African University Research Articles

Portrait of a UK-Africa Capacity Building Initiative Consortium 2015-2022: the Cameroon, Ghana, South Africa and United Kingdom Materials Initiative (CaGSUMI) for developing materials for solar cells.

The CaGSUMI consortium was funded by the Royal Society-Department for International Development (later the Foreign, Commonwealth & Development Office) on the Africa Capacity Building Initiative programme between the years 2015 and 2022 and involved three Sub-Saharan African universities: Kwame Nkrumah University of Science and Technology, Kumasi, Ghana, University of Yaoundé I, Cameroon, and the University of Zululand, South Africa; and the University of Manchester in the United Kingdom. The project was used to cement an emergent UK-Africa network in the areas of materials chemistry related to renewable energy generation with both thin films and nanomaterials. The consortium's outputs led to numerous publications of African science in international journals, a number of graduated PhDs who went on to permanent academic positions and prestigious fellowships, the establishment of a capacity-building plan relevant to the chemistry departments in each of the African countries, and the installation of a number of first-in-kind pieces of kit for African laboratories that will keep them on a competitive footing at an international level for the next decade and more.

Strengthening the planning and design of Objective Structured Clinical Examinations.

Although Objective Structured Clinical Examinations (OSCEs) offer innovative, objective, and fair methods of clinical assessment, their quality is compromised by poor planning and design. This study aimed to describe the development and present evidence-based recommendations on strengthening the planning and design of OSCEs for a South African public College of Nursing. A South African public College of Nursing. Recommendations were developed based on synthesising two sets of qualitative data. Set 1 included two main themes with each of the four sub-themes related to barriers and facilitators towards quality in OSCE designs from 14 nurse educator interviews and 15 external moderator reports. Set 2 included 12 quality measures to be adopted in the quality design of OSCEs derived from an integrative literature review. The draft recommendations were reviewed by eight experts to be finalised. Seven recommendations were developed for strengthening OSCEs' planning and design, related to: (1) policy framework, standard operating procedures and stakeholder code of conduct; (2) blueprinting and mapping of the OSCE content; (3) developing a bank of OSCE stations; (4) scoring rubric and standard-setting method selection; (5) examiners and standardised patients' recruitment and training; (6) venue selection; and (7) station piloting. The seven developed recommendations can strengthen the quality of OSCEs in the South African public College of Nursing context. The developed recommendations can assist nurse educators in planning and designing to conduct quality OSCEs following piloting and implementation.

Social Inclusivity, Integration and the Fourth Industrial Revolution in South African Universities: Evidence from Vaal University of Technology

Introduction: The swift strides of the fourth industrial revolution (4IR) and its entrenched emerging technologies are expected to increase significantly, leading to significant technological transformation and socio-economic change. The emerging 4IR technologies could bring substantial economic growth and welfare benefits in sub-Saharan Africa and social and economic disruption. There are emerging concerns that the rising pace of 4IR could widen inequality if counterbalancing policies are not adopted. This implies that coping with the 4IR transformation may require a holistic approach encompassing sustainable social solutions and not just technological ones. To meet and extend their understanding of the curriculum's objectives and improve their overall comprehension, students need to be able to use various digital tools. This study examines the role of the adoption of 4IR technologies in fostering social inclusivity and integration in the South African context. Methodology: Drawing from the technological integration models, the current study argues that 4IR plays a crucial role in transforming the inclusivity and integration of learners, such as those living with disabilities and those from previously disadvantaged backgrounds. Technology integration models are theoretically constructed models that are meant to assist educators in planning technology integration more profoundly. Research was conducted on 203 students from different faculties selected using simple random sampling. Data was collected using an online questionnaire powered by Google Forms and analysed through structural equation modelling in SmartPLS 4. Results: An evaluation of the results obtained in this study reveals a positive contribution of 4IR towards the general concept of inclusion as defined by the extent of accommodating different disabilities and backgrounds in social activities. The analysis also demonstrated the importance of 4IR in integrating learners in mainstream classrooms and significant strides in eliminating special needs classes. Conclusion/- and Recommendations: The paper concludes with recommendations for developing 4IR adoption strategies by universities in South Africa to bring about attitudinal change and formulate genuinely inclusive and integrated practices.

Sexting among College Students in Africa: A Scoping Review of Prevalence, Risk Factors, and Impact

Sexting has become a common mode of expression within the digital realm. Understanding sexting in the context of African college campuses is crucial, as it reflects the impact of technological advancements and the interplay of cultural norms, values, and societal factors. This review seeks to provide evidence to inform context-specific initiatives and policies aimed at promoting responsible digital communication and enhancing the well-being of college students within the continent. This scoping review followed the guidelines by Askey and O’Malley. The search for records was conducted in four main electronic databases including PubMed, PsycINFO, Central, and JSTOR. Additional searches were conducted using Google Scholar, Google, and ProQuest. A total of 11 articles met the eligibility criteria and were included in the review. Results: The findings of this review are grouped under the following four main headings: type of sexting, prevalence, predictors of sexting, and outcomes of sexting. The main types of sexting were sending and receiving nude pictures and sexually explicit messages and posting explicit videos and photos on social media. The prevalence rates for general sexting ranged from 9.9% to 74.4%. Positive outcomes of sexting included increased condom negotiation skills and sexual communication that contribute to safer sexual practices. Negative sexual outcomes included high-risk-taking sexual behaviour such as multiple sexual partners. This review highlights the intricate facets of sexting among African college students, and emphasises the interplay between digital communication, societal norms, and individual behaviours. Policies should prioritise cyberbullying prevention, privacy protection, and ethical technology use.

Decolonising Minds, Empowering Futures: Rethinking Entrepreneurial Education for University Students in Africa

This paper provides a theoretical synthesis of entrepreneurial education in African universities. It argues that these models are deeply influenced by colonial legacies, which perpetuate disempowerment and dependency. The paper advocates for a transformative decolonial approach, stressing the need to reimagine and restructure entrepreneurial education in a way that aligns it with African realities, values, and aspirations. The paper underscores the importance of integrating indigenous knowledge systems, local contexts, and African philosophies into the educational curriculum. This integration ensures that the learning experience is relevant, contextual, and empowering for African university students. By presenting a range of arguments, the paper establishes a framework for a decolonial approach to entrepreneurial education. It demonstrates the potential of such models to foster innovation, self-reliance, and critical thinking. In conclusion, the paper asserts that decolonising entrepreneurial education in African universities is essential for nurturing a generation of entrepreneurs who possess economic acumen, cultural grounding, and social responsibility. This paper contributes to the existing knowledge by offering a theoretical framework for decolonial entrepreneurial education. It also provides practical insights for implementation and highlights the transformative potential of such education in shaping the future of African nations.

HIV self-management perceptions and experiences of students at one university in South Africa.

The public health concern posed by HIV in South Africa is significant, particularly among young adults aged 15-34 years. Within this age range, university students present a unique demographic, concurrently managing their HIV condition and academic pursuits, thus raising concerns about HIV management within university environments. Research into the experiences of South African university students living with HIV is relatively sparse. The study aimed to explore the HIV self-management perceptions and experiences of South African university students. The study employed a qualitative research approach grounded in the constructivist paradigm. Data were collected through semi-structured interviews with eight (8) students living with HIV at a university in the Western Cape area in 2021. Data were analysed through thematic analysis. All ethical principles were adhered to, and trustworthiness was ensured. Findings revealed that students utilised various strategies to manage their HIV condition, inclusive of maintaining a positive mindset, and adopting a healthy diet. They encountered obstacles such as experiencing HIV-related stigma, which frequently resulted in elevated stress levels. The potential role of peer support groups was also underscored, with students expressing a desire to participate in such groups to maintain their mental health. Living with HIV is a challenging experience for university students, but self-management of the condition makes life easier for them.Contribution:These findings contribute to the understanding of HIV self-management perceptions and experiences of university students, and can inform the development of a comprehensive supportive structure that addresses their needs.

Exploring Group Work Strategies to Teach Computer Programming: A Case Study of First-Year and Extended Programme Students at One South African University

Exploring Group Work Strategies to Teach Computer Programming: A Case Study of First-Year and Extended Programme Students at One South African University

Modelling Student Retention in Tutorial Classes with Uncertainty—A Bayesian Approach to Predicting Attendance-Based Retention

A Bayesian additive regression tree (BART) is a recent statistical method that blends ensemble learning with nonparametric regression. BART is constructed using a Bayesian approach, which provides the benefit of model-based prediction uncertainty, enhancing the reliability of predictions. This study proposes the development of a BART model with a binomial likelihood to predict the percentage of students retained in tutorial classes using attendance data sourced from a South African university database. The data consist of tutorial dates and encoded (anonymized) student numbers, which play a crucial role in deriving retention variables such as cohort age, active students, and retention rates. The proposed model is evaluated and benchmarked against the random forest regressor (RFR). The proposed BART model reported an average of 20% higher predictive performance compared to RFR across six error metrics, achieving an R-squared score of 0.9414. Furthermore, the study demonstrates the utility of the highest density interval (HDI) provided by the BART model, which can help in determining the best- and worst-case scenarios for student retention rate estimates. The significance of this study extends to multiple stakeholders within the educational sector. Educational institutions, administrators, and policymakers can benefit from this study by gaining insights into how future tutorship programme student retention rates can be predicted using predictive models. Furthermore, the foresight provided by the predicted student retention rates can aid in strategic resource allocation, facilitating more informed planning and budgeting for tutorship programmes.

Symposium 3: Networked learning in the time of pandemic

Digital networking technologies have allowed lecturers and students to remain connected while being physically isolated during global lockdowns resultant from the COVID-19 pandemic. We argue that the increased utilization of online spaces for teaching and learning during the time of isolation has brought the question of intersubjectivity and alienation in cyberspace to the forefront. As part of an ongoing phenomenological analysis of the virtual, we survey the experiences of networked learning reported by a group of South African university students in their end of course surveys. We track particularly their experience of alienation, their capacity to engage with material in the online environment, and their awareness of self as a learner. For Merleau-Ponty there resides in intersubjectivity a founding corporeity that serves to explicate the composition of the intersubjective world as based in a plurality of anonymous subjects and in the intersubjectivity of intellectual consciousnesses. In terms of the virtual, a redeployment of Merleau-Pontian thought (and particularly his concept of the flesh) reveals that the body-subject and digital technology artefact are co-implicit in the generation of the virtual. The virtual serves as a point of networked intersubjectivity that concretely expands and constrains human experience and behaviour. Furthermore, in the virtual we navigate a reified landscape. Virtual reification, though seemingly a contradiction, sees us treating the virtual as concrete from the basis of our embodiment. This leads us to an alienated networked intersubjectivity, whereby all potentialities are founded in ordered and carefully arranged systems that promulgate pragmatic and capitalist logics. We investigate how reification makes up the virtual, and how our engagement with the virtual points us back to the nature of alienation (indeed, for Marx, alienation is an intersubjective social relation). We find in the virtual therefore not isolation, but rather a deficient mode of intersubjectivity. While the individual never becomes atomized, for even in the virtual a deficient mode of intersubjectivity remains nevertheless a mode of intersubjectivity, we find that the individual functions as part of a deficient and distorted network. We suggest in conclusion certain teaching methods that may minimize or mitigate students’ experience of alienation.

South African private universities: The unique challenges of private university first-generation students – The unique opportunity for private higher education institutions

South African private universities: The unique challenges of private university first-generation students – The unique opportunity for private higher education institutions

The role of the Muslim Student Association at a South African university campus in promoting a sense of belonging, community service and a student-centred environment

The role of the Muslim Student Association at a South African university campus in promoting a sense of belonging, community service and a student-centred environment

Unveiling the toxic leadership culture in south African universities: authoritarian behaviour, cronyism and self-serving practices

IntroductionToxicity among staff members of higher education institutions (HEIs) is often under-reported or not reported at all. Experiences of toxic leadership are deemed unmentionable within the consultative and collaborative ideals of HEIs. The underreporting of toxicity among HEI staff may stem from fear of retaliation, inadequate reporting structures, and concerns about alienation or not being taken seriously.MethodThe study explored experiences of leadership behaviours in a South African HEI to identify specific dimensions of toxic leadership behaviours. Using an interpretivist qualitative research design, the study involved analysing 39 interviews of secondary data from two datasets gathered by the research team, comprising 25 and 14 participant responses, respectively.ResultsThe study identified four distinct themes of toxic leadership behaviour – authoritarian leadership behaviour, in-group favoritism/groupthink, destructive criticism and self-centredness – with authoritarianism being the most common behaviour displayed.ConclusionPresence of toxic leadership within the South African University community, emphasising the necessity for a comprehensive approach and strategy to address this behaviour.

Implementation and insights from the MedXMentor structured mentorship program for undergraduate health science students at Mbarara University, Uganda

BackgroundMentorship is essential for education and career development in health-related fields, yet Sub-Saharan African universities often lack structured programs. To address this, the MedXMentor program was established at Mbarara University of Science and Technology (MUST) to provide structured mentorship to undergraduate health sciences students in Uganda. This paper outlines insights gained from implementing the MedXMentor hybrid mentorship program.MethodsUsing a mixed-methods approach, the study employed the Kirkpatrick Model of Evaluation to assess mentees’ reactions, learning, behavior, and goal achievement. Data were collected via Google Form surveys, feedback forms, mentoring logs, and session attendance records. Descriptive statistics and thematic analysis provided a comprehensive understanding of the program’s impact.ResultsThe program served 80 mentees, with 48 participating in one-on-one mentorship and 32 in group sessions. It enlisted 24 mentors, mainly from the medical field. Between April and September 2022, eight online group sessions were held, with an average attendance rate of 52%. These sessions focused on project planning, grant writing, and soft skills development, resulting in improved mentee comprehension and skill acquisition. Mentees reported an enhanced understanding of project planning, grant writing, communication, leadership, and teamwork. Their experiences were categorized into four themes: Mentor Engagement, Goal-Oriented Study, Skills and Professional Development, and High-Yield Mentor–Mentee Engagements.Conclusion and recommendationsImplementing the MedXMentor program proved effective in providing crucial mentorship and equipping students with vital academic and professional skills. The program highlighted its potential to bridge the mentorship gap in low-resource settings. By empowering future healthcare professionals in Africa, MedXMentor exemplifies how mentorship initiatives can drive significant advancements in healthcare education and practice.

Whither “African Economics” Imaginaries? Eleven Precepts on Its (Im)possibility

Africa has historically occupied, and remains almost fixed at, the fringes of global knowledge production. Its battle to recover itself amid the stacks of epistemic injustices heaped on it, especially by its encounters with slavery and colonialism, rages on. Despite this grim picture, this article shows that, more recently, African Psychology has somewhat claimed its rightful place as an academic field within some leading universities in Africa. The absence of a deliberate and active disciplinary push or sustained contestations in economics on the continent is the key lacuna spotlighted in this article. However, I recognise that deciding whether African Economics is necessary must involve the mobilisation of the grit and talents of all academic economists on the continent as well as other geographies. This notwithstanding, and to foreshadow likelihoods, I imagine via this article what an erstwhile elusive African Economics might comprise. I do this by outlining and discussing eleven precepts that might serve as pointers to herald it. These precepts have multifarious implications for training and research in economics, especially in African universities, which are briskly expounded.

Leveraging community engagement to contribute to Sustainable Development Goals 8 and 11

The aim of this study was to determine the ways in which academic libraries in South Africa use community engagement as a strategy to advance the United Nations’ Sustainable Development Goals – specifically Sustainable Development Goals 8 and 11 – in the context of the study. It followed a multi-methods approach to interview and hold focus group discussions with heads of libraries and librarians, respectively, in South African public university libraries. It was found that the libraries advance these Sustainable Development Goals in various ways, such as by employing library student assistants and interns from different backgrounds, and by serving as employers themselves. Furthermore, the libraries serve as custodians of local culture and heritage by curating, digitising and preserving local collections for posterity. However, collaborative efforts between the libraries and other heritage institutions, such as museums, archives and galleries, are few and far between, which is deemed a missed opportunity for more meaningful cultural and heritage impacts for these institutions. More collaborations and partnerships between these institutions are recommended, especially with regard to the digitisation of cultural heritage collections. Therefore, a clarion call is made for libraries to think more expansively about their role and consider including sustainable thinking as part of their mission in line with the American Library Association. The results demonstrate that libraries are uniquely positioned to advance the Sustainable Development Goals.

The Opportunities and Challenges of Teaching Political Science in a Small Island Developing State: The Case of Mauritius

Political Science is a relatively new subject in the Mauritian academic context. As a small island developing state located in the Indian Ocean, it has many interesting features from which to draw to teach the discipline. These features include the ethnic and cultural diversity of its population; the island’s political stability in a geographical region known for recurrent political violence; its curious power-sharing model and its strategic location in the Indian Ocean magnified by the vastness of its Exclusive Economic Zone and contested territories. All these provide a uniquely stimulating intellectual context for teaching and researching about politics. However, teaching Political Science in Mauritius involves grappling with several complexities such as developing students’ critical thinking skills and limited academic exchanges with international scholars due to the remoteness of the island itself. Moreover, as other African universities, the question of decolonizing the curriculum is relevant in the Mauritian context as the discipline remains highly western centric.

The impact of an academic development programme on students’ academic outcomes at a South African university: an empirical analysis

The impact of an academic development programme on students’ academic outcomes at a South African university: an empirical analysis

Insights on the contribution of doctoral research findings from a school in a South African University towards policy formulation

Translation of health research findings into policy contributes to improvement of health systems. Generally, in sub-Saharan Africa policymakers rarely use research evidence and hence policies are often not informed by research evidence. Unless published or in the case of commissioned research, doctoral health research is often not used for health policy formulation. This paper analysed the potential and utilization of doctoral research from the School of Nursing and Public Health by KwaZulu-Natal Health Department of Health. The study adopted a mixed methods approach that combined elements of qualitative and quantitative research aspects. Qualitative data was collected through content analysis of 29 theses produced in the School of Nursing and Public Health, University of KwaZulu-Natal between 2014 and 2021 and interviews held with four Department of Health personnel as policymakers. When researchers could not get information on how research questions were formulated from content analysis, they checked the student questionnaire for answers. Quantitative data was collected from 79 participants through structured questionnaires. Participants included 47 PhD graduates, 11 final year PhD students and 21 PhD supervisors. Data from content analysis and interviews was analyzed thematically while data from questionnaires was analyzed quantitatively. Eleven (52%) PhD supervisors reported that findings from 22 studies were being considered for policy development and adoption while some had resulted in policy guidelines and frameworks that can be used to formulate policies. Factors such as failure to involve the Department of Health during the formulation of research questions, inappropriate packaging of research findings, policymakers not aware of the availability of research findings, lack of commitment to the dissemination of research results by students and poor demand for research evidence by policymakers hindered the translation of PhD research findings into policy. From the 29 theses reviewed, sixteen (28%) of PhD respondents highlighted that they involved the Department of Health to formulate research questions while forty-two (72%) did not. The theses review also revealed limited identifiable information related to policy formulation. The study confirms the use of PhD research findings for policy formulation. Additionally, it highlights the factors that hinder utilization of PhD work by policymakers. Further research to understand the perspectives of policymakers on factors that contribute to utilization of PhD work as well as how the findings have contributed to policy formulation is recommended since there was not sufficient data collected from policymakers due to Covid-19 restrictions.

Literary reading as a socially responsive practice: Implications for literature pedagogy at higher education

AbstractAs university teachers of literature, we tend to accept the rhetoric that students lack the capacity to interpret texts meaningfully, without questioning our own biases about the kinds of meaning we expect them to elicit from texts. Often, these are meanings that have little relevance to students' own social or professional lives. In this article, we report on a research project on literary reading at a South African university in which we set out to find out how our second‐year English literature student teachers were reading or making sense of Shakespearean plays and how in turn their readings inform new thinking about literary reading. We found that our students were interpreting Shakespeare's Macbeth in ways that both explicate social problems in present‐day South Africa and offer possible solutions to remedying these problems. Therefore, our knowledge contribution in this article is the proposition of socially responsive literary reading as a relevant, empowering and viable approach to literary reading that has potential to decolonise literature education in African universities.

Cultural Transitions in Mathematical Discourse: Unveiling Mathematical Writing Hurdles during the Rite of Passage

This qualitative case study delves into the intricate landscape of mathematical writing challenges faced by first-year university students undergoing the critical transition from school-level to university-level mathematical discourse. Conducted at a prominent South African university, the research, employing a purposive sampling technique, engaged thirty first-year mathematics students. Guided by the community of practice theory by Lave and Wenger, alongside van Gennep’s rite of passage analytical lens, the study sought answers to the question: What are the mathematical writing challenges encountered by first-year university students during their rite of passage period? Thematic analysis, informed by Adu's (2019) coding framework, was utilized to systematically examine common themes and patterns within the qualitative data. The findings illuminated key hurdles during this transitional phase, prominently including the inconsistency in working with mathematical notations, erroneous use of universal and existential quantifiers, and a notable confusion between the acts of illustrating and proving in mathematical contexts. In response to these challenges, the study advocates for the explicit incorporation of mathematical writing instruction to scaffold students during this rite of passage. Furthermore, it recommends a shift in the emphasis of first-year mathematics courses—suggesting a redirection from a content-centric approach to one that prioritizes the cultivation of students' new identities. This entails focused attention on teaching the customs, traditions, and adept ways of constructing and articulating mathematical proofs in the university context. The implications of this study extend beyond the immediate challenges identified, offering actionable recommendations to enhance the pedagogical strategies employed in the crucial transition period for first-year mathematics students.