The Trials and Tribulations of University of Johannesburg Students: Transport as Social Justice for Students

Orientation: The entrepreneurial intentions of students in different faculties of a historically disadvantaged university in South Africa are not known and are not measured. Research purpose: The purpose of this study was to assess the entrepreneurial intentions of students in a historically disadvantaged university in South Africa. This study was based on two objectives, namely, to determine the entrepreneurial intention of students in four different faculties in a historically disadvantaged South African university and to assess if significant differences exist between entrepreneurial intentions of students in the four different faculties of a historically disadvantaged South African university. Motivation for the study: Graduate unemployment is on the rise in South Africa. Furthermore, the entrepreneurial intentions of students across faculties in historically disadvantaged institutions are underexplored and needs further testing. This study aims to assess the entrepreneurial intentions of students in a historically disadvantaged university in South Africa. Research design, approach and method: Quantitative research was utilised and 377 students from a historically disadvantaged South African university were surveyed. Simple random sampling technique was utilised in the study. Reliability was measured using Cronbach’s alpha. Mean, standard deviation and Chi-square test were utilised in the data analysis. Main findings: The findings revealed that significant differences exist between the entrepreneurial intentions of students in the four different faculties (health sciences, management and law, humanities as well as science and agriculture). The study also found that the students in the Faculty of Management and Law have a high entrepreneurial intentions. The study focused on one historically disadvantaged university in South Africa; therefore, the findings of this study should be interpreted cautiously for other universities in South Africa. Future research can be replicated in other South African universities. Practical/managerial implications: The findings of this study have implications to policy-makers in higher education and lecturers in South Africa universities. This study recommends entrepreneurial education courses for all students in the universities and policy decisions that allow students to start businesses. This is expected to promote entrepreneurship, employment and economic development in South Africa. Contribution/value-add: The novelty of this study is the contribution to the body of knowledge on entrepreneurial intentions of university students across faculties in South Africa. In addition, studies on entrepreneurial intentions of students from historically disadvantaged universities are underexplored. The study provides useful recommendations on entrepreneurial intention of South African students from a historically disadvantaged university.

After the demise of apartheid it was hoped that a radical shift would give impetus to multilingual education in universities in South Africa. This is predicated on the vigour that South Africa exuded in its endeavour to promote eleven languages to national official status for the country. The question is, will universities ever be able to create a rich tapestry of a genuine all-inclusive multi-lingual language policy that elevates the status and use of indigenous languages in universities? In this regard, the article highlights what transpires with regard to language policy implementation in universities. It also presents the views of lecturers and students of content subjects concerning the promotion of multilingualism in universities. For this research a questionnaire was administered to university lecturers of content subjects whose views the researcher claims to have hitherto been untapped. The article also proposes certain strategies to be implemented so that universities can promote multilingual education in tandem with national endeavours.

Multilingual education in South African universities: Policies, pedagogy and practicality

In the past two decades universities in South Africa have started to develop and implement sexual harassment policies to protect their staff and students against this type of harassment. The article first looks at the negative impact of sexual harassment on students from a health, psychological and academic perspective.The focus then shifts to policy implementation. While policy development has been relatively successful it is unclear if the implementation of sexual harassment policies is succeeding. It is also unclear what successful policy implementation around sexual harassment looks like. A gap often exists between policy-making and policy implementation. This is a multi-dimensional problem varying from the way the policy was formulated to issues of perceptions of the policy and a lack of institutional support. The article explores notions of what policy impact may mean and then report on the findings of a case study of policy implementation at a tertiary institution in South Africa, as one of three case studies done on the implementation of sexual harassment in tertiary education institutions. The study uses quantitative and qualitative methodology such as a small survey as well as focus groups. The findings show that policy implementation is problematic with the biggest problem being a lack of co-ordination between the major stakeholders where cases can be reported. One of the consequences of this lack of co-ordination is that the university's management has no clear understanding of the nature and extent of sexual harassment on the campus, leading them to think that sexual harassment does not occur, while those whom the policy is supposed to protect lose faith in the policy and grievance procedure. To conclude recommendations are made to deal with some of the existing problems.

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

This article investigates sexual harassment issues by means of an in depth literature review and by analyzing and comparing the sexual harassment policies of selected universities in South Africa. Various alternatives that categorize sexual harassment are proposed in order to form a clear perspective on the different viewpoints that currently exist in this regard. The Authors investigate literature on policy and show that the development of a policy should not be viewed as a non-recurrent process. A uniquely designed checklist is presented which could be employed by higher education institutions to evaluate their existing policies and/or to serve as a tool to develop their own policies. In addition an in-depth comparative analysis of the existing sexual harassment policies at eight South African universities is done to reveal their desired characteristics as well as their shortcomings. Authors conclude with general findings and recommendations. South African Journal of Higher Education Vol.17(2) 2003: 197-205

Purpose The aim of this study was to determine data literacy (DL) training needs of researchers at South African public universities. The outcome of this study would assist librarians and researchers in developing a DL training programme which addressed identified needs. Design/methodology/approach A survey research method was used to gather data from researchers at these universities by convenience. Online questionnaires were distributed to public universities through library directors for further distribution to researchers. Findings The results indicate low levels of DL training at the respondent South African public universities with most researchers indicating that they had not received any formal training on DL. A few researchers indicated that they would welcome DL training. Research limitations/implications This study was exploratory in nature and data was received from eight universities, which is not representative of all the 26 public universities in South Africa. Nonetheless, the low DL confirmed by the majority in the realised sample is indicative of the need to further investigate the subject. Practical implications Librarians and research support personnel should collaborate on the development of DL training courses, workshops and materials used by researchers at institutions of higher learning to enhance DLs on campus. Originality/value This study may be novel in South Africa in investigating the DL training needs of researchers at several universities and contributes to the growing body of literature on research data management

Several studies have focused attention on the crisis of the COVID-19 pandemic and the impact on the traditional face-to-face teaching and learning activities across the globe. There is, however, little research regarding the platformisation of education with the aid of the learning management systems (LMSs) in the contexts of South African universities. With a thematic content analysis of the extant literature and a systematic review of universities’ websites, this study explored and unearthed various LMS platforms which public universities in South Africa adopted and utilized before the outbreak of the COVID-19 pandemic and during the lockdown period. The findings revealed that the majority (46%) of South Africa’s public universities used the Blackboard LMS while another 34 percent of the 26 universities used the Moodle LMS. The rest of the public universities in South Africa used one of the following LMS platforms: the Vula, Efundi, ClickUp, RUConnected, Sakai, SunLearn, Canvas, and D2LBrightspace. Furthermore, the study found that a few South African universities had moved from one LMS platform to another, especially during the period of lockdown precipitated by the pandemic; beginning from the year 2020. The LMS platforms serve the pedagogical needs of the universities in terms of facilitation of online interaction between instructors and students, dissemination of course materials, announcements, submissions, assessments, and grading of student assignments electronically. It is recommended that future studies should investigate the challenging factors responsible for the switch from one LMS platform to another across the public universities in South Africa.

There is a wide belief and acceptance from leading government and business experts that small enterprises and entrepreneurship are the key components to unemployment and poverty alleviation in any country. Unfortunately, high unemployment levels, low entrepreneurial activity and high small business failure rate have become the main characteristics of the South African economy. Post-school education is partially blamed for the dropping levels of entrepreneurial activities in the country. South Africa’s tertiary education system continues to focus on producing job-seekers instead of job creators. This problem has forced South African Universities to explore more on their potential of becoming more entrepreneurial, but lack of academics in the field of entrepreneurship has been found to be a hindrance to success in this agenda. To avert this obstacle, it is reiterated that internationalisation is key to any university entrepreneurship strategy, and therefore universities are encouraged to internationalise through attracting international entrepreneurial staff. The purpose of this literature review paper is twofold. The first part explores the role played by international academic professionals in the establishment of entrepreneurial universities in South Africa, while the second aims at evaluating the state of entrepreneurship development in higher education and the potential of South African universities becoming more entrepreneurial. The study employs both quantitative and qualitative research techniques (mixed method). The study reveals that South African universities should internationalise if they are to succeed in the entrepreneurial strategy. In addition, it is found that foreign academics have the required skills and bring in the diverse expertise needed for the establishment of entrepreneurial universities. Moreover, the presence of international academics has enhanced entrepreneurship mindset of local staff and students. It is recommended that universities should establish entrepreneurial institutes which are affiliated to them in order to drive this initiative and that the establishment of entrepreneurial universities is the way to go in South Africa if the country is to beat poverty and unemployment.

Globally, universities have traditionally been viewed as sanctuaries of peace, devoid of violence. However, the increase in campus-related violence in South Africa has dispelled this assumption. Recently, there has been a rise in the incidence of murders, violent protests, and self-directed violence at several universities in South Africa, raising alarm among stakeholders in university education. Against this background and underpinned by Sameroff’s Transactional Model of Development, this study set out to explore the psychosocial drivers of violence at three South African universities from the perspectives of students and staff. To achieve this, the study employed a qualitative approach and a multiple case-study design, selecting participants through convenience sampling. Data were collected using semi-structured online interviews with students and lecturers at the three universities. The findings revealed a range of factors, including substance abuse, mental health issues, upbringing and background, and peer influences, as the principal psychosocial factors driving violence at the universities. The study, therefore, concluded that although violence is a complexly interwoven phenomenon, if universities are to reclaim their reputations as peaceful societies, there is an urgent need for all stakeholders in higher education to collaborate and address violence from diverse perspectives.

This article is concerned with the impact of Covid-19 on the higher education sector. It examines the impact of group work in the discipline ofhistory in remote university teaching and learning set in the context of Covid-19 imposed lockdowns in South Africa. When the pandemic broke out, few were prepared for its worst excesses in terms of lives lost impact on health facilities, economies and higher education. Lockdowns to limit the pandemic's spread were imposed in many countries worldwide, limiting in-person interaction, which affected various aspects of human contact, not least in university education. Taken away from campuses, universities in South Africa, as elsewhere, were forced not only to adapt to online teaching but to be inventive in the methods used to retain student participation and engagement. While technology was heralded as the solution to the global crisis in teaching, other concerns affect the well-being of students that also require attention. By using the research conducted with staff and students in history modules at one South African university, this article considers the pandemic classroom with its online and remote mode of instruction. It takes specific cognisance of what is lost due to this form of engagement in terms of isolation's psychological and emotional impact on students in the tertiary education sector. Within this context, it assesses whether the use of group work within a university environment and, in particular, the discipline of history, is a possible means to try and bridge this digital divide or if this option is merely a case of groping in the digital ditch.

The History, Deployment, and Future of Institutional Repositories in Public Universities in South Africa

Purpose: All institutions of higher learning including public universities in South Africa must participate in green programmes in order to be considered socially responsible. This requires a better understanding of the green environment and green initiatives. Hence, the primary objective is to identify and investigate the existing green initiatives implemented at South African universities. Design/Methodology/Approach: The study investigated five key green initiatives: 1) Renewable energy generation and consumption. 2) Water-saving technology and consumption. 3) Waste management. 4) Sustainable buildings. 5) Personnel training and awareness creation. A five-point Likert scale collected data across 18 criteria measuring the five green initiatives. University managers completed and returned 149 questionnaires but only 144 were usable. Findings: The data has marginal reliability (α=0.412), acceptable sample adequacy (KMO=0.531) and significance at the 95% confidence level (p≤0.05). The results show that universities implement 20-25% of their green initiatives. The exploratory factor analysis identified seven factors explaining a cumulative variance of 56.14%. They are: 1) Recovering natural resources and recycling. 2) Supportive infrastructure. 3) Reallocation of resources. 4) Conservation of natural resources. 5) Leadership involvement and improved communication. 6) Improved technology.7) Efficient use of financial resources. Conclusion: This research contributes to the "going green at universities" of knowledge in South Africa. It is valuable to students, researchers, communities and the department of education in their pursuit to implement green initiatives at universities.

PurposeThis paper aims to establish the level of use of the electronic resources at the University of Venda, which is one of the previously disadvantaged universities in South Africa. It identifies the different electronic resources used at the university, determines the level of awareness and training in the use of these resources and suggests ways in which electronic resources may be enhanced. The rapid changes in the information and communication technology (ICTs) have influenced service delivery in academic libraries in terms of how information is gathered, accessed, retrieved and used. Hence, electronic resources are invaluable research tools in academic libraries in the twenty-first century.Design/methodology/approachA qualitative research methodology was adopted, and semi-structured interviews were conducted with each participant to get in-depth information. The target population was all third-year students registered with the School of Human and Social Sciences at the University of Venda. The third year undergraduate students from this particular school where chosen because statistics revealed that these students where ranked among the top in the use of computers.FindingsThe findings revealed that the level of usage of these resources by undergraduate students is elementary and limited to SABINET and EBSCO host. Undergraduate student’s level of awareness of the different electronic resources is low. They confused electronic resources to Web-based internet sources. It also revealed that the level of awareness and training in the use of these resources is still generic, as training is mostly a once off orientation at the first year.Research limitations/implicationsThis paper focuses on third year undergraduate students who were using computers because the researchers were interested in finding out whether students using computers were also using electronic resources. It excluded other profiles such as age, gender and computer usage behaviour of electronic resources.Practical implicationsAdequate use and knowledge of electronic resources at universities is instrumental towards realisation of the country’s ICT Strategy and the outcome-based education (OBE) model of teaching movement. Suggestions are made to the university, the university library, university librarians and the Library Association of South Africa on how to enhance the use of electronic resources.Originality/valueIt establishes the level of use of electronic resources in one of South African historically disadvantaged universities, a point of contact to other previously South African disadvantaged universities and make suggestions on how electronic resources may be enhanced. It adds to the body of knowledge on the use of electronic resources in academic libraries in South African universities.

This study designed a big data analytics artefact for the prediction of outcome-based funding (OBF) in South African public universities. Universities in South Africa (SA) are subsidized based on their performance known as OBF that is measured depending on the outputs from teaching, research, and engagements. OBF metrics are well documented; however, public universities fail to achieve the targets for higher scores. These failures are attributed to poor decision-making resulting from limited analysis of the voluminous data generated. This study used design science methodology to develop a big data analytics artefact for prediction of OBF outcomes. The artefact was evaluated for prediction using machine learning training and tested with data collected from South African universities. Findings indicated that for better prediction using big data analytics, system characteristics, size, structure, top management support, market, infrastructure, and government regulations factors play a significant role.