Global Ecosystems of Scholarship

When the Department of Education - now the Department of Higher Education and Training (DHET) - replaced the 'SAPSE-110' higher education funding system with the 'New Funding Formula' (NFF) in 2004, it is unlikely that they imagined it would give rise to an entire new industry within university administrations: the management of journal and book publication outputs by academic committees and by research support departments. Yet this is exactly what happened. What also happened was a dramatic rise in research publications and the graduation of students with master's and PhD degrees. Charles Sheppard of the Nelson Mandela Metropolitan University gathered data from the DHET's HEMIS (Higher Education Management Information System) and provided the overview of research outputs shown in Figure 1.

The Department of Basic Education in South Africa is experiencing a shortage of Agricultural Science teachers since their numbers are drastically decreasing. Several schools are failing to recruit appropriately qualified Agricultural Science teachers. This decline seems to be worsening annually. It is not peculiar to the Kwa-Zulu Natal Department of Education Kwa-Zulu Natal province only but seems to be a national phenomenon. This study aims to identify and analyse the causes of the decline of Agricultural Science teachers in the Provincial Department of Education. A qualitative method of research was employed. Data was collected by interviewing respondents on either cell phones or telephones. The findings revealed severe shortages of Agricultural Science teachers in Kwa-Zulu Natal schools. However, it is not peculiar to the Kwa-Zulu Natal Department of Education only, but it seems a national phenomenon. The study recommended, among other things, a clear line of the communication channel between the national Department of Basic Education, Kwa-Zulu Natal Department of Education and the Department of Higher Education and Training to facilitate at local, provincial and national levels, a comprehensive recruitment and training plan for the Department of Basic Education. The study also recommended the introduction of a Bachelor of Education degree with a specialisation in Agricultural Science in some universities, especially in rural areas.

The high rate of university enrolment in South Africa has placed an immense burden on universities to provide accommodation services, with the institutions categorised as historically disadvantaged being the most severely affected. This phenomenon has led to the emergence and development of private off-campus student housing facilities as an alternative. To ensure that the student housing provided falls within the acceptable standards for effective learning and safety of the students, the Department of Higher Education and Training (DHET) has formulated a housing policy to inform developers of such housing standards. This study investigated whether the living conditions in student housing facilities (SHFs) comply with this Policy and how such conditions affect students’ academic performance, especially at historically disadvantaged higher education institutions (HEIs). A quantitative approach was used, using a closed-ended questionnaire to obtain data from respondents. The findings of this study revealed that the neighbourhood of off-campus housing facilities needed to be more satisfactory. However, the respondents found the social and physical dimensions of the houses and rooms somewhat acceptable, and they regarded the management of the facilities as commendable. The study concludes that the university should continue to work deliberately with developers so that they adhere strictly to the implementation of the student housing facilities policy to ensure effective learning and student safety. The study adds to existing research on student housing and its impact on effective learning. Keywords: Department of Higher Education and Training (DHET), Policy on the Minimum Norms and Standards for Student Housing at Public Universities, Off-Campus Living, On-Campus Living, Effective Learning, South African Students.

In South Africa, the Department of Higher Education and Training (DoHET) has expressed grave concerns about the poor pass rate of first-year accounting students. In an attempt to improve performance, the University of South Africa (Unisa), an open distance learning (ODL) institution, has developed a DVD for the first-year semester module, FAC1502, in financial accounting. This module forms the cornerstone of financial accounting at Unisa and is a prerequisite for all bachelor degrees in commerce and many related courses. FAC1502 has a total annual average registration of 13 000 students. The DVD, a multimedia, technology-enhanced learning support tool, complements flexible teaching and learning and presents a practical workshop for students to study at their own pace and equip them with the necessary basic theory, practical applications and financial accounting skills which underlie further course work.This article reports on the impact of student utilisation of the DVD as a probable effective multimedia intervention towards an improved student pass rate in the FAC1502 semester module. The assessment of the DVD effectiveness takes the quality of the DVD into consideration, as measured against quality standards of regulating bodies such as the College of Economics and Management Sciences (CEMS) of Unisa, SAQA standards and outcomes based guidelines of Unisa and the Department of Higher Education and Training (DoHET). The fact that, barring DVD utilization, other factors – such as a success/ at-risk student profile – might affect student performance and confound the effect of DVD utilization on performance, was catered for in the sampling technique applied in the study.In an ODL environment, a teaching and learning support tool which promotes practical accounting knowledge in a real-life context ensures an innovative way of teaching and supporting students.

Concern over sexual violence at South African higher education institutions has been mounting since 2012. The systemic inquiry into sexual harassment at the University of the Witwatersrand that looked into the patterns, prevalence and problems in regulating sexual harassment at the campus, found that sexual harassment is prevalent and manifests in a number of different ways. In 2016, students at Rhodes University publicised a list of names of alleged sexual offenders at the university (Seddon 2016). The Department of Higher Education and Training has developed a working document, the Draft policy and strategic framework 2017, which seeks to provide a framework for universities and Technical and Vocational Education and Training (TVET) colleges to deal with sexual harassment and sexual offences on campus (Department of Higher Education and Training 2017). It is useful to use the moment of this national debate to highlight the often-ignored issue of sexual relationships between staff and students. This article will consider the merits of regulating these relationships, and how regulation can facilitate mechanisms for accountability and a healthy teaching and learning environment.

PurposeThis paper seeks to cast light on the issues impacting South African food research. During the first decade of democracy the South African research and development sector has experienced many changes and although the aim of these changes was to bring about efficiency, the research and development (R&D) fraternity is still faced with various challenges in its endeavours to meet the demands from commerce and industry. As a result of continuously changing market demands the food and drink industry has become one of the main sectors that are dependant on novel technologies developed by the R&D sector.Design/methodology/approachAn overview of the broader South African research landscape is given followed by a closer look at the nature and extent of local food‐related research.FindingsIn order to meet the demand of industry a new mindset is required amongst research institutions towards providing an array of scientific services that extend intra‐ and inter‐disciplinary boundaries and where long‐term partnerships between food industries and the R&D sector are forged. However, against this backdrop South Africa's national research priorities are increasingly directed towards poverty alleviation and development. Human resources in science and technology have not been developed adequately, which in turn has resulted in an aging and declining scientific population. Thus, a balancing act is needed in order to address the scant human resources while at the same time effectively bridging the innovation chasm. This predicament extends to food researchers who find themselves amidst a well developed and technologically advanced formal industry while at the same time having to address issues relating to a relatively primitive yet lucrative informal food sector.Originality/valueThe paper presents novel information regarding South African food research and places it in context against the broader research landscape.

Higher education in South Africa is regulated by several policies, and the obligation of increased access and participation of persons with disabilities into higher education is recognized in legislation (Department of Education, 1997; Department of Higher Education and Training, 2013). However, research indicates that the proportion of students with disabilities in higher education and in study programmes abroad is still very low worldwide (Fazekas, 2017; Organisation for Economic Co-operation and Development, 2011). Study opportunities for these students in higher education institutions abroad, including South Africa, should therefore be increased to provide equal access and experience in an inclusive higher education environment. This study explores possible reasons for the low engagement of South African students with disabilities in international mobility programmes and the function of key role-players in supporting international students with disabilities studying in South Africa (incoming students) and South African students with disabilities studying abroad (outgoing students). This study also explores the ways by which the exchange process could be facilitated more effectively within the context of an inclusive higher education environment. Data on the support services offered to these students was obtained by means of questionnaires sent to the International Relations Offices and Disability Rights Units at higher education institutions in South Africa. The study culminated in the design of a model which specifies the roles of the various role-players in supporting international students with disabilities during their pre-departure, study and return phases.

In this paper I report on a study which investigated a South African university funding model and its impact on the country’s socioeconomic transformation agenda. The main objective of the study was to develop a South African university funding model that would align with the country’s transformation agenda. The data presented in the paper were sourced using a combination of quantitative and qualitative research design methods. The quantitative approach involved 160 questionnaires, and 17 respondents participated in interviews as part of the qualitative research process. The respondents were purposively selected from six groupings which included the recently employed former National Student Financial Aid Scheme (NSFAS) funded students, Department of Higher Education and Training officials, NSFAS officials, Students’ Representative Council (SRC) members, and officials employed in the finance divisions and registrar’s offices at public universities in South Africa. The results demonstrated that amongst the various sources of funding for the South African university sector, government and NSFAS funding were significantly contributing to the transformation agenda in South Africa. The findings confirm the agency theory perspective that funding is a tool that governments use to entice universities towards the achievement of the transformation agenda.In this paper I report [AB1] on[AB2] a study[AB3] which investigated a South African university funding model and its impact on the country’s s[AB4] ocioeconomic transformation agenda. The main objective of the study was to develop a South African university funding model that would align with the country’s transformation agenda. The data presented in the [MOU5] [OM6] paper w[AB7] ere sourced[AB8] using a combination of quantitative and qualitative research design methods. The quantitative approach involved 160 questionnaires, and 17 respondents participated in interviews as part of the qualitative research process[MOU9] [OM10] . The respondents were purposively selected from six groupings [AB11] [OM12] which included the recently employed former National Student Financial Aid Scheme (NSFAS) funded students, Department of Higher Education and Training[AB13] [OM14] officials, NSFAS officials, Students’ Representative Council[AB15] [OM16] (SRC) members,[AB17] [OM18] and officials employed in the finance divisions and registrar’s offices at public universities in South Africa. The results demonstrated that amongst the various sources of funding for the South African university sector, government and NSFAS funding were significantly contributing to the transformation agenda in South Africa. The findings confirm the agency theory perspective that funding is a tool that governments use [AB19] [OM20] to entice universities towards[AB21] [OM22] the achievement of the transformation agenda.[MOU23] [OM24] [AB1]You (or “we”) report; the paper does not. APA prefers to avoid use of anthropomorphism (attributing human qualities to nonhuman things). APA permits use of first-person pronouns (e.g., I, we). [AB2]Consider being more specific. “evaluate”? “analyse”? “investigate”? [AB3]It is not clear which researcher you are referring to. Consider using the researcher’s name and publication year. Or, do you mean “In this study I investigate a South African university . . .” If so, to avoid confusion and to adhere to APA guidelines, refer to yourself as “I.” [AB4]APA closes the prefix “socio.” [MOU5]Add the research objectives to be studied in full. [OM6]Done [AB7]“Data” is plural. [AB8]If you sourced the data, use “I sourced the data in the paper . . .” [MOU9]Add quantitative and qualitative results [OM10]Added [AB11] [AB11]If you selected the respondents, use “I selected the respondents from six groupings using purposive sampling . . .” [OM12]accept [AB13]Use the full name. The initialism is not needed because it is not used again in the abstract. [OM14]Done [AB15]Use the full name. The initialism is not needed because it is not used again in the abstract. [OM16]Done [AB17]APA uses the serial comma, regardless of English style. [OM18]agreed [AB19]Revised for active voice, which APA prefers. [OM20]Accept [AB21]Per your request, I have retained use of UK English/spelling, but please note that APA prefers use of US English. [OM22]Noted [MOU23]Write down your findings according to the goals you want to achieve. [OM24]Links to the research objectives

Within the last decade, Taiwan’s higher education system has experienced transformation along the lines of decentralization and marketization (Mok, 2000). The pressure to compete internationally and to attain global recognition has become one of the major benchmarks in evaluating university performance (Mok, 2003; Song & Tai, 2007). Together with rising concerns about the value of money, public accountability has already changed the way higher education is governed (Welch, 2004). Advanced nations, such as the UK (with its University Appropriations Committee) and the US (with its Higher Education Project Funds in the Department of Education), along with Japan and Germany, have all allocated funds to assist in the development of key universities. In Taiwan, the government has realized that globalization has accelerated competition among universities around the world (Lo & Weng, 2005; Lu, 2004; MOE, 2006). A series of large-scale projects were launched in order to catch up with the rest of the world’s higher education systems amid the powerful trend of globalization (Song & Tai, 2007). With the revision of the University Act in 1994, which prompted the restructuring of state owned higher education institutions (HEIs) into independent legal entities (Mok, 2006), thereby reducing the control of the Ministry of Education (MOE) over HEIs and making campus operations more flexible. In the following years, Taiwan’s government, acknowledging that the state alone can never satisfy the pressing demand for higher education, decided to revise its education ordinances and create room for the expansion of private higher education (Mok, 2000; Mok & James, 2005). This sparked a growth in the number of HEIs over the decades. Currently, the number of HEIs has increased dramatically from 7 in 1950 to 164 in 2008, among which are 100 universities, 49 colleges, and 15 junior colleges (MOE, 2008). This sudden increased in numbers of HEIs did not only inflame the competition among HEIs, but also hasten the internationalization of Taiwan’s HEIs. Among the major projects Taiwan’s MOE organized the Plan to Develop First-class Universities and Top-level Research Centers is the project with largest competitive fund. The empirical part of this paper analyzes the outcome of this project, adopted by the Taiwan Ministry of Education, in creating world-class universities and research centers. The prospective performances of the funded universities were evaluated with official data from the Department of Higher Education in Taiwan. The following section shall discuss the definition of globalization and internationalization of Taiwan’s higher education, which is

Student dropout, also called ‘early departure’, is a significant problem in South Africa’s post-school education and training (PSET) landscape, specifically in the technical and vocational education and training (TVET) sector. The challenge of student retention and programme completion (the antithesis of dropping out) is equally significant and important to TVET institutions, the state department responsible (Department of Higher Education and Training) and the South African economy. Early departure negatively influences the success rates of educational institutions. It also influences the chances of personal employment and financial well-being of individual students, causing financial ripple effects on society and government. Students’ decisions to remain or leave college or a programme are influenced by a variety of individual and social factors, both internal and external, including people close to the students and the policies, systems and structures within which students interact. These factors also encompass the quality and friendliness of teachers, social interaction with teachers and peers, and the role played by friends in academic achievement. This article reports on a study of student perspectives on the internal and external factors that influence their retention in, and completion of, a TVET college Business Studies National Certificate (Vocational) (NC(V)) programme in the Western Cape, South Africa. An improved understanding of student experiences, intentions, and decision-making processes leading to persistence provides a foundation for improving student retention and programme completion in a TVET environment.

In its fifth report, South Africa’s Department of Higher Education and Training (DHET), published on 31 March 2020, called for institutions to carefully investigate undergraduate business education (curricula) after the business, economics, and management studies (in the Classification of Educational Subject Matter (CESM)) category presented the highest dropouts and lowest throughput rates. To understand the academic journey of entrepreneurship students, this study reviewed the literature through the lens of the General Systems Theory (GST), together with Tuckman’s (1999) Tripartite Model of Motivation for Achievement (TMMA). Accordingly, this study viewed the journey of students as a dynamic system with the students having some characteristics and motivations (inputs) when entering higher education, and what the higher education institutions should do (processes) to achieve improved academic performance (output) of students. From the literature reviewed, this study suggests the need to profile students based on their pre-enrolment information and capturing the perceptions of what they think influenced their academic performance in high school. Apart from this, the need to understand the entrepreneurial profile of students has been suggested considering the importance of entrepreneurship in employment creation, especially in South Africa, with an unemployment rate of 32.6%. Thus, it is necessary to produce graduates with the much-needed entrepreneurial capabilities in the South African economy.

Various information about college majors has been widely available in print media and on the internet so as to make it easier to get that information. However, the information provided only provides a general description, such as profile, costs, location, and other general information. This information has not fully helped provide input on majors that match the abilities, interests, and preferences of prospective students. the objectives of this research are; to determine the Decision-Making System for Selection of Departments in Higher Education Using the Certainty Factor (CF) Method for Web-Based High School Students, and design a prototype of the Decision-Making System for Selection of Departments in Higher Education Using the Certainty Factor (CF) Method which runs on various operating systems. Based on the results of research and testing on the design of the Decision-Making System for the Selection of Departments in Higher Education using the Certainty Factor (CF) Method for Web-based High School Students that has been carried out by the author, several conclusions can be drawn, namely; This study succeeded in making an expert system design for the selection of majors in higher education for high school students using the Certainty Factor (CF) method and this study succeeded in analyzing the results of the IF THEN ELSE calculation using Certainty Factor (CF).

We present the direct and indirect contributions of higher education institutions in South Africa to certain macroeconomic indicators such as GDP and employment, with the ultimate purpose of establishing their importance for the country. Taking this a step further, funding of these institutions is crucial in order for them to continuously produce outcomes in terms of research and skilled graduates. Hence, we compare the South African research and development (R&D) expenditure with international best practice. Policy implications are also discussed, especially in the light of the new funding formula for universities to be announced by the Department of Higher Education and Training.

The Journal of Vocational, Adult and Continuing Education and Training could not have become a reality without the commitment of a number of individuals and organisations who provided support at critical stages of its development.
 
 We are grateful for the vision of the University of the Western Cape Faculty of Education, especially that of the former Dean of Education, Prof. Zubeida Desai, for her enthusiasm for this venture.
 
 We thank the Education Policy Consortium (EPC) for its initial seed funding grant which enabled the scoping research and the journal development workshop in 2016.
 
 The encouragement of members of the Department of Higher Education and Training in the early phase of conceptualisation of the journal is gratefully acknowledged.
 
 Our appreciation also goes to the MerSETA for their strategic partnership in this initiative and for making a consistent contributution towards developing TVET scholarship.
 
 The publication of this issue of the journal has been made possible by the Teaching and Learning Development Capacity Improvement Programme which is being implemented through a partnership between the Department of Higher Education and Training and the European Union.
 
 We are enormously grateful to our colleagues across the spectrum of post-school provision, who offered helpful advice as the journal processes unfolded.
 
 Thank you to the authors who allowed us to subject their work to scrutiny and for being willing to publish in the JOVACET.
 
 Our reviewers, who gave so generously of their time and talent, deserve a special word of thanks.
 
 Thank you to our Editorial Committee and Advisory Board – we look forward to your continued participation and support.

Distance learning has been identified as a key enabler in providing greater access to education. Yet, in order to provide meaningful access and constitute a productive application of both the student and country’s resources, such access must include a reasonable chance of success (Department of Higher Education and Training – DHET, 2014). In the South African higher education environment, success – if measured by dropout and throughput rates– has been considerably lower on undergraduate distance learning programmes than on contact learning programmes (DHET, 2018b). On a postgraduate level, the graduation benchmark rate set by government similarly shows a significant disparity between contact and distance learning. For postgraduate qualifications (up to honours level), it is earmarked at 60% for contact learning; but for distance learning, the target is halved, and set at only 30% (Ministry of Education – MOE, 2001). These low rates indicate that for many distance learning students, they may have gained access to education, but have a small chance of converting such access into success.