Universities In Africa Research Articles

Leveraging Information Technologies for Organisational Learning and Knowledge Management: Enhancing Access and Educational Outcomes for Rural Students

PurposeThis study investigates the role of information technologies in enhancing organisational learning and knowledge management in South African rural universities, with the goal of improving access and educational outcomes for rural students. The research focuses on how digital tools can create more equitable learning environments and address the unique challenges faced by rural institutions. Study design/methodology/approachA scoping review of literature from 2000 to 2024 was conducted, employing the Diffusion of Innovation theory and Social Pedagogy Justice framework to analyse the impact of digital platforms on organisational learning and knowledge management in rural universities. The study examines how these tools can help bridge the gap between rural and urban students and address the challenges of limited resources and digital divides. FindingsThe study finds that information technologies can significantly improve organisational learning processes and knowledge management in rural universities by providing tools that promote inclusion and participation. Digital technologies, when thoughtfully implemented, can help reduce educational disparities by enhancing access to resources and supporting collaboration between students in urban and rural areas. The research suggests that a strategic approach to technology adoption, tailored to the local context, is key to achieving more equitable educational outcomes. Originality/valueThis research provides valuable insights for policymakers and educational leaders on how to leverage information technologies to advance social justice in education. By focusing on rural universities in South Africa, the study highlights the importance of addressing infrastructural and resource challenges while using digital tools to foster inclusion and equity. The findings offer practical strategies for enhancing the effectiveness of digital platforms in improving educational outcomes for traditionally underserved communities.

Multiple Personal Income Taxes and Financial Well-Being of Employees in Tertiary Institutions

This study aimed to interrogate the relationship between multiple personal income taxes and public workers’ financial wellbeing. The paper therefore examined the relationships between pay as you earn, Bayelsa Health Insurance Scheme, Education Trust Funds and worker’s disposable income as proxies for objective financial wellbeing in (the public) tertiary institutions of Bayelsa State. The study adopted a quantitative design, and data were collected through the Salary Structure of teaching and non-teaching staff from Bayelsa State owned University of Africa and Niger Delta University in Nigeria. The data were analyzed by applying simple regression and correlation analysis. The findings revealed that there was a positive significant relationship between multiple personal income taxes and workers’ financial wellbeing in Bayelsa State tertiary institutions. However, at the entity level, the Bayelsa Health Insurance Scheme (BHIS) variable had a positive substantial impact on workers’ financial wellbeing; whilst, Pay as You Earn (PAYE) has a negative significant effect on workers’ financial wellbeing. Whereas Education Trust Funds (EDTF) variable had an inverse non-significant association with workers’ financial wellbeing in Bayelsa State. Therefore, we recommend a fair and equitable tax policy framework to sustain adequate pay for public servants and reduce employees’ turnover in the state.

Describing Zoom exhaustion and fatigue in nursing students at a university in South Africa

Background: Online platforms have gained considerable support from students and lecturers post COVID-19, however they are associated with student exhaustion and fatigue.Aim: To determine Zoom exhaustion and fatigue in nursing students at a selected university in South Africa.Methods: A quantitative cross - sectional study was conducted in KwaZulu-Natal to collect data from 146 nursing students registered at the selected university for the 4-year Bachelor of Nursing programme. The Zoom Exhaustion and Fatigue Scale collected data on responses to domains of general fatigue, visual fatigue, social fatigue, motivational fatigue, and emotional fatigue. The data were analysed using the International Business Machines, Statistical Package for Social Sciences, version 26.0. Descriptive statistics were calculated for demographics, a total score was calculated and mean scores and 95% confidence intervals for the different domains were calculated. Mann Whitney U and Kruskal Wallis Independent Tests were calculated to determine associations between demographics and Zoom usage.Results: The overall Zoom exhaustion and fatigue score was 46.71 (s.d. = 10.50). The motivational fatigue construct had the highest mean score of 3.29 (s.d. = 0.83), followed by general (3.18 s.d. = 0.81), social (3.11, s.d. = 0.88), emotional (3.06, s.d. = 0.99) and visual fatigue (2.92, s.d. = 0.94).Conclusion: The study concluded that while the overall mean score indicated moderate levels of Zoom exhaustion and fatigue among respondents, majority of the respondents scored high levels ( 48) of Zoom fatigue. Students reported higher levels of motivational fatigue compared to the other 4 constructs.

Coloniality and contestations over academic freedom in Africa

Abstract Like other regions of the world, academic freedom is on the decline in Africa. While there are some generic factors accounting for this phenomenon worldwide, others are fundamentally unique to the African context. These are related principally to the subject matter of coloniality of higher education on the continent. This study addresses these matters by, among others, discussing the origins of the university in pre-modern Africa and the place of academic freedom in it. This development is followed by the emergence of university education in Europe through the application of the liberal script and which contributed to the sidelining and eventual general demise of higher education institutions with their roots in pre-modern Africa. The work contends that while one may trace the origins of the university/academic freedom to Africa, academic freedom as it stands today is shaped by the liberal script with hardly any reference to the root of higher education in Africa. Therefore, the meaning, understanding and application of academic freedom do not reflect the realities of higher education in Africa. This work proposes the adoption of a relative universalist approach, as opposed to the liberal approach, which is clothed with universality, but in reality, it is a reflection of a European idea of academic freedom. This approach is considered necessary to reflect the African reality of academic freedom which will help to identify effective advocacy tools to promote and protect academic freedom in Africa and thereby make academic freedom more meaningful for application in the region.

Comparative Study of Academic Library Websites Using Web Content Management Systems

This study aimed to investigate and compare the features and functionality of academic library websites built on Web Content Management Systems (CMS) at four universities in Africa. The specific objectives included examining design and layout, identifying content types and resources, assessing interactivity and engagement, evaluating accessibility and usability, and reviewing performance and maintenance. Analysis of the four websites revealed that the University of Cape Town Libraries stood out for its excellent quality in design, layout, content availability, interactivity, accessibility, usability, and performance. In contrast, the Makerere University Libraries showed areas needing improvement, particularly in design, content accessibility, interactivity, and usability. The University of Pretoria Libraries exhibited high-quality performance across all categories, ensuring a positive user experience. Meanwhile, the University of Nairobi Libraries demonstrated potential for enhancement in design, interactivity, and accessibility, while maintaining strong performance and security. Based on these findings, several recommendations were made to enhance the websites' quality and user experience. For Makerere University Libraries, suggestions included improving design and layout, addressing content gaps, implementing accessible forums, and enhancing responsiveness. For the University of Nairobi Libraries, recommendations focused on improving design, providing accessible resources, incorporating online chat or forums, and enhancing overall accessibility and usability.

Auditing students’ perceptions of online assessments and e-proctoring systems

The COVID-19 pandemic accelerated the implementation of online assessments at an unprecedented pace. The pandemic required most higher education institutions worldwide to implement online assessments almost overnight. The study aimed to gain an understanding of auditing students’ perceptions of online assessments and e-proctoring systems during the pandemic. A web-based questionnaire was administered to postgraduate auditing students who had taken part in remote online assessments at an open distance and e-learning university in South Africa, invigilated via e-proctoring software, which was introduced in the 2020 academic year. A total of 238 students participated in the study. Factor analysis, using principal component factor analysis, was performed to identify the factors or components that possibly caused the variation in these auditing students’ perceptions of online assessments and e-proctoring. Varimax with Kaiser normalisation was used as a rotation method. This process revealed five main components that explained variations in participants’ perceptions, namely: Component 1—emotions (assessments), appropriateness (assessments), fairness (assessments), monetary aspects, and time; Component 2—practical IT matters, academic integrity (e-proctoring) and cheating (e-proctoring); Component 3—practical IT matters (e-proctoring) and emotions (e-proctoring); Component 4—practical IT matters (assessments) and time (assessments); and Component 5—cheating (assessments). Implications of the findings for educators are offered, along with recommendations for future research.

Do universities have the articulation of college programmes in mind when reviewing their academic curricula?

In order to articulate academic programmes from college to university effectively, the curricula of the two institutional structures must be aligned. Studies show that this is not always the case, despite the existence of national and sectoral policies that are intended to promote alignment. In grappling with this reality, this study explored the level of interface of academic programmes between TVET (technical and vocational education and training) colleges and a comprehensive university in South Africa. It also investigated whether, and the extent to which, university policies and actors considered college programmes during their curriculum-review processes. Document analysis and semi-structured interviews were used to gather qualitative data. It was found that, instead of considering college curricula, curriculum review was driven by professional bodies, market demands and relevance. Moreover, institutional actors did not have the required agency to engage with the current misalignment of college–university academic programmes or curricula. The implication is that, while necessary, university policies for promoting academic curricula for articulation and programme interface are not adequate for resolving the problem of the misalignment between college and university curricula. To facilitate the interests of agents in articulation, the articulation officers at institutions of higher learning must ensure that articulation policies are in place in departments and that curriculum designers and related stakeholders are imbued with articulation principles during the review and realignment of curricula.

Assessing tuberculosis knowledge, attitudes, practices, and health-seeking behaviours of students at a selected university in South Africa

Tuberculosis (TB) remains a public health concern in South Africa, particularly among young adults. This study aimed to assess and investigate the attitudes, practices, and health-seeking behaviours of students at the University of KwaZulu-Natal (UKZN) regarding TB. The research provides valuable insights into the awareness of TB among students, their preventive practices, and their healthcare-seeking behaviours related to the disease. A cross-sectional design was employed, utilising a structured questionnaire to collect data from a representative sample of UKZN students on the Howard College campus. Data analysis involved descriptive statistics, such as frequencies and percentages, to summarise responses. Inferential statistics, including chi-square tests, were used to explore associations between variables and assess the knowledge, attitudes, and health-seeking behaviours of respondents. The study, which included 221 postgraduate and undergraduate students, revealed that participants were well aware of the symptoms, causes, and modes of TB transmission. The descriptive analysis indicated that 97.7% of respondents exhibited good knowledge about TB, with a total mean score of 0.977 and a standard deviation of 0.149. However, regarding health-seeking behaviours and practices, 53.4% of respondents demonstrated poor health-seeking behaviours, in contrast to 46.6% who exhibited good practices, with a mean score of 0.466 and a standard deviation of 0.499. Although all respondents indicated they would visit health facilities if they suspected they had TB, there was evidence of low screening practices and suboptimal health-seeking behaviours. Based on these findings, the study suggests leveraging social media to disseminate knowledge about TB to promote its prevention and treatment.

Frugal innovation and entrepreneurial university: a case study of African first development university in Africa

The concept of frugal innovation has gained significant traction in low middle-income countries due to its potential to contribute to sustainable development goals (SDGs). This study examines the role of universities in promoting frugal innovation and their capacity to drive socio-economic development through entrepreneurial initiatives. The objective is to explore how universities can serve as both entrepreneurial and development-focused institutions and to develop a conceptual framework to guide their efforts. The study utilizes an exploratory single case study methodology, focusing on the American University of Nigeria (AUN), a leading institution in Nigeria known for its development and entrepreneurship programs. Drawing on data from the AUN THE global impact ranking 2024, the results of the study indicate that the ability of a university to effectively manage technology and skills transfer in frugal innovations is influenced by six university capabilities, and the generation of frugal innovations is moderated by policy and innovation ecosystems involving government agencies, regulatory bodies, and policymakers. This study contributes to the existing body of knowledge by initiating a discussion on how development and entrepreneurship can support frugal innovation, and offers practical insights to inspire other universities to develop their own models for societal and economic impact. The study underscores the necessity of integrating “development” into the vision of universities, particularly in low middle-income and developing economies, and emphasizes the significance of universities embracing both entrepreneurial and development-focused roles. The findings highlight the potential of universities in advancing sustainable development goals, particularly in low middle-income and developing economies, as they work towards meeting the global SDGs by 2030.

Unlocking the Puzzle: Exploring the Declining Interest in Economics among Faculty and Students at East Africa University's Garowe Campus

The purpose of this study is to examine the students’ perceptions of economics, identify the factors responsible for the diminished interest in economics, and determine how to create effective solutions for these problems. East Africa University's (EAU) Garowe campus, which is among the oldest in the state, has been considered the subject of this study. The study adopted basic random sampling to determine the sample size for the survey. The data in this research was collected through online surveys and interviews. The survey was given to the university students. The survey consisted of multiple-choice questions and Likert-scale responses. Participants were given enough time to fill out the survey anonymously, and 28 people responded. When the survey was fully completed, the data was then analysed using Microsoft Excel. The results of the research conducted showed that: (1) there is a lack of public awareness about the importance of this field and the career opportunities associated with it, as proven by 97% of the respondents who chose (agree and strongly agree). (2) The belief that economics is tough because of math causes some students to choose not to major in this field. This belief influences the majority of students' decisions not to pursue degrees in this field, as demonstrated by the 54% of respondents who selected (agree and strongly agree). This is a true belief that could prevent students from learning economics. (3) Economics is not a hard field of study, as proven by 64% of students who chose “no” to the statement of whether economics is a hard field of study, confirming that economics is not a difficult subject. (4) Business and economics was an interesting subject in high school, as proven by 75% of the respondents who chose (agree and strongly agree)

On Pipelines and Precarity: Competing Narratives on the Roles and Functions of Postdocs in South African Higher Education

It is broadly understood that postdoctoral research fellows (hereafter postdocs) play a significant role in higher education’s research outputs, teaching and learning, and the rating and ranking of an institution. Largely shaped by the neoliberal turn(s) in higher education from the late 1970s and 1980s, postdocs have become an indispensable yet precarious labour force that higher education institutions have come to rely on. In the South African context, research on postdoc fellowships is relatively new, with limited scholarship focusing on the narratives and voices of these marginalised scholars. In this article, I purposively recruited and interviewed 23 former and current postdocs in three research-intensive universities in South Africa as well as a university vice dean of research, and a former senior official of the Department of Higher Education and Training. I also consulted and analysed various South African higher education policy documents and ministerial articulations regarding postdocs in the country. Through the use of in-depth semi-structured interviews, two competing narratives emerged from the data—that is, the deeply rooted and entrenched idea of the postdoc system as a pipeline for novice researchers to transition into established scholars, and the idea of the postdocs as precarious scholars whose academic labour is insecure, unstable, and exploited in the university. I conclude the article with some broad systemic implications on the role and function of postdocs in South African higher education, and the need for more research to understand these marginalised scholars.

E-formative feedback in emergency remote learning: First-year student teachers' experiences and challenges

This study examined the role of e-formative feedback in emergency remote teaching and learning for first-year student teachers. Numerous scholars have acknowledged the pedagogical value of formative feedback in teacher education. However, there is a pressing need for significant improvement in the quality and accessibility of e-formative feedback provided to student teachers in online learning environments. This study explored the nature of e-formative feedback, technological challenges, and pedagogical practices employed by teacher educators when implementing formative assessment in emergency remote learning contexts. The study is underpinned by Interactive Tutoring Feedback model as the theoretical framework. We utilised the interpretive paradigm and a qualitative approach, specifically employing a case study methodology as a means of inquiry. The empirical investigation involved 20 first-year student teachers selected purposively from a large public university in South Africa. Data were collected through semi-structured interviews and analysis of learning management system logs, with thematic analysis employed to analyse the data. The findings revealed that meaningful e-formative feedback could have been enhanced by addressing contextual factors such as limited internet connectivity and a lack of familiarity with online learning platforms. While student teachers valued the quality of e-formative feedback, they expressed concern regarding their ability to consistently access and engage with feedback to improve their learning in the isolated online environment. This paper recommends providing both student teachers and teacher educators with the necessary technological support and training to effectively utilise e-formative feedback and enhance student teachers' academic achievement and professional development during emergency remote learning.

Addressing gender-based violence through policy implementation: Key stakeholders and survivors’ perceptions in a selected university in South Africa

Addressing gender-based violence through policy implementation: Key stakeholders and survivors’ perceptions in a selected university in South Africa

Prospects and Challenges to ICT Adoption in Teaching and Learning at Rural South African Universities: A Systematic Review

This study aimed to systematically review the prospects and challenges associated with adopting Information and Communication Technology (ICT) in teaching and learning at rural universities in South Africa. To achieve this aim, a systematic review methodology was employed. The systematic review findings revealed a multifaceted landscape wherein opportunities for enhancing education through ICT exist alongside significant challenges. Prospects include the potential for technology to bridge educational gaps, increase accessibility, and provide innovative learning experiences. However, challenges such as inadequate infrastructure, limited connectivity, and varying levels of digital literacy pose significant impediments. The study emphasizes the need for targeted interventions to address these challenges, including infrastructure development, capacity building, and localized content creation. Additionally, recommendations for flexible learning models and collaborative partnerships are outlined to facilitate effective ICT adoption in the unique context of rural South African universities. Continuous research and evaluation are advocated to inform future strategies and ensure sustainable improvements in rural education through ICT integration.

Grit, academic resilience, and mindset of nursing students: A cross-sectional study

BackgroundNursing students engage with the complex health system for competence development. These students are exposed to nerve-wrecking experience in addition to their everyday personal and social challenges. Non-cognitive attributes, namely grit, resilience and mindset can influence students’ ability to overcome complexities as they become nurses resulting in academic success and well-being. Insights into the state of non-cognitive attributes among undergraduate nursing students are essential in developing tailor-made educational programmes to enhance their grit, resilience, and mindset. ObjectivesTo describe the undergraduate nursing students’ grit, academic resilience, and mindset at a university in South Africa DesignA quantitative descriptive cross-sectional design. SettingA School of Nursing at a public multi-campus university in South Africa. ParticipantsAll students (N = 315) registered for the undergraduate nursing programme were invited to participate, and 70 % (N = 221) chose to participate. MethodsData were collected using self-administered questionnaires that included a 7-item demographic survey, the 30-item Academic Resilience Scale (ARS-30) that measures affective, cognitive, and behavioural responses in an educational context, the 16-item Dweck Mindset Scale (DMI) that measures a personal belief about whether intelligence and talent are fixed or amenable to change, and the 8-item Grit-S scale measuring passion for long term goals and perseverance. The collected quantitative data were analysed statistically through the Statistical Analysis Software Version 9.4 computer programme. FindingsThe findings revealed that the participants have normal grit and a growth mindset, but low academic resilience. ConclusionsTailor-made educational programmes that target non-cognitive attributes must integrate interventions that are focused on enhancing academic resilience for undergraduate nursing students.

Final year projects in engineering education: a comparative study of final year engineering projects at public universities in Malawi, Namibia and South Africa

Final year projects in engineering education: a comparative study of final year engineering projects at public universities in Malawi, Namibia and South Africa

Robbing the cradle: Factors promoting lecturer-on-student transactional sex relationships at a South African university

While universities have been lauded as sanctuaries of peace where students and staff pursue educational goals, there has been a marked increase in the victimisation of students by staff members who have been known to hound students for sexual favours. This increase in unethical conduct continues regardless of "sound" policies regulating university student and staff relationships. Against this background, this study sought to explore the factors shaping the pervasive practice of transactional sex between staff and students at a university in rural South Africa. Underpinned by the sexual exchange theory, the study utilised an exploratory sequential mixed-methods design. The findings categorised into four key themes—academic reasons, impunity and power dynamics, financial constraints, and peer pressure and influence—highlight the entrenched nature of this practice within the university setting. The study recommended implementing and enforcing strict policies with clear consequences for perpetrators and establishing confidential reporting systems and dedicated support units for victims.

Transforming research and pedagogy in higher education through scientific inquiry steps

This research aims to investigate how to transform study and pedagogy in higher education through scientific inquiry steps. Scientific research serves as the foundation for human development. It drives humanity forward into discovery and innovation. The purpose of this study is to explore how teachers and researchers apply scientific inquiry steps to improve research and pedagogy in higher education in South Africa. Constructivist theory serves as the foundation for the study. Therefore, we employed a qualitative method and phenomenology design to explore the lived experiences of participants. The participants included ten experienced researchers doubling as teachers in the field of science education. We selected these participants from ten public universities in South Africa using a purposive sampling technique. The main instrument for data collection was a semi-structured interview schedule, which covered scientific inquiry steps. Recordings were made of the data with the permission of the participants, later transcribed into a notebook, and analyzed thematically. The findings indicated that teachers and researchers were aware of the scientific inquiry steps. Most of them benefited from scientific inquiry, which included constantly refining methods, embracing diverse perspectives, and revisiting hypotheses and experiments. Also, scientific inquiry steps enhanced the effectiveness of their teaching practices and provided them with a reliable scope for making informed decisions in the ever-evolving educational environment. This study has practical implications, including creating opportunities in higher education for both prospective teachers and emerging researchers to acquire a rigorous education in the scientific inquiry steps. This approach forms the bedrock for acquiring knowledge and promoting best practices in education.

Interrogating the Academy: Higher Education Transformation for the Public Good beyond Diversity in Race and Gender

This article draws on findings from a qualitative study of academics’ role in higher education’s contribution to the public good based on 15 interviews with academics from two universities in South Africa. I argue that if higher education in South Africa is to transform for the public good, the transformation of the university academic staff needs to be taken seriously and move beyond diversity of race and gender. The findings of the study that underpins this article suggest that the attributes of academics must be considered in initiatives that seek to transform the academy. This has implications for meaningful transformation because diversity, in terms of race and gender, does not necessarily translate to transformation in practice. Based on these findings, I suggest what these attributes may be through the concept of “public good academics,” which the academics I interviewed associated with being progressive, reflexive, critically conscious, and socially competent. I conclude that public good academics are aptly positioned to engage in transformational practices. Therefore, the personal attributes of academics do matter and should not be ignored in our thinking and conversations about transformational practices in higher education, especially in South Africa—a country with a history of colonialism and apartheid that has shaped the higher education landscape.

Examining employee engagement and its importance at the selected South African university

An engaged workforce is vital for higher education institutions to contribute positively to the developing world. The purpose of this study is to examine employee engagement and its significance for academic and administrative employees at the Durban University of Technology in the Province of KwaZulu-Natal in South Africa. The study opted for a quantitative research design to explore the role and importance of employee engagement. The target population consisted of 1,861 university employees at the selected university in South Africa, and 320 employee from different university units and positions were selected using simple random sampling without replacement. The results revealed that 80% of respondents exert high levels of physical energy, concentration, and dedication toward achieving institutional objectives. Additionally, the results showed a significant difference in the support employees get, with administrative staff receiving more support than academic staff members. The study concluded that university employees exhibit high levels of physical energy at work. In addition, the study found a significant and positive relationship between employees exhibiting high levels of physical energy at work and employees who find their work meaningful and experience inspiration.