This is done through a virtual or hybrid classroom, artificial intelligence, and the internet of things, with different devices to send students messages, schedule Zoom classes, and provide feedback and educational resources. However, the study made some recommendations that academics can use to make sure that 4IR is effectively integrated to support the expansion and improvement of teaching and learning in higher education institutions. Future research directions were suggested, and the study came to the conclusion that South Africa could change the direction of the management of the education sector by implementing various 4IR tools in higher education institutions.

During the past decade, there has been significant growth in the number of international students seeking access to South African higher education institutions. Concomitant with this growth has been a need for management of the internationalisation process at higher education institutions; however, this has not always been forthcoming. This article provides a comparative analysis of internationalisation in selected South African universities during the immediate postapartheid period since the 1990s. The process of establishing international offices or the lack thereof and the ongoing internationalisation of these institutions are analysed. In addition, the article considers other issues pertinent to the internationalisation of South African higher education institutions in the 21st century. The article draws on empirical research conducted by the author at various South African higher education institutions and is based on a mixed-method research design.

Introductionsimulation-based learning (SBL) is an educational technique that is used to create lifelike experiences within a controlled setting. Feedback and debriefing have been described as most important components in healthcare simulation. Providing feedback or debriefing loses its efficacy if it is not performed correctly. The results of poor feedback or debriefing practice may negatively affect future student performance. It is important to identify both positive and negative current practice so as to better understand the potential effects on student learning. There is a paucity of evidence relating to debriefing within the resource-constrained environment.Methodsa cross-sectional design collected data using a purpose-designed, paper-based questionnaire that was validated using a pilot study. We collected data from three South African higher education institutions (HEI) offering emergency medical care qualifications. Questionnaires were distributed on-site at each HEI by an academic staff member and were returned to the researchers via courier. Participants were recruited from the second, third and fourth academic years of study. Responses were captured manually and imported into Microsoft Excel for analysis.Resultswe collected 153 completed questionnaires from three South African Higher Education Institutions (HEIs). Student perceptions of debriefing practices were generally positive. There were general feelings of psychological safety and an understanding between students and facilitator related to why debriefing took place. Linking debrief and learning outcomes was perceived as making debriefing meaningful to students. Question-asking techniques by facilitators were mixed, but were generally asked in a manner that encouraged self-reflection. Peer-led debriefing was perceived as good practice and a single facilitator was preferred to multiple facilitators.Conclusionseveral strategies related to effective feedback and debriefing were identified by the student participants as already being employed by facilitators. The potentially negative effect of multiple facilitators was highlighted by participants who indicated that they preferred a single debriefer for the entire academic year. Peer-led debriefing was perceived as a positive practice and has a number of advantages and disadvantages that should be considered and mitigated by the facilitator.

The quality assurance of community engagement was flagged as a major problem during the last cycle of audits of South African Higher Education Institutions (SAHEIs) by the Higher Education Quality Committee. Through the implementation of critical literature review methodology and comparing similarities and differences among SAHEIs in their reporting of their attempts at benchmarking, this article will present concrete proposals for a pathway to effective benchmarking of community engagement at SAHEIs. SAHEIs have looked at conceptual models to enable high-quality community engagement, but effective measuring tools have eluded their efforts. Through evaluating the critiques and recommendations of the Higher Education Quality Committee at all SAHEIs regarding community engagement as well as the responses thereto, this article will discuss the obstacles to developing quality assurance of community engagement and the prospects for overcoming them. Insights into key elements required in the benchmarking of community engagement will be drawn from the history of community engagement at SAHEIs from apartheid to democracy.

Background. Higher education worldwide is currently shaped by globalisation and internationalisation, while African and South African (SA) highereducation institutions (HEIs) are required to Africanise their curricula to equip students to become effective and responsive global citizens, with globally and locally relevant knowledge and skills. Objectives. To establish the extent to which curricula for Master of Public Health programmes (MPHPs) within schools of public health or faculties of health sciences in selected HEIs in SA are currently internationalised and Africanised. Methods. The study followed a multiple-case-study design. Semi-structured and focus-group interviews with course co-ordinators, lecturers and students provided data. The study was conducted at three HEIs in SA that offer an MPHP. Tesch’s interactive process of qualitative data coding and analysis was used. Results. According to academics, there is no clear understanding or working definition of concepts and processes such as internationalisation and Africanisation as they apply to their professional contexts. The institutions do not subscribe to policies regarding internationalisation and Africanisation either. Academics are uncertain whether curricula meet the requirements of internationalisation and Africanisation, while students consider the curricula to be internationalised and Africanised to the best of their institutions’ and lecturers’ abilities. Conclusion. There is an urgent need for curriculum transformation in SA, to ensure that the internationalisation and Africanisation of curricula occur. Curriculum transformation and the formalisation of the processes of internationalisation and Africanisation through policy changes and capacity building need to be forefronted.

Orientation: Transformation is a topical issue in South African higher education institutions. The slow and sluggish progress in attempts to transform the sector can be attributed to leadership and commitment of staff in these institutions.Research purpose: The study investigated perceptions of employees and managers on the connection between transformational leadership style and employee organisational commitment in a selected rural-based higher education institution in South Africa.Motivation for the study: This study was conducted to determine whether a perceived lack or the presence of transformational leadership style influences the level of organisational commitment of academic and non-academic staff members of a rural-based university. It is believed that in this way, the study may assist in determining and identifying the strategies to be used to improve the commitment of the staff members to attain the much needed transformation in higher education institutions.Research design, approach and method: A self-administered questionnaire was used to gather data following a quantitative research design. The target population was divided into academic and non-academic strata. Pearson product moment correlation and multiple regression analysis were performed.Main findings: The study found that transformational leadership style has a positive and significant relationship with affective commitment and moderate relationship with continuance commitment. On the contrary, it had no relationship with normative commitment. The study further revealed that perceived transformational leadership style explained the variance on employee organisational commitment. Therefore, the study concludes that effects of perceived transformational leadership style on employee commitment cannot be the same in different institutions and settings.Practical and managerial implications: The study recommends that each institution should diagnose its situation for a better pictorial view of how transformational leadership affects employee organisational commitment in their organisation.Contribution: The results of the study may assist leaders and employees in higher education institutions to enhance commitment for both academic and non-academic staff members through transformative leadership style to attain transformational goals of the South African higher education institutions as projected by the national government. Furthermore, this study will ensure the promotion and creation of transformative leaders who are adaptive and proactive in dealing with challenges of transformation in the former ‘black’ higher education institutions in South Africa and who also have staff members committed to this higher education transformation agenda.

Autism is a significant concern because of the increase in the prevalence of the disorder. University healthcare students might not all be adequately prepared to serve autistic individuals. Hence, there is a need in the South African context for information on healthcare practitioners' knowledge of general aspects, diagnosis and management of autism. To determine current knowledge on autism among speech-language pathology and audiology (SLP & A) students at a South African Higher Education Institution. The study was conducted among 65 second, third and fourth year students at the SLP & A Department of a South African Higher Education Institution. A descriptive quantitative design utilising an online questionnaire was used to gather the quantitative and, to a lesser extent, qualitative data. Descriptive measures were used to analyse and summarise the data. Participants mainly understood autism's fundamental symptoms and comorbidities, early intervention, team management and speech-language therapist (SLT) duties. Students were found to have little awareness of autism's prevalence, causes, diagnosing experts, intervention methods and treatment. Participants felt uncomfortable treating autistic people owing to a lack of clinical exposure. Participants want further training. Students reported the need for additional training on autism, including its identification, diagnosis, assessment and treatment. It is recommended that the study be replicated at other institutions to impact other curricula. This research article provides input for enhancing the curriculum for Health Science Departments in Higher Education Institutions.

Purpose The purpose of this conceptual chapter is to critically review the efficacy of diversity management in institutions of higher education with the intention of highlighting context-specific challenges in South African Higher Education Institutions (HEIs). Methodology Diversity is conceptualized with the assumption that equity and redress should form part of institutional practices for managing and integrating diverse workforce in HEIs. Because HEIs are tasked to reduce inequalities and exclusions and to ensure integration through redress at all levels, the argument in this chapter is that diversity and social inclusion go hand in hand and that discrimination of people in whatever form should be eliminated. Findings Findings reveal that diverse learning environments in HEIs help sharpen critical thinking and analytical skills and prepare institutional members to succeed in an increasingly diverse and interconnected world. Research Limitations The challenge with diversity management, however, is in implementing diversity management in a practical HEI environment. Practical Limitations Implications are that managers should empower diverse institutional members with the ability to accommodate ethnic and cultural diversity, to succeed in maintaining institutional unity. Social Implications The study is significant for ensuring effective management of diversity and institutional workforce integration. Originality/Value The chapter informs policy choices for the day-to-day management of diversity.

The Covid-19 pandemic has accelerated the shift to online learning, leading to significant changes in higher education institutions in South Africa and across the world. The importance of online learning has increased, and institutions are now challenged with providing a high quality, adaptable, and accessible education in a digital setting. In order to fully embrace online teaching and learning, this demands institutions to make investments in digital infrastructure and reevaluate pedagogical practices. In this literature review paper, we use PRISMA methodology to examine the discipline of online teaching and learning, the strategies used by universities during the epidemic, and the online teaching and learning strategies used in the post pandemic period. We explore how the Covid-19 epidemic has altered the online learning environment in South African higher education institutions in the post pandemic period. The review results established that in order to provide high-quality education to students across the country, South African higher education institutions need to make a flexible and accessible education, rethink pedagogical methodologies, and implement best practices in online learning. We recommend that higher institutions, policymakers, and stakeholders must work together to ensure that online learning remains a viable and successful modality of instruction in the post-Covid-19 era.