MASSIFICATION AT HIGHER EDUCATION INSTITUTIONS; CHALLENGES ASSOCIATED WITH TEACHING LARGE CLASSES AND HOW IT IMPACTS THE QUALITY OF TEACHING AND LEARNING

The paper engages with the phenomenon of large classes in higher education institutions in South Africa and its challenges to the quality of teaching learning. Most public higher education institutions in South Africa, in response to historical conditions, have enrolled students more than their capacity, resulting in massification and negative consequences on educational quality. There has been a plethora of literature on the teaching of large classes, however, few studies offer a comprehensive engagement on the challenges presented by teaching larges and its impact on quality of education as well as innovative strategies that can be used to teach and different learning pedagogies that can be used. This essay identified the challenges of teaching large class in higher education institutions due to massification and large enrolments and their implications on sustaining and enhancing quality of teaching and learning. In addition, I suggested several strategies that can be used to overcome the challenges of teaching large classes as well as how to monitor and evaluate these strategies with the aim of improving quality of higher education in the era of massification. Accordingly, the human capital theory was adopted. Furthermore, a qualitative research approach was applied in this study and a systematic literature review was used to collect and review information according to the guiding principles of the hermeneutic framework. The essay contributes to literature with the strategies to enhance quality of teaching and learning, student engagements and teaching approaches aimed at reaching all students in large classes.

The paper engages with the phenomenon of large classes in higher education institutions in South Africa and its challenges to the quality of teaching learning. Most public higher education institutions in South Africa, in response to historical conditions, have enrolled students more than their capacity, resulting in massification and negative consequences on educational quality. There has been a plethora of literature on the teaching of large classes, however, few studies offer a comprehensive engagement on the challenges presented by teaching larges and its impact on quality of education as well as innovative strategies that can be used to teach and different learning pedagogies that can be used. This essay identified the challenges of teaching large class in higher education institutions due to massification and large enrolments and their implications on sustaining and enhancing quality of teaching and learning. In addition, I suggested several strategies that can be used to overcome the challenges of teaching large classes as well as how to monitor and evaluate these strategies with the aim of improving quality of higher education in the era of massification. Accordingly, the human capital theory was adopted. Furthermore, a qualitative research approach was applied in this study and a systematic literature review was used to collect and review information according to the guiding principles of the hermeneutic framework. The essay contributes to literature with the strategies to enhance quality of teaching and learning, student engagements and teaching approaches aimed at reaching all students in large classes.

Globally, the COVID-19 pandemic created a crisis in education. The call for remote online learning, echoed across universities, demanded an abrupt shift in the approach to teaching and learning: from the traditional and dominant person to person interface to an online virtual space. In South Africa, the context of this study, the Government’s immediate response to the pandemic, in a bid to save the academic year and maintain a degree of normalcy, was through multimodal remote online curriculum offerings. The shift to remote teaching and learning required universities and academics to uphold academic integrity and to maintain worthwhile pedagogical principles and assessment practices. The casualty in the rapid response to the education crisis is often quality teaching, assessment, and feedback. Owing to the rapid migration to the online platform, there has been a renewed emphasis on practical approaches to assessment without scrutiny due regard to whom, by whom, and for what purpose assessment and feedback are given. The pandemic necessitated lockdowns forcing even those who did not want to embrace the digital era to comply with remote online teaching, learning and assessment. Hence, this paper draws on personal experience to reflect on the nuances of remote assessment and feedback, particularly in large classes, and how it plays out in crises within a higher education institution in South Africa. The strident shift towards the new normalcy has the potential to inform policymakers and academics about adaptive and innovative alternatives when responding to challenges of teaching and assessing remotely, even after the COVID-19 crisis.KeywordsAssessmentCOVID-19 pandemicCurriculumFeedbackHigher Education

The author examines the manner in which risk is governed within higher education institutions (HEIs) in South Africa by formulating risk governance statements based on the requirements of the King III Report on Corporate Governance and other relevant literature. The formulated risk governance statements are used to develop the risk disclosure measurement index. Disclosure measurement method is accepted as a flexible method to use when extracting the pre-determined information in the annual reports. The developed risk disclosure index is used to extract the information from South Africa’s higher education institutions’ annual reports. The information disclosed in these annual reports is deemed a proxy of risk management practices within the higher education institution concerned. The results obtained indicate that South Africa’s higher education institutions have not embraced risk management as a key process in their activities. This is apparent in the assessed annual reports as compliance with the pre-determined set of statements was around 50%. For those that have not demonstrated these practices, it is stated that the concern is around the manner in which their highest decision makers make decisions, as it appears that risks may not necessarily be taken into account. As higher education institutions in South Africa continues to face challenges and they would possible be revising their strategies to take into account the recent events, every strategic decision being undertaken should be accompanied by a proper risk assessment to identify potential pitfalls (threats) and/or take advantage to achieve results promptly (opportunities)

Higher education institutions are constantly facing an increasing number of students. With this, large class sizes became a substantial challenge due to their possible influence on the quality of education. Based on several studies, students and faculty often perceive large classes as an obstruction to learning. (Wang, Liz & Calvano, Lisa, 2022). The study conducted by Barde, Luka et al. (2021) showed that a large class size influences academic performance. Additionally, learning in overly congested classrooms results in poor learning and performance, which are among the consequences of overpopulation on the quality of learning and teaching. This study examines the effect of large class sizes on student satisfaction and academic performance at City College of El Salvador. Using a qualitative research approach, particularly in-depth interviews, this study investigates the perceptions and experiences of students regarding how class size affects their learning and satisfaction. Through one-on-one interviews with students from across four-year levels, the study offers nuanced insights into the obstacles faced in large classes, which include reduced opportunities for engagement, inadequate access to instructors, and struggles in receiving timely feedback. Many students articulated frustration with their lack of ability to participate enthusiastically in discussions, which hindered students’ retention and comprehension. Moreover, students reported feeling separated from their instructors, which destructively affects their motivation and overall satisfaction with their learning involvement. The outcomes imply that large class sizes result in a decline in student satisfaction and academic performance because of a lack of personalized learning opportunities, lowered faculty-student interaction, and increased distractions. The study emphasized the necessity for strategic interventions, such as plummeting student-teacher ratios, enhancing classroom management practices, and integrating blended learning strategies to improve the quality of education in higher learning institutions. Addressing these challenges is pivotal to ensuring that students obtain significant learning experience and sustain high levels of academic satisfaction and engagement.

The research reported on in this paper was motivated by the need to investigate student complaints in the higher education sector in South Africa regarding the poor quality of teaching and learning which has resulted in low student success rates in many institutions in the country. To mitigate poor student success rates, higher educational institutions in South Africa need to consider implementing effective leadership practices of academic leaders to support students in their academic journey. This study identified how academic leaders leadership practices are perceived by students in a higher education institution in South Africa, and to identify which leadership practices are more impactful in supporting student success. According to Hoadley, Christie and Ward (2009) and Hallinger (2011), leadership practices are indeed aligned to academic performance. Grajfoner (2024) suggests that effective academic leadership is a key contributor to attaining academic excellence. However, Bryman (2007: 14) asserts that “one of the key problems in Higher Education is that not enough is known about exactly what makes an effective leader and what, in turn, may make them ineffective”. The theoretical framework upon which the study is based was developed by Mukan, Hawryluk and Stolyarchuk (2015: 42), who suggest that “leadership is a derivative quality of people collaborating, co-operating and supporting each other. It is characterized by openness and is a dynamic, inclusive, collegial process that occurs in a particular context”. In this research, a quantitative study was conducted using a purposeful sample selected from the target population of students at a higher education institution in South Africa. The final sample included 78 undergraduate students from the selected institution. The analysis undertaken in the study revealed that perceived leadership practices of academic leaders do have an impact on student success and that student success is not based on any one element of leadership practice alone; instead there are various perceived dimensions of leadership practices that play a role in promoting student performance. The findings of the study highlighted three key leadership practices that impact on student success, namely engagement, support and communication.

The research reported on in this paper was motivated by the need to investigate student complaints in the higher education sector in South Africa regarding the poor quality of teaching and learning which has resulted in low student success rates in many institutions in the country. To mitigate poor student success rates, higher educational institutions in South Africa need to consider implementing effective leadership practices of academic leaders to support students in their academic journey. This study identified how academic leaders leadership practices are perceived by students in a higher education institution in South Africa, and to identify which leadership practices are more impactful in supporting student success. According to Hoadley, Christie and Ward (2009) and Hallinger (2011), leadership practices are indeed aligned to academic performance. Grajfoner (2024) suggests that effective academic leadership is a key contributor to attaining academic excellence. However, Bryman (2007: 14) asserts that “one of the key problems in Higher Education is that not enough is known about exactly what makes an effective leader and what, in turn, may make them ineffective”. The theoretical framework upon which the study is based was developed by Mukan, Hawryluk and Stolyarchuk (2015: 42), who suggest that “leadership is a derivative quality of people collaborating, co-operating and supporting each other. It is characterized by openness and is a dynamic, inclusive, collegial process that occurs in a particular context”. In this research, a quantitative study was conducted using a purposeful sample selected from the target population of students at a higher education institution in South Africa. The final sample included 78 undergraduate students from the selected institution. The analysis undertaken in the study revealed that perceived leadership practices of academic leaders do have an impact on student success and that student success is not based on any one element of leadership practice alone; instead there are various perceived dimensions of leadership practices that play a role in promoting student performance. The findings of the study highlighted three key leadership practices that impact on student success, namely engagement, support and communication.

Background. Multimodal or online learning is the use of electronic technology to deliver, support and enhance both learning and teaching. It involves communication between learner nurses and lecturers using online content. The study aims to contribute to achieving Sustainable Development Goal 4 on quality education by promoting inclusive education at tertiary institutions. The use of multimodal teaching and learning (MTL) in higher education institutions (HEI) has increased over the last decade, particularly during the COVID‐19 pandemic. Objectives. To explore and describe the perspectives of the undergraduate learner nurses regarding MTL challenges at the HEI, Limpopo Province, South Africa. Methods. A qualitative, explorative, descriptive and contextual research design was used to explore and describe the perspectives of the undergraduate nurses at a HEI in Limpopo Province, South Africa. A non‐probability purposive sampling method was employed to select participants. Data were collected through five focus group interviews (FGI) and analysed using Tesch’s open coding data analysis method. Measures to ensure trustworthiness and ethical considerations were adhered to throughout the study. Results. Study findings revealed the perspectives of the undergraduate nurses during MTL. The challenges related to connectivity issues, technological difficulties during online teaching, learning and assessment as well as the unapproved platforms used by module facilitators for online teaching. Conclusion. Undergraduate learner nurses expressed their perspectives regarding the challenges they experience when using MTL. Our study findings could influence educational institutions and policymakers to improve the quality of online teaching, learning and assessment by embracing innovative instructional techniques and providing teachers with ongoing training.

There are two forces currently impacting on higher education in South Africa. The first is a steep rise in student numbers and the pressure (socially, politically, demographically, as well as economically) to increase enrollments even more drastically. The second force is the effect of the global economic revolution on higher education, namely demands for an enhancement in productivity, for example, an increase (quantitatively and qualitatively) in the successful throughput of graduates with less input costs. Teaching of large classes is a reality throughout the world, especially because higher education institutions have been forced to increase class size in recent years if they wanted to remain profitable. It is therefore not surprising that the teaching of large class sizes has become a challenge to many lecturers. Despite the accepted dictum that the quality of teaching and assessment is more important than class size, the reality seems to be that large classes are here to stay (Muller 2010). Although most students and lecturers declare a preference for reduced class sizes and believe in their superior efficacy over large classes, the economy in the consumption of resources (both human and financial) accomplished in large classes will ensure their continued employment in the future (Muller 2010). Moreover, for many higher education institutions the increasing importance of guaranteed graduate throughput has seemed to accentuate the belief that there is a substantial trade-off between class size and student learning (Muller 2010; Van der Walt et al. 2011).KeywordsLarge ClassisCooperative LearningLearning Management SystemBlend LearnTeaching TeamThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

The perpetual increase in students’ enrolment in higher education institutions, worldwide, has recently emerged as a key concern for both students, educators, parents, policy makers and educational policy analysts alike. This phenomenon has been borne out of a global trend of massification of higher education as many countries begin to consider the importance of education and skills development in economic growth and social development. On the other hand, it has been triggered by the perceived pattern of commodification of higher education services in which student intake and teaching outputs are intricately linked to the financial sustainability of higher education institutions. In this paper, a critical examination of literature pertaining to Large Class Pedagogy and Learning Theories is undertaken with a view to determine how one could teach and ensure quality learning in large classes within a South African higher education context. Anchored within a critical qualitative frame of analysis, the assessment draws from existing literature on Large Class Pedagogy (LCP), learning theories, teaching approaches and learning styles to provide a conceptual lens in which the challenges associated with large class environments can be mitigated to offer an educational experience of acceptable quality. The paper provides a synthesis of pertinent issues that have arose in the critical examination of LCP and appropriate Learning Theories in a developing country context as that of South Africa. It appears that government funding to higher education institutions should be increased through adoption of large class size reduction policies, equitable allocation of resources to faculties and academic departments by universities, rigorous assessment of staff-student ratios and infrastructure when new academic programs are introduced, monitoring of adherence to approved yearly student enrolment targets in academic programme, adoption of collaborative learning methods by academic staff in which self-directed learning styles in students are encouraged and supported, optimal use of educational technologies through systematic integration of digitization in the learning and teaching environment, enhanced administrative psycho-social support to students and lecturers are some of the macro, mesa and micro level strategies required to enhance quality teaching and learning with increasing class sizes.

PurposeThis study aims to explore the influential role stakeholder play in the management of indoor environmental quality (IEQ) in facilities of higher education institutions (HEIs) in South Africa. By defining the indoor environmental challenges facing HEI's, an alternative redress to these challenges can be achieved through stakeholder management.Design/methodology/approachThe study adopted a quantitative survey approach which was informed by a post-positivism philosophical stance. The closed-ended questionnaire survey was used to gather views from academic and administrative staff who were employed in various HEIs across South Africa. The literature review revealed 13 influential stakeholder management roles which were explored. The gathered data was analysed using descriptive and inferential statistics that evaluated the influential role stakeholder play in the management of IEQ in HEIs.FindingsExploratory factor analysis (EFA) revealed three core categories of stakeholder management roles to being community engagement and awareness, organisational commitment and objective function. These roles play an integral part of overhauling the current IEQ conditions in HEIs, which subsequently improves the quality of education through efficient academic and administrative performance.Originality/valueThe study contributes to the body of knowledge as it reveals that HEI, particularly in developing countries like South Africa, can improve their current IEQ conditions through adopting critical stakeholder management roles. Also, this study provides further theoretical background for future research in the area of stakeholder management which has been lacking in previous IEQ studies.

The surge and expansion of Private Higher Education Institutions (PHEIs) in South Africa is an indication that the private sector education is making significant progress. As a result, the PHEIs are considered as being in competition with Public Higher Institutions. This situation is envisaged to influence the Department of Higher Education and Training (DHET) to tighten its policies in order to control the PHEIS. Using the Octet quality theory, developed by Zaki and Zaki Rashidi. and the documentary content analysis research method, this study analyses ways in which quality assurance is used to curtail the growth of PHEIS. The findings of the study showed that some of the contributions of PHEIs are driven by the demand for higher learning opportunities in the republic, though faced by various challenges and barriers in fulfilling the quality assurance requirements in respect of accreditation the DHET. The paper submits that PHEIS are not in competition with Public Higher Educational Institutions, rather they are to be seen as complementing the vision of the DHET in its efforts to improve the South African Higher Education System. Thus, partnership between the private and the public institutions is recommended for the achievement of desired positive impacts.

This paper explores the case study experience in large and small undergraduate classes, with a view to identifying and comparing the challenges which exist in each setting. Using open-ended student surveys and lecturer reflections, the study compares how students in large and small classes, drawn from similar backgrounds, experienced two case events. Contrary to expectations, positive responses were reported in the large class setting as well as in the small class setting. However, managerial factors dominated in the large classes, reducing opportunities for engagement. Different class dynamics were also observed in each setting. Significant differences in expectations were identified between students in large and small class settings regarding participation and interaction. Raising the expectations of students in large classes emerged as a challenge to educators.

This chapter investigates the use of computer-supported collaborative learning (CSCL) in large class teaching. Ten teachers, from two universities (one in Italy and one in United Kingdom), with at least five years of teaching experiences in large university classes are interviewed to understand their perception of class size effect on quality teaching and their teaching strategies. Open coding and focused coding from grounded theory are adopted for data analysis. The results are: first, teachers perceive the teaching quality in large classes is limited compared to small classes. This limitation is due to two challenges: the reduced teacher-student interaction and the difficulty in checking students understanding in the teaching and learning process. Second, only two participants adopts CSCL in large class teaching though CSCL has the potentials to solve problems for quality teaching in large classes. Teachers, who do not adopt CSCL, have three situations: some use face-to-face(F2F) group work, some had unsuccessful experience in using eLearning, and some never use any eLearning at all. Third, many adopted eLearning and non-eLearning strategies in large class teaching are not helpful to tackle the two challenges perceived by teachers for quality teaching in large classes.

In this work, we contribute to the debate on the transformation of higher education institutions (HEIs) in post-apartheid South Africa by examining the changing demography of academic staff bodies at 25 South African HEIs from 2005 to 2015. We use empirical data to provide initial insights into the changing racial profiles of academic staff bodies across age, gender and rank and then summarise our findings into a transformation ‘scorecard’ which provides an indication of how all racial groups in the country are performing in terms of their representation in higher education. Initial results indicate that most academics in South Africa are middle-aged (between 35 and 54) but an ageing trend is evident, particularly among white academics. In terms of gender, males marginally outnumber females, although we estimate an equitable distribution to be attained within the next 5 years. Significantly, the data indicate that there is an upwards trajectory of black African academics across all rankings from 2005 to 2015 and a concomitant downward trajectory of white academics across all rankings. Both Indian and coloured academics most closely represent their national population representation. Our transformation ‘scorecard’ indicates that the demography of academic staff at higher education institutions in South Africa is changing and will continue to change in the future, particularly within the next 20 years if current trends continue.