African Higher Education Institutions Research Articles

Knowledge and Needs of Theology Students on Voice and Vocal Hygiene at a South African Institution of Higher Education

Preachers are professional voice users (PVUs) who regularly experience high vocal demands, often leading to vocal difficulties or disorders. Research has established that this often occurs due to a lack of sufficient knowledge of the vocal mechanism and vocal hygiene in this population. Student preachers are therefore also considered to be a potential at-risk group for the development of vocal difficulties once they enter the occupation. This study therefore aimed to determine the knowledge and needs of theology students at a South African institution of higher education regarding voice production and vocal hygiene. A cross-sectional online survey using non-probability purposive and convenience sampling was distributed to participants through email to obtain data on the education, training, needs, and knowledge of voice production, vocal hygiene, and voice use among the participants. A clear need was observed for education and training on vocal health and hygiene amongst the study population. The participants presented with limited knowledge about voice production and vocal hygiene; however, they also reported to not regularly implement this limited knowledge in day-to-day voice use or practice. This study found a willingness among participants to learn more about voice and vocal hygiene. This study confirmed that theology students, as future PVUs, receive minimal-to-no training on voice and vocal hygiene, despite their increased risk for voice difficulties.

Storytelling for personal connection: A pedagogical strategy to localise fashion education

The 2015 student protests, #RhodesMustFall and #FeesMustFall, gave rise to the call to decolonise curricula and end the dominance of Western ideologies in South African higher education (HE). The argument put forward in this paper is the need to shift from a traditional approach to a humanised pedagogical approach, wherein students frame knowledge around individual experiences to construct personal and shared understanding. Although limited scholarship around decolonising South African fashion HE exists, such scholarship does not focus on storytelling and circle learning as pedagogical strategies. To address this research gap, narrative humanism, referred to in this research as storytelling, and circle learning are put forward as pedagogical strategies to integrate student identities for personal connection in South African fashion HE. This paper aims to explore the affordances of storytelling and circle learning to decolonise South African fashion HE. Through qualitative action research, two teaching and learning interventions, termed the pilot and main studies, were designed and applied with fashion students at a South African HE institution. Data collection entailed semi-structured student questionnaires, artefacts, and a reflective research journal. To analyse the data, content analysis was employed. The findings reveal that, irrespective of cultural lived experiences or diverse backgrounds, storytelling afforded a decolonised approach in terms of inclusivity, collaboration, and a safe environment for socially engaged dialogue and peer feedback. Similarly, circle learning seemed to reduce teacher-student power relations and contrasted traditional modes of delivery. Circle learning appeared to encourage meaningful, engaged participation, affording a progressive pedagogical strategy to accommodate student and teacher voices in open dialogue. This paper contributes to the scholarship of teaching and learning in that storytelling and circle learning are suitable pedagogies to decolonise fashion education in the Global South.

Impact of motivation and participative leadership style on employee performance: Mediating the role of job satisfaction

African higher educational institutions are characterized by limited resources hindering progress. Employees in such institutions are inclined to maintain dedication to their roles, address challenges and pursue excellence in their tasks. Motivation and leadership style play a crucial role in overcoming these challenges. Therefore, this study focuses on the relationship between motivation, participative leadership style, job satisfaction and employee performance at public universities in Ghana. It explored the impact of motivation and participative leadership style on employee performance as well as how job satisfaction plays a moderating role in achieving a goal. This study determined how work satisfaction mediated motivation, participatory leadership style and employee performance in six Ghanaian public universities. A quantitative approach was adopted and a structured questionnaire was administered to 306 university employees who were selected by using both cluster and simple random sampling techniques. The acquired data were analyzed quantitatively by using the Structural Equation Model (SEM) in response to the given hypothesis. The findings revealed that motivation and a participatory leadership style had a considerable positive impact on staff performance. Furthermore, the study revealed that job satisfaction served as a mediator in the relationship between motivation, a participative leadership style and employee performance. Based on the findings, it is recommended that employers at public universities enhance employee motivation and engagement. This can be done by fostering a work environment characterized by supportive leadership, opportunities for growth and development and cultivating a culture that emphasizes appreciation and acknowledgment of performance.

Integrating Enterprise Architecture into Cybersecurity Risk Management in Higher Education

Cybercriminals constantly seek new methods to infiltrate a company's defences, making cybersecurity investments essential. Enterprise architecture (EA) provides a systematic risk detection and mitigation process by emphasising the interdependencies between systems, data, processes, people, and other factors. This paper provides a comprehensive approach, also referred to as a process, based on EA to assist African universities in developing a comprehensive cybersecurity plan. The EA process comprises four pillars: business architecture, data architecture, application architecture, and technology architecture. African universities can develop a comprehensive cybersecurity strategy using an EA approach in cybersecurity to achieve institutional goals and objectives. The potential attack surface comprises isolated EA components and their interconnections.This article comprehensively examines various EA processes such as business, information, application, and technology architecture. These processes are carefully analysed to evaluate the organisational structures and uncover opportunities to enhance security protocols. Additionally, we delve deep into abstract security patterns, seeking to cultivate an environment of trustworthiness within complex systems. Our research findings underscore the significant potential within African higher education institutions. By embracing a model-based approach to risk analysis and mitigation, these institutions can fortify their cybersecurity defences to ensure uninterrupted business operations and enhance overall resilience in the face of evolving security challenges.When we combine EA and information security (ICS), we uncover many vulnerabilities malicious actors might exploit. By embracing a holistic EA-based methodology, institutions can craft and implement robust security protocols to safeguard their components and connections. Leveraging EA, our proposed integrated approach aims to forge a comprehensive cybersecurity risk management strategy tailored to the African higher education sector. This strategy seeks to facilitate the identification of critical elements and their intricate interrelationships, thus formulating an effective defence strategy against potential cyber threats. The synergy promises to elevate cybersecurity practices, ensure uninterrupted business operations, and fortify the continent's resilience.

E-learning platforms in higher education: A comparative review of the USA and Africa

This comparative review explores the landscape of e-learning platforms in higher education, drawing distinctions between the United States and Africa. As technology continues to transform education globally, understanding the nuanced approaches and challenges faced by these regions becomes paramount. In the United States, a leader in educational technology, e-learning platforms have become integral to higher education institutions. This study examines the diverse platforms utilized, ranging from learning management systems to specialized tools fostering interactive and collaborative learning experiences. The analysis also delves into the role of Massive Open Online Courses (MOOCs) and their impact on access to education.In contrast, the African continent exhibits a varied and evolving e-learning terrain, shaped by economic, infrastructural, and cultural factors. The study reviews how African higher education institutions are adapting to digital transformation, emphasizing the unique challenges faced in the implementation of e-learning platforms. Accessibility, connectivity issues, and the digital divide present formidable hurdles, yet innovative initiatives and partnerships are emerging to address these constraints.A comparative lens is applied to elucidate commonalities and disparities in e-learning adoption between the USA and Africa. Policy frameworks, funding mechanisms, and institutional support for e-learning initiatives are scrutinized, revealing how governmental and organizational strategies influence the trajectory of digital education. The study also considers the role of e-learning in addressing socio-economic disparities, particularly in Africa, where digital education has the potential to bridge gaps and enhance educational inclusivity.The implications of these comparative findings extend beyond the technological realm, touching upon pedagogical shifts, student engagement, and the future of higher education. As the world navigates the complexities of the digital age, this comparative review contributes to a broader understanding of how e-learning platforms are shaping higher education in the USA and Africa, offering insights for policymakers, educators, and stakeholders invested in advancing educational opportunities in an increasingly interconnected world.

Leveraging Covert Curriculum in the Nurturing of Entrepreneurial Mindsets among Higher Education Students

The field of entrepreneurial education has received increased global research interest in recent decades. This is evident in the simultaneous recognition and interrogation of the roles of the institutions of higher education in the enhancement of students’ entrepreneurial skills. The analysis of extant and recent studies beckons the need for a multi-layered and complex review of the strategic position of the institutions of higher education in this enterprise. Continued promotion and internalization of entrepreneurial values and skills demand deliberate engagement and integration of the covert curriculum at the institution of higher education. This article utilizes an in-depth review of literature to ascertain the state of entrepreneurial study in South Africa's institutes of higher education. To exploit the current wave of increased interest in entrepreneurial education in the South African context, it is important to draw attention to the current state of entrepreneurial education with the view to unpacking the ambiguities and gaps in the existing approach. This paper enriches the comprehension and analysis of gaps in current trends of entrepreneurial education in South African higher education institutions. It positively contributes to the practice of entrepreneurial education in South Africa through its arguments for a reconsideration of the teaching pedagogies to intentionally and extensively incorporate the covert curriculum towards the internalisation and efficacy of entrepreneurial skills in South African institutions of higher education.

A systematic review of the implications for teaching, learning and assessment at South African universities after the Covid-19 pandemic

This paper presents the results of a systematic review of literature, reported in research journals, on the experiences of higher educational institutions regarding teaching, learning, and assessment during the Covid-19 pandemic. Different studies related to the Covid-19 pandemic have been conducted within the South African context, but there has not been a systematic review of these studies highlighting the lessons learned, how these lessons have affected education in higher education institutions (HEIs), and how these lessons can inform future planning. This study aims to summarise literature on teaching, learning and assessment in higher education institutions and to conceptualise possible guidelines for future planning. An analysis of 52 research articles revealed 7 implications for the lessons learnt from the pandemic for future teaching, learning and assessment (TLA) in South African HEIs (realisation of the affordances of technology for TLA, institutional changes related to online TLA during the pandemic, students’ experiences related to TLA, lecturer’s experiences related to TLA, the need for care, assessment related matters, approaches to teaching, learning and assessment) and several recommendations for how these lessons can be leveraged to help HEIs to prepare effectively for future catastrophic disruptions to education in South African HEIs. The discussion shows the digital divide that exists within the South African population and other contextual challenges faced by higher education institutions during the pandemic, and the different sacrifices by both institutions and students to survive the pandemic. Overall, the findings of this review provide valuable guidance for HEIs and stakeholders involved in TLA, offering insights on how to integrate the lessons learned from the pandemic into their future planning and strategies.

African higher Education institution’s response to COVID-19: A bibliometric analysis and visualisation study

African higher Education institution’s response to COVID-19: A bibliometric analysis and visualisation study

The interplay between strategic drivers and neoliberalism in South African higher education

The VUCA world which refers to ‘volatility, uncertainty, complexity and ambiguity’ forces higher education institutions (HEIs) to be aware and understand strategic drivers. Further knowledge of the interplay between strategic drivers, neoliberalism, and ‘public good’ can assist HEIs not to seize the notion of furthering the neoliberal agenda at all cost, but to strive for a more balanced outcome. This article attempts to explore how strategic drivers can act as a ‘reality check’ to ensure that HEIs serve the interests of the communities and that of society in general, and that higher education does not become a mechanism to serve the neoliberal agenda above all else. This is a conceptual article in which a reflective, dialectical approach was employed, extrapolating on a PhD study on strategic drivers for South African HEIs. Strategic drivers are confirmed as key forces the South African HEIs should reckon with and manage in pursuing the socio-economic agenda within the growing popularity of neoliberalism.Contribution: This study alerts South African HEIs and institutions internationally on using strategic drivers to transform in serving the socio-economic agenda and the ‘public good’ in the midst of the neoliberal.

Talent development practices and processes in learning organisations: evidence from South African higher education institutions

Purpose The purpose of this paper was to identify talent development practices and processes that enhance professional and career growth of employees in South African higher education institutions (HEIs). Design/methodology/approach A quantitative study was carried out to investigate the subject matter. A structured questionnaire was used to collect the data from 265 academics in three South African HEIs. The Statistical Package for the Social Sciences, version 27.0, was used to analyse the data. Cronbach’s alpha coefficient and factor analysis were used to test the reliability and validity of the measuring instrument. Pearson’s correlations and regression analysis were used to interpret the relationship between the independent and dependent variables. Findings The results of the Pearson correlation test established a strong positive influence of training development, coaching and mentoring and career development on talent development. On the other hand, linear regression results indicated that training and development, coaching and mentoring and career development made a strong contribution to the model. Research limitations/implications The scope of the study only applied to South African HEIs, making the generalisation of the findings to be limited because of the differences in an organisational context. Hence, future research should focus on different industries. Practical implications The study contributes to understanding how talent development can be leveraged to assist academics in HEIs to improve their professional and career goals. The findings suggest that HEIs must invest in talent development to help academics acquire the skills, knowledge and competencies required to perform their tasks. Originality/value This paper sheds more light on talent development practices and processes that enhance academic skills, knowledge and competencies in HEIs. Moreover, the study expands on the findings of prior studies concerning talent development in learning organisations.

Curriculum reform in African higher education: solving society’s problems and meeting its needs

Higher education is often regarded as a crucial driver of development in Africa. Notably, the curricula in African higher education institutions are central to the discourse of development and the production of graduates who are sufficiently critical to challenge the historical, political, economic and social status quo in Africa. Curriculum experts in Africa have called for revisiting the purpose and the content of higher education curricula in Africa, and embracing an indigenous knowledge system that not only brings about development in nations themselves or the continent as a whole, but which also enhances human capacity. This paper argues that it is important for higher education institutions to embrace a curriculum that is synchronised to the particularities of African societies. One way to achieve this is by reforming the curriculum to reflect the realities and needs of the African continent, rather than providing a mere replica of the Western model. This paper also argues that curriculum reform is inevitable if the university is to fulfil this important role. This paper aims to answer the pertinent question; In what ways are Africa’s higher education curricula solving societal problems and meeting societal needs? This paper is guided by the theory of critical pedagogy developed by Paulo Freire and is developed through a review of the literature. The findings show that curriculum reform that promotes indigenous knowledge systems in Africa is imperative for meeting some of the needs of the African continent.

Some Issues with Higher Education in Africa

This policy paper highlights several macro issues with African higher education, including inadequate funding, governance challenges, and a lack of access to digital infrastructure compounded by the COVID-19 pandemic. The paper also notes the historical and continuing impact of colonialism on Africa’s education systems and women’s challenges in accessing higher education. The author emphasizes the importance of investing in human capital and improving the quality of primary education to strengthen Africa’s human resource base and advance economic development. The paper calls for a paradigm shift in education policy and practice, underscoring pragmatism over ideology and focusing on building the capacity for sustained development through training in science, engineering, medicine, and agriculture. The author also highlights the need to address gender inequalities in access to higher education and diversify institutional models to meet the demands of the digital age. Ultimately, the paper calls for a concerted effort to improve funding, governance, and quality across African higher education institutions, leveraging partnerships and innovations to expand access and promote excellence.

‘Nothing for us without us’: Exclusion of students with disabilities in disability policy review at a South African institution of higher education

The prominent disability rights slogan ‘nothing for us without us’ which was adopted from the 16th-century Polish revolution ‘nihil de nobis, sine nobis’, means that persons with disabilities, should be involved in anything that concerns their welfare so that they speak for themselves as people with a lived experience of disabilities. This empirical paper explores the participation of students with disabilities in the review of an institutional disability policy in a single institution of higher education in South Africa. Qualitative data were collected through interviews with twelve students with disabilities and seven disability unit staff members. Informed by critical disability theory, the finding was that there was limited participation by students with disabilities in the formulation of institutional disability policy meant for their welfare. While contemporary scholarship on disability seeks to address the exclusion of historically disadvantaged social groups such as those with disabilities but without privileging the voice of those with a lived experience of disability in policy issues, the ‘nothing for us without us’ slogan will remain elusive, fragile and cliché merely chanted. The paper thus aims to contribute to the understanding that limited participation in policy formulation could negatively affect the learning of students with disabilities and consequently their timeous graduation. For genuine inclusion, all students, including those with disabilities will fully participate in higher learning.

Technology and collaboration as strategic drivers shaping higher education

Strategic drivers are the most powerful agents of change not only altering industries, but also the strategic landscape of South African Higher Education Institutions (HEIs). Within this volatile, uncertain, complex and ambiguous (VUCA) world, technology and collaboration and its interrelatedness seems most profound for HEIs. Therefore, exploring the impact of technology and collaboration as strategic drivers would allow South African HEIs to serve its socio-economic purpose more effectively. In support of this aim, an interpretive paradigm, employing qualitative methods, was pursued. A qualitative survey design was utilised whereby semi-structured interviews were conducted with 17 research participants occupying senior management positions at seven public and one private South African HEI. Data were analysed in applying conventional content analysis with the assistance of Atlas ti. The results confirmed technology and collaboration as strategic drivers and to be critical for South African HEIs. Especially the importance technology was emphasised by the coronavirus disease 2019 (COVID-19) pandemic, while technology also render collaboration more accessible for HEIs. To this end, South African HEIs have to rethink strategy post COVID-19 in using technology to enhance technology integrated teaching and learning practices within the realm of the fourth industrial revolution (4IR). Furthermore, to also collaborate nationally and internationally to ultimately develop the higher education sector.

Analyzing the Limitations of African Institutions of higher Education in Enhancing Creativity, Research and Innovation in Agriculture for Food Security as a Sustainable Development Goal

Analyzing the Limitations of African Institutions of higher Education in Enhancing Creativity, Research and Innovation in Agriculture for Food Security as a Sustainable Development Goal

Decision Making in Shifts to Online Teaching: Analysing Reflective Narratives from Staff Working in African Higher Educational Institutions

Many higher education institutions moved from in-person to online teaching during the COVID-19 pandemic, but these shifts have a longer history and potential. They require challenging individual and collective decision making by staff, beyond their usual repertoire of practice. This paper, therefore, aims to understand the nature of decisions that staff made as they moved to online teaching, the reasons, processes, and reflections on the perceived impacts. Eighty-four participants with diverse roles connected to moving online from four institutions across Africa were purposively sampled. Using a constructivist paradigm and qualitative approach, participants were invited to describe decision-making experiences through short narratives with prompts around their context, decisions, and impacts. Twenty-two of these participants attended a workshop to augment the narrative data and identify good practices. Qualitative analysis directed by Activity Theory concepts revealed that decisions related to policy and rules, pedagogy, community, and technology were frequently cited by participants. The main objective expressed in these narratives was maintaining the continuity of education for students. However, mixed impacts were observed on student engagement, and further decisions were made in response to this. Common challenges related to tools and technology, and similarly, the biggest tension for implementing the decisions was found between tools and technology and the participants or their communities. Good practices include updating policies and introducing continuous assessment. Implications for reflective professional practice are discussed, including how previous practices are initially drawn on to try to reproduce in-person teaching online but then adapt in recognition of the tensions this raises.

Managing Higher Education Pain Points for Knowledge and Innovation for Africa’s Development: Lessons from the Rest of The World

The main thrust of this research was to contribute to theory building in the Pain Points Theory (PPT) and their applicability in African Higher Education Institutions (referred to as AHEI right through), with focus on colleges and universities. The research explored gaps in knowledge regarding this theory as a contribution to knowledge, and in this instance the AHEI was the sample and epicentre of the research and was expected to meet foremost the needs of industry and government as employers of graduated students, then the needs of students and society in knowledge and innovation. This research was conceptual research using literature review only. A Pain Point or constraint is anything that prevents the system from achieving its goal like poor funding, high teaching loads, unattractive research prizes and incentives, low salaries that drive away talented academics and others and finally poor resourcing. The main reasons giving rise to this research were the facts that some colleges and universities in Africa faced challenges in graduate employability and suitability for industry and funding and needed accreditation by government agencies, and some had low innovation and research output. The main objective of this research was to contribute to theory building in the Theory of Higher Education and PPT and identify critical success factors for efficiency in service delivery excellence to students, industry and society in line with market orientation philosophy. The secondary objective was employability of graduates as the end product, maximising knowledge creation and innovation. Qualitative research method in the form of conceptual research was used in this research. The main findings were low salaries were driving away academics to NICs and overseas developed countries, lack of practicals/diverse teaching methods, lack of compulsory internship, unfair assessment, balancing classes with free time, the need for diversity in terms of faculty, uncommitted students, incompetent faculty, outdated syllabus, students from high schools not being college ready, graduates not matching industry requirements, poor internet service, low knowledge creation, lower levels of innovation and industrialisation in Africa, unattractive prizes for researchers and same for research incentives, lack of apprenticeship in some countries and no research funding.

Competency-Based Entrepreneurship Education: Analysis of the ‘Disruptive Innovation’ Theory in African Higher Education Institutions

This aim of this article is to examine several entrepreneurial education innovations (competency-based education as a disruptive innovation model and pedagogy in the HEIs) using a comprehensive systematic literature review (SLR). It is accepted practise to undertake systematic literature reviews when implementing evidence-based policy. This article discusses the ways higher education has evolved in teaching leading to innovative scholarships that unsettle established institutional structures and academic practices. Particularly, within the African context as entrepreneurship is gaining increasing mention as a discipline at Higher Education Institutions (HEIs) given the potential employment and GDP contribution benefits. The findings support the conclusion that the move towards this high-quality, personalised approach, the focus is not only on the level of competency achieved by the student but also on validating the learning experience.

Cybersecurity Awareness in African Higher Education Institutions: A Case Study of Sudan

Cybersecurity Awareness in African Higher Education Institutions: A Case Study of Sudan

Challenges Impacting Higher Education Leaders in Achieving the Sustainable Development Goal of Quality Education in South Africa

Developing economies such as South Africa face numerous challenges to achieve sustainability within higher education (HE). This study examined the key challenges facing leaders within HE institutions (HEIs) in South Africa, as they aim to contribute significantly towards the achievement of Sustainable Development Goal 4 related to quality education. Using a qualitative research design, the study surveyed 75 leaders in various South African HEIs using an online survey platform. The findings revealed two overarching challenges across public and private institutions: an absence of strong leadership and a complex sociopolitical context. Within public institutions, additional challenges related to bureaucracy, outdated curricula, resourcing, and values were noted. Within private institutions, bureaucracy was also observed, as well as the digital divide; curricula and foundation; finance and affordability; inequitable access; lack of resourcing, benefits, and support.