People, data and decisions: Overcoming individual barriers to data-driven practice in South African universities

This study investigated the concept of entrepreneurial intent within a South African Higher Education (HE) context using a sample of final year commerce students at the Durban University of Technology (DUT). The backdrop of this is within growing calls for universities to be located more within the ideal and agenda of generating future entrepreneurs for the economy. Further, arguments are made that graduates within South African Higher Education (HE) may possess the necessary theoretical knowledge but fall short concerning coming up with innovations that are responsive to the changing and diverse labour market. Entrepreneurship, thus, emerges as a possible panacea to the challenges affecting HE in South Africa. The aim of the research was to investigate factors that influence a student’s entrepreneurial intent within a South African HE context. A quantitative survey design was implemented amongst a sample of 250 respondents studying at the DUT. Correlation and regression analysis were used to test relationships between variables. The findings show a positive relationship to exist between individual risk taking propensity and variables such as a) subjective norms; b) perceived behavioural control; c) proactive personality; d) entrepreneurial education and e) student attitude towards entrepreneurial education and intentions. The findings provide a useful precursor to encouraging entrepreneurial efforts within HE in South Africa. Practitioners can use the findings of this work to come up with interventions that promote the development of an entrepreneurial culture within the South African context, especially using a vulnerable yet important cohort within the youth of the country.

The design and implementation of pragmatic teaching and learning agenda is fundamental for universities to attain their vision, mission and strategic objectives/plans. It is within this background that this concept paper examines the interplay between the South African Higher Education context and academic development principally at a formerly disadvantaged Black South African university. This concept paper draws predominantly from the review of South African higher education landscape and academic development related literature since 1994, the year in which a democratically elected South African government assumed office. The organisational and analytical framework underpinning this concept paper is informed by the social realist concepts of structure, culture and agency. The concept paper proceeds by discussing the impact of South African Higher Education context on the institution, students and academic staff, the way academic development is conceptualized and structured at the university before concluding and making recommendations. It emerges that the structures of the university need be in place and functional so that different agential roles can be executed amidst several constrains and enablements. The importance of the role of the Centre for Higher Education and other structures in nurturing a culture that enhances the production of graduates with attributes required by the world of business came to the fore.

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.

International literature reflects that doctoral graduate attributes (DGAs) include a range of academic, soft skills and personal qualities. This study described multi-stakeholder perceptions of DGAs in the South African higher education context. Fourteen semi-structured interviews were conducted with doctoral students, doctoral graduates and academic staff from four South African higher education institutions. Participants understood DGAs as the outcomes of the doctorate degree, which are developed over time. Participants’ experiences of DGAs included discussion of “academic” attributes, which align with the Qualifications Standards for Doctoral Degrees. Participants also discussed a range of personal attributes and “soft skills”. Doctoral supervisors focused on the academic attributes, whereas doctoral students and graduates gave comparatively greater weight to the personal qualities that supported the completion of their doctorates. DGAs extend beyond the traditional academic attributes, and include the “soft skills” and personal attributes that are invaluable for completion and employability. South African higher education institutions need to utilise a more comprehensive, dynamic conceptualisation of DGAs, and provide developmental support for both academic and non-academic attributes.

In South Africa and other developing countries, the pursuit of improving higher education quality has been defined by the focus on enhancing teaching, learning and assessment. The evolving demand of the 21st-century workforce prompts South African higher education institutions to increasingly explore novel pedagogical approaches to equip students for success in the dynamic global economy. Project-based learning (PBL) is a technique gaining traction that promotes creativity, critical thinking, collaboration and problem-solving skills. However, the journey towards embracing PBL in higher education pedagogies is fraught with many challenges, such as infrastructural limitations, resource disparity, and the reskilling of academic professionals. Therefore, this paper explores the adoption of PBL within the South African higher education context. Using a comprehensive review, PBL is investigated to facilitate the effective incorporation of this concept within the South African higher education institutions’ teaching, learning and assessments, while considering contextual challenges. The findings revealed the acknowledgement of PBL benefits, its adoption, as well as the institutions. It also uncovers that the practicality of the concept is still at an infant stage due to several challenges, including resource constraints, staff resistance, curriculum alignment issues, and assessment complexities. The results provide a solid basis for empirical studies in institutions to correlate with decision-making and strategies aiming to enhance PBL adoption.

The increase in numbers of students entering South African universities results in the challenge of effectively managing large groups of students in classrooms. Previous research has focused on resourcing and the manner in which knowledge can be conveyed in large classes. To date not much research has been conducted on the student experience within a large class setting at South African higher education institutions. To make provision for responsible massification of higher education that does not affect the quality of student learning negatively, it is necessary to identify the perspective of students on teaching and learning in large classes. A descriptive exploratory study was undertaken using quantitative data derived from a questionnaire. Undergraduate students were asked to provide information related to their experiences of various aspects in the largest class they attend, such as physical environmental, teaching in class, methods/activities, learning and assessment. The results indicate that the students' level of academic independence determines how well they cope in a large class and the competence and enthusiasm of the lecturer influences whether they attend these classes regularly. It is recommended that teaching and learning methods that can develop students' ability for independent learning be gradually introduced in large classes. DOI: 10.5901/mjss.2014.v5n16p375

Ponte Academic JournalJul 2017, Volume 73, Issue 7 TEACHING TO ENHANCE QUALITY LEARNING IN LARGE CLASSES’ WITHIN SOUTH AFRICAN HIGHER EDUCATION CONTEXTAuthor(s): Mike Megrove ReddyJ. Ponte - Jul 2017 - Volume 73 - Issue 7 doi: 10.21506/j.ponte.2017.7.22 Abstract:Teaching to enhance quality learning in large classes� within South African Higher Education context Reddy Mike Megrove University of Zululand ReddyMM@unizulu.ac.za 1. Abstract The large class setting is a reality in the South African context as well as rest of the world, it is nothing new to both basic education as well as Higher Education environment. The situation in regards to large classes is not going to change and lecturers need to transform their mindsets and look for teaching strategies which will enable them to deal with these kinds of classroom context. Lecturers need to move away from the traditional way of lecturing if they want to cope with large classes. Lecturers who have large classes need to absorb and use different teaching strategies with the ones they are using presently so that they can overcome large class context. There are many challenges facing educators in when it comes to large classes. Challenges when it comes to large classes are experience by both the educator as well as the students. This paper is purely a desktop study. The aim of this study is to identify the challenges of large classes and the various teaching methods that could be implemented to overcome such challenges. The theoretical framework for this paper will be on cooperative learning and how it could be implemented when it comes to teaching large classes. There is ample research in the professional literature to support the use of cooperative learning in regards to teaching large classes. The author narrates some of his own experiences as an educator as he deals with large classes daily. As a whole lecturers need to be innovative, creative and motivated when it comes teaching large classes. Key words: Teaching, enhancing, learning, large classes, South Africa, Higher Education and context. Download full text:Check if you have access through your login credentials or your institution Username Password

The structural and material factors affecting the lived realities and prospects of tertiary success for South African students are complex and manifold. Inexorably, these lived realities impact the work of academic advisors who guide and support students throughout their higher education journeys. The purpose of this article is to contribute to the growing body of literature about academic advising in and for South African higher education contexts, and in particular the daily work of academic advisors in the country. This is achieved by first drawing on literature to elucidate the various structural and material constraints affecting the lives of many South African students, before reconciling what emerges from the literature with quantitative data collected by an academic advisor working at a South African university about his engagements with students over a three-year period. This phenomenological study is underpinned by social realist principles as proposed by Margaret Archer and draws in particular on the notion of structure to advance its argument. Additionally, the work of Boughey and McKenna on the decontextualized learner is incorporated to demonstrate why students in this country cannot be decontextualized from their lived realities. The article concludes by highlighting how the complex structural and material constraints that influence students’ higher education experiences manifest in the day-to-day work of academic advisors. The authors propose that these insights be used to enhance responsiveness to student needs, while informing how the sector makes meaning of advising for the South African higher education context

The importance of talent and talent management in higher education institutions is well documented. Some research evidence suggest that talent management, when effectively applied, can lead to positive work related outcomes for academic staff such as work engagement, job satisfaction, motivation and productive organisational energy. For the institution, effective talent management can result in increased quality service delivery and organisational performance. What has not been researched is the subtle psychological underpinnings and work relationship experiences of talented academic staff in the South African higher educational context. The main objective of this research was to explore incidences of workplace bullying that affect talented academic staff members in higher education institutions and the consequences thereof.A qualitative research approach was followed. Data was gathered by means of semi-structured interviews with talented academics from selected South African higher education institutions (N=12). The sample group was representative of various ethnic groups, gender groups, age groups and job levels. The data was analysed using theme (content) analyses.The findings revealed many themes relating to the type of bullying that academic staff members were experiencing. Some of the most prominent themes included unfair discrimination, victimisation, disregard for academic position, unfair promotion, sexual harassment, racism, bullying from students and bullying from administrative staff. The participants in particular indicated feelings of helplessness as higher educational policies do not protect them against workplace bullying. Other participants also highlighted that the power play in their institutions and fear for victimisation prevent them from reporting incidences of bullying. The findings further showed that academics experience high levels of work stress, burnout and depression as a result of their bullying experiences. Academic staff also indicated suicide ideation as a result of the helplessness and powerlessness to cope with unfair discrimination and victimisation practices. All the participants in this study indicated that they strongly considered quitting their job as a result of workplace bullying.This study presented an in-depth analyses of the type of workplace bullying that occurs in higher education institutions and its consequences. The competitiveness and sustainability of higher education institutions depend of well-qualified and talented academic staff. Without key and competent academic staff, no higher education institution will be sustainable over the long term. Therefore it is strongly advised that higher education institutions implement policies and practices that will prevent incidences of workplace bullying among talented academic staff.

As a lecturer at a higher education institution in South Africa, the author is conscious of an emphasis placed on multimodal resources as part of the globally experienced shift to teach remotely due to the COVID-19 epidemic. In this autoethnographic study, she critically reflects on her experience in planning and executing the implementation of a custom-made multimodal resource called WIReD. WIReD is an acronym for writing, information literacy and reading development. She situates academic literacy and WIReD within the theoretical framework of multiliteracies, and thereafter provides background in terms of the study context and gives a brief description of WIReD. The methodology section includes the data used, a brief discussion on validity, reliability, and the reflexive process. The data analysis led to two broad categories of implementation inhibitors, namely inadequate resources and collaboration. These hindrances highlight broader issues with regard to institutional management, lecturers, and the needs of students in the South African higher education context.

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.

Graduate tracer studies may be an appropriate research method for responding to various problems in the South African higher education context, including difficulties associated with higher education transformation and graduate employability. However, there is little context-relevant literature on the implementation of the various methodologies that may be used, and no assessment of the relevance of these methods for the South African context. In an attempt to synthesise graduate tracer study research, and to recommend potential models for conducting graduate tracer studies in South Africa, a systematic quantitative literature review was conducted of 23 graduate tracer studies from 13 countries, published between 1995 and 2016. The findings from this review point to three potential models for implementation in the South African context: a large-scale model, a smaller-scale model, and a mixed-method model. These recommended models may allow for the more efficient and effective implementation of graduate tracer studies across the South African context.

This article aimed to investigate the barriers to the measurement of return on investment (ROI) for training and development interventions provided to academic staff in the South African public higher education context. The study adopted an interpretivist philosophical stance, and it was grounded on qualitative approach. Purposive sampling was used to select 14 participants who were interviewed. The participants represented various cases (institutions) and these included six universities, and government institutions comprising the Department of Higher Education and Training (DHET), the Department of Science and Innovation (DSI), and the Education, Training and Development Practices Sector Education and Training Authority (ETDPSETA). Thematic analysis was applied via ATLAS.ti to analyse the interview data. The complexity of the process, lack of capacity, lag between training and improved performance, lack of will, financial constraints, lack of processes, fragmentation of training and development interventions, interventions yielding non-financial benefits, and lack of adequate data were found to be the factors that are barriers to the measurement of ROI. The study contributed to the body of knowledge of Human Resource Development and practice by highlighting the barriers to the measurement of ROI and it also provided recommendations for practice and future studies. Keywords: Return on investment; Training and development; Higher education sector; Public universities; Academic staff; Training evaluation.

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.

In the South African higher education context, students funded by the National Student Financial Aid Scheme might be predisposed to greater challenges to their well-being, as they are recognised as an especially vulnerable social group. However, quantitative reporting of the levels of well-being experienced by this group of students is limited. In acknowledgement of this gap in understanding well-being in this group and towards the growing emergent literature on the well-being of higher education students more broadly, a study to explore the well-being of students from low-income households is warranted. Consequently, this article focuses on identifying the proportions of National Student Financial Aid Scheme-funded students who fall into three distinct well-being categories (flourishing, moderate mental health, and languishing) using data from a cross-sectional survey conducted during the COVID-19 pandemic. The analysis also considers differences in well-being across gender, race, field of study, and institutional type. Participants included 6562 National Student Financial Aid Scheme students (males = 44.9%, mean age = 22.83, SD = 4.88). Findings indicated that 34.2% of students were flourishing, while the majority reported moderate mental health. Males, Black Africans, Education students and technical and vocational education and training college students had better overall mental health. The differences across demographic variables can be instructive to guide interventions tailored to support the groups that have lower proportions of flourishers. Future research could also build on such results using longitudinal or panel studies to determine whether the trends and levels of well-being will remain the same over time and the covariates of well-being in different subsamples of students within the South African higher education context.