Remote Work Experiences of Lecturers in South Africa: Insights for Digitalised Curricula

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)

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.

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 COVID-19 pandemic caught the world by surprise, causing unprecedented disruptions. The training of diagnostic radiography students was particularly affected due to lockdowns and strict regulations. This study aimed to explore and describe diagnostic radiography students' workplace-based and online learning experiences during the COVID-19 pandemic in South Africa. Using an online open-ended questionnaire, the data were collected from 48 fourth-year diagnostic radiography students in 2023 from the four participating Higher Education Institutions (HEIs) in South Africa. Participants were selected through purposive sampling. Thematic analysis, supported by Atlas.Ti analysis software, was employed to analyse the data. Four key themes were revealed: Theme 1: Clinical placement experiences during COVID-19. Theme 2: Participants' personal protective equipment (PPE) experiences during COVID-19. Theme 3: Participants' experiences of inclusive learning enablers. Theme 4: Impact of COVID-19 lockdowns on learning experiences. Diagnostic radiography students in South Africa faced significant challenges during clinical placements and online learning during the COVID-19 pandemic, including fear, stress, fatigue and emotional exhaustion due to increased workloads. Online learning offered convenience but came with difficulties adapting to new methods and accessing materials, alongside technical issues. The findings highlight diverse experiences among diagnostic radiography students during the pandemic. This research will inform practical recommendations to improve student support during crises, helping them better navigate future similar situations.

Over the past two decades, Higher Education Institutions (HEIs) in South Africa have been formulating e-learning policies to assist them to realise the full potential of using ICTs in teaching and learning. E-learning policies serve as guiding frameworks that create enabling environments for embedding ICTs in teaching and learning. The development of e-learning policies has attracted various stakeholders and actors with varied interests, views, priorities, influence and power. Consequently, stakeholder engagement is now an essential factor in the policy process. The efficacy of an e-learning policy can therefore be judged based on the multiple perspectives that it includes and the inclusion of those it affects in the policy-making process. In light of this background, this paper examined stakeholder engagement that characterised the e-learning policy formulation process at a University of Technology in South Africa (UoT). How stakeholders were engaged in the policy-making process using stakeholder engagement as its analytical framework, the stakeholders and actors involved in the policy formulation process and the nature of the dialogue that informed the policy formulation process were examined. The qualitative study gathered evidence using semi-structured interviews and document analysis. The study's findings show that the policy-making process at the UoT followed a bureaucratic process dominated by one actor, the policy delegate. Key stakeholders were excluded during the policy formulation process and were only consulted at the drafting stage. As a result, stakeholder engagement in the policy formulation process was low, resulting in key stakeholders and actors lacking policy ownership. Our findings also show that the exclusion of key stakeholders in the policy formulation process resulted in a policy that exclusively focuses on the Learner Management System and overlooks other technologies that play a crucial role in teaching and learning. These findings suggest the need to include all critical stakeholders and actors affected and interested in the e-learning policy at every stage of the policy formulation process.

While higher education (HE) institutions in South Africa have become demographically ever more diverse, transcultural contact among students and staff members has seemingly failed to mend race-based prejudices and structural inequality. By acknowledging the embeddedness of symbolic violence in physical space and lived experience, this article proposes an experimental and embodied approach to critically engage with ongoing structural and symbolic prejudice. The argument is made that the physical landscape of HE institutions, as well as the lived experience of marginalised students and staff members, must be seen as the first port of call if transformation is to occur. The article argues that visual redress in the form of removing, contextualising, or adding new visual symbols is not sufficient to address the complexities of the issues involved. Embodied learning experiences using visual arts and performance processes could be included to enhance redress. The article therefore draws on the writings and thought of Nancy Fraser, Henri Lefebvre, Achille Mbembe, and various others in an attempt to sketch a theoretical framework to think through the need for and possibilities of visual, invisible, subtle, and relational redress.

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.

Purpose: This study seeks to investigate the extent to which the indoor air quality (IAQ) management of higher educational institutions (HEIs) in South Africa could be improved through the appropriate implementation of environmental policy adoption enablers. Multiple challenges have been documented to the improvement of IAQ standards in HEIs. However, an alternative to the management of IAQ is possible through environmental behavioral change.Research Methodology: A philosophical stance of post-positivism influences the adoption of a quantitative research approach for this study. Primary data on the views shared by various academic and administrative staff employed by HEIs across South Africa were collected using a closed-ended questionnaire survey. A literature review uncovered 16 influential environmental policy adoption enablers that could further the objective of the study. A four-phase data analytical approach was adopted to interpret the empirical data through screening and reliability assessment, together with descriptive and inferential statistical evaluations, to ascertain the influence held by the surveyed policy adoption enablers on improving the management of IAQ in HEIs.Results: The inferential statistical evaluation using exploratory factor analysis revealed three crucial environmental policy adoption metrical approaches (stakeholder dialogue, institutional commitment, and policy composition) to the management of IAQ in HEIs.Discussion: From a practical perspective, the administrative council of HEIs could consider the identified policy adoption enablers as a catalyst for pro-environmental behavior and the management of IAQ in all respective institutions. Theoretically, this study contributes to the body of knowledge by providing factors associated with environmental policy adoptions for IAQ management and laying the groundwork for future research in environmental behavior, this has been lacking in previous IAQ studies and current environmental management discourse. As an instrumental enabler, the identified policy adoption approaches could inform any existing or new institutional policy adoption initiative aimed at improving current individuals’ perception of workplace comfort, satisfaction, and performance directly associated with their indoor environmental conditions.

This paper explores how the foundation phase subject area of “life skills” is being offered at (n= 9) higher education institutions (HEIs) in South Africa. The aim of the study, about which we report, was to identify similarities and differences in the curricula offered at these institutions and to establish the extent to which the different modules attend to the various aspects of life skills according to the most recent national curriculum. We conducted semi-structured interviews with participants who teach the subject at universities and we also analysed curriculum documents. We worked with a purposive sample of 9 respondents from the respective universities. The study found that although universities use the CAPS (national curriculum) document as guideline for structuring their curricula in teacher education programmes, some participants indicated that they follow an integrated approach, thereby implying that the different components of the school curriculum as outlined in the CAPS document are not specifically accommodated within their programmes. An additional finding was that there is a vast difference in the range of credits allocated to the various aspects of life skills that may restrict social mobility between various HEIs.

This study aimed to examine students’ experiences of blended learning in a higher education institution (HEI) in South Africa. Blended learning is increasingly recognised as an approach that promotes learning environments that enhance students’ self-directed learning and improve the overall learning experience. The Complex Adaptive Blended Learning System (CABLS) theoretical framework was used for this study, as it places the student at the centre of learning. This study explored the views of 28 students on blended learning, focusing on its benefits and challenges in the South African context. Using a qualitative design, data were collected through semi-structured focus group interviews and document analysis, with themes identified through inductive coding. The conclusions emphasise the importance of blended learning for ensuring student success and their achievement of the learning outcomes. It also highlights the need for adequate and reliable technological access and infrastructure, as well as strong support systems to overcome the challenges facing students in South African HEIs.

Higher education institutions in South Africa are increasingly embracing various benchmarking strategies to achieve their organizational transformation agenda. While there is evidence that suggests many universities have adopted different types of benchmarking strategies, very little is known of the impact of such strategies. This case study examined the impact of benchmarking in Higher Education in South Africa with special reference to Central University of Technology. A total of 62 lecturers participated in the study. Data for the study was collected using questionnaire. And analyzed used SPSS software. The study reveals many staff members are familiar with benchmarking and therefore it is not widely practiced. The findings also highlight some disincentives and problems associated with the use of benchmarking as a quality assurance tool at Central University of Technology. On a positive note, the study reveals that over 50% of lecturers agree that benchmarking offer a number of benefits for higher education and therefore can play a great role in achieving organizational transformation strategy in Higher Education institutions in South Africa. DOI: 10.5901/mjss.2014.v5n1p521

Orientation: Personal growth initiative (PGI) is an important characteristic of workplace counsellors. Industrial and organisational (I-O) psychologists often assist employees with counselling for work-related and personal problems, and therefore PGI is an important research topic for this profession.Research purpose: The purpose of this study was to measure the PGI of I-O psychology students in a higher education institution in South Africa, as well as to explore differences in PGI between demographic groups.Motivation: According to the scope of practice for psychologists, growth and development of employees form part of an I-O psychologist’s responsibilities. PGI is an important characteristic of I-O psychologists as it enables them to efficiently assist employees in growth and development processes.Research design, approach and method: A cross-sectional survey design was used. A purposive non-probability sample (N = 568) of I-O psychology students was taken from a higher education institution in South Africa. A biographical questionnaire and the personal growth initiative scale (PGIS) were used as measuring instruments.Main findings: The results indicated that (1) the PGIS is a valid and reliable measure of PGI, (2) PGI is prevalent amongst I-O psychology students and (3) PGI differs between certain demographic groups.Practical implications: The findings of this study will assist in the future development of a training programme for I-O psychology students to equip them with the counselling skills they need to function in a counselling role.Contribution: This study contributes to knowledge regarding the importance of PGI for I-O psychology students. The study will also assist higher education institutes to adapt their training programmes in order to prepare I-O psychology students for their role as counsellors. More knowledge will also be provided with regard to the functioning of the PGIS.

Orientation: Sexual harassment policies are generally in place in higher education institutions without any indication of its effectiveness as determined by the awareness of the policy.Research purpose: The aim of this study was to investigate the awareness levels of academic staff members at higher education institutions in South Africa of sexual harassment policies and procedures in their institutions.Motivation for the study: A number of high profile court cases emphasised the need for effective policies to reduce the incidence of sexual harassment complaints.Research design, approach and method: A cross-sectional survey design was conducted amongst 161 academic staff members, representing 10 higher education institutions in South Africa. The measuring instrument that was used is the Sexual Harassment Questionnaire (SHQ) that was developed specifically for this study.Main findings: The results showed that despite indications that sexual harassment policies do exist and that they are regarded as effective tools in addressing sexual harassment, the implementation of such policies is not effective and few academic staff members received training and/or guidance on the utilisation of the policy. Significant correlation coefficients were found between the elements of an effective policy and between population group and some of the elements.Practical/managerial implications: Employers across the board should regularly conduct an audit to determine the level of awareness of sexual harassment policies and procedures and plan interventions.Contribution: No other study in South Africa attempted to measure the awareness levels of academics and its impact on the management of sexual harassment.

Orientation: Sexual harassment policies are generally in place in higher education institutions without any indication of its effectiveness as determined by the awareness of the policy. Research purpose: The aim of this study was to investigate the awareness levels of academic staff members at higher education institutions in South Africa of sexual harassment policies and procedures in their institutions. Motivation for the study: A number of high profile court cases emphasised the need for effective policies to reduce the incidence of sexual harassment complaints. Research design, approach and method: A cross-sectional survey design was conducted amongst 161 academic staff members, representing 10 higher education institutions in South Africa. The measuring instrument that was used is the Sexual Harassment Questionnaire (SHQ) that was developed specifically for this study. Main findings: The results showed that despite indications that sexual harassment policies do exist and that they are regarded as effective tools in addressing sexual harassment, the implementation of such policies is not effective and few academic staff members received training and/or guidance on the utilisation of the policy. Significant correlation coefficients were found between the elements of an effective policy and between population group and some of the elements. Practical/managerial implications: Employers across the board should regularly conduct an audit to determine the level of awareness of sexual harassment policies and procedures and plan interventions. Contribution: No other study in South Africa attempted to measure the awareness levels of academics and its impact on the management of sexual harassment.