Department Of Higher Education Research Articles

Kanyashree Prakalpa as a catalyzer for development of women’s education in West Bengal, India

Kanyashree Prakalpa initiative in advancing women's education in West Bengal, India. This study investigates the enrolment among female students at undergraduate and postgraduate levels before and after the implementation of Kanyashree Prakalpa in West Bengal and makes a comparison between enrolment before and after the implementation of Kanyashree Prakalpa. The methodological techniques used in this study are qualitative and documentary. Documentary analysis addresses the goals of the study by reviewing the available reports from the Department of Higher Education, Government of India's All-India Survey on Higher Education. Results showed that before the implementation of Kanyashree Prakalpa, the percentage of female enrolment fluctuated from around 43.94% to 53.85% at the undergraduate level and after the implementation of Kanyashree Prakalpa, the percentage increased, reaching as high as 59.04% in 2019-2020. At the post-graduate level before the implementation, the percentage of female enrolment fluctuated around 43.94% to 53.85%. After the implementation, the percentage increased, reaching as high as 59.04% in 2019-2020 at the postgraduate level. In conclusion, this research highlights Kanyashree Prakalpas as a promising model for the development of women's education and empowerment.

Exploring barriers to measuring ROI for training and development interventions

The objective of this article is to investigate obstacles that hinder the assessment of return on investment (ROI) for academic staff development initiatives in public universities in South Africa. The primary objective of this study is to address the following research inquiry: What are the obstacles hindering the assessment of return on investment (ROI) for training and development interventions offered to academics within the higher education landscape of South Africa? The study employed a qualitative research methodology, which was based on an interpretive philosophical standpoint. The researchers employed purposive sampling to carefully select a total of fourteen participants who were selected to represent a range of cases or institutions. These included six universities and government institutions, namely the Department of Higher Education and Training (DHET), the Department of Science and Innovation (DSI), and the Education, Training, and Development Practices Sector Education and Training Authority (ETDPSETA). The interview data was subjected to thematic analysis using ATLAS.ti. The factors that hinder the measurement of ROI include the intricacy of the process, insufficient capacity, time lag between training and improved performance, lack of motivation, financial limitations, absence of processes, fragmentation of training and development interventions, interventions producing non-financial advantages, and insufficient data. The study enhanced the existing information on human resource development and practice by identifying the obstacles to measuring return on investment (ROI). Additionally, it offered practical advice and suggestions for future research.

Incorporating digital scholarship content in South African library and information science schools

PurposeThe library and information science (LIS) profession experienced drastic changes in its job requirements due to emerging digital scholarship trends, especially the growth of the Fourth Industrial Revolution (4IR). As a result, there is a discrepancy between the job market and the LIS curriculum. This study addresses this gap by looking into incorporating digital scholarship into the LIS school curricula in South Africa. This may have implications for other contexts as well, because digital scholarship is becoming pervasive.Design/methodology/approachThe study adopted a constructivist paradigm using a qualitative approach and a multiple case study design. Primary data using semi-structured interviews were collected from 10 academics at LIS schools and 10 librarians from both academic and special research council libraries in South Africa.FindingsThe study revealed that LIS schools did not have content on digital scholarship such as research data management (RDM), digitisation, metadata standards, open access, institutional repositories and other related content. Stakeholders who needed to be consulted included librarians, information technology (IT) and information and communication technology (ICT) specialists, computer scientists, humanists, the South Africa Qualifications Authority (SAQA) and Department of Higher Education and Training (DHET) and LIS professional bodies. There were gaps and redundancies in the curriculum as far as digital scholarship was concerned. Digital scholarship presented opportunities for librarians and academics to acquire emerging jobs and to collaborate more in the digital space.Originality/valueThe article advances knowledge on the importance of incorporating digital scholarship in the LIS curriculum in South Africa. Furthermore, it provides guidance regarding stakeholders to be consulted when incorporating content into the LIS curriculum with the intention of closing the gaps and curbing or removing discrepancies between job requirements and graduates’ skills and competencies.

Perceived Communication Competence and Learning Styles in the New Normal

The student has appreciated and adapted to the new normal phase. In the two years, they spent at home doing their modules and online classes, they have adapted quickly, as these students are in the technological age. This study intended to assess the communication competence and learning styles of the Bachelor of Elementary Education at St. Michael's College, Higher Education Department. It specifically aimed to answer the effect of the new normal modality of communication competence and learning styles in terms of visual, auditory, visual/iconic, and kinesthetic. This study utilized a descriptive correlation study research design, a simple random sampling procedure, and a survey questionnaire for learning styles and communication competence. Results revealed that some students were under moderate and high. The researchers used the mean and standard deviation Kendall Tau Rank, and Shapiro-Wilk Test to determine the significant relationship between learning styles and communication competence variables. The researchers recommended a program considered “Upgrading Learning Styles and Fundamental Communication Capabilities” to enhance and improve the learners' skills in different aspects, boost their confidence, and enhance their abilities in using English as a communication tool and learning.

STUDENTS' PERCEPTIONS OF FACTORS AFFECTING THE MA APPLIED LINGUISTICS PROGRAM AT ADEN FACULTY OF EDUCATION

The purpose of this study was to explore the perceptions of MA students regarding the factors that affect the MA Applied Linguistics Program at the Faculty of Education- Aden, University of Aden, Yemen. Specifically, the study focused on the faculty, supervisors, and collaboration between departments of higher education within the country's universities. Data was collected from 30 MA students enrolled in the MA program in Applied Linguistics. The findings revealed that the MA Degree is highly influenced by many factors. Among the factors found are access to digital resources, the internet, and well-equipped libraries. The study provided suggestions and recommendations that could be put forth to the quality assurance and given urgent attention to improve the quality of the program.

Trend of Female Enrolment in STEM at Higher Education Level in India

Participation of women in science, technology, and engineering is not only an important aspect in the social and economic development of the nation; it is a critical constituent in the process of improving the quality of life of women themselves. In science, technology, and engineering education only the participation of men is not enough, women's participation is equally important because in India women constitute half of mankind (47.5 %). Women play a very important role in the progress of a family, society, and country and contribute their bit to the national economy. Through science, technology, and engineering education, women contribute to the empowerment of themselves. This study aims to examine the position of women in science, technology, and engineering education programs at higher education in India through the Annual Report of the All-India Survey on Higher Education (AISHE) Department of Higher Education, Ministry of Education, Government of India, from 2013-14 to 2019-2020. This was a qualitative and documentary research. The study found that enrolment trend of female students among Others Backward Classes (OBC) in STEM comparatively higher than General SC, ST female students in six years. Enrolment in engineering and technology is not hopeful, the enrolment growth rate is very little and discontinuous, gender gap exists. The study concludes that the enrolment growth rate of female students in STEM in six years gradually increasing. The study suggests remedial measures to overcome constraints faced by females in pursuing science, engineering, and technology education.

Report on the Music Therapy/Songwriting Workshop

This report presents the outcomes of the Music Therapy/Songwriting Workshop held from August 3rd to August 30th, 2021, funded by the Rashtriya Uchchatar Shiksha Abhiyan (RUSA), a centrally sponsored programme by the Department of Higher Education, Ministry of Human Resource Development, Government of India. The workshop aimed to familiarise participants with the concept of music therapy, introduce various music therapy intervention models, and specifically focus on the role of songwriting as a therapeutic tool. Participants were selected from the University of Madras based on their expertise in music, language, and psychology.
 The report provides a comprehensive overview of the workshop, including its objectives, methodology, and key outcomes. It highlights the content covered during the training sessions, which included an introduction to music therapy principles, an exploration of different music therapy intervention models, and an in-depth focus on the role of songwriting as an academic and educational modality. Furthermore, the report presents the outcomes and impact of the workshop on the participants.

Call for papers, JOVACET 7(1), 2024

You are invited to submit an article for the seventh volume of JOVACET to be published in October/November 2024. JOVACET is an accredited publication with the Department of Higher Education and Training.
 Articles should be topical with regard to current debates/discourses and recent research in the TVET, Adult, and Continuing Education and Training domains. Submissions should be of high quality and follow academic research/writing conventions of journal articles in the social sciences. Specifications can be found on the JOVACET website (www.jovacet.ac.za) or obtained from Dr Catherine Robertson at cathy@tcrobertson.co.za.
 Articles should comprise a maximum of 8 000 words, including the abstract of approximately 200 words and a list of references, and be submitted in MS Word format via the journal website at www.jovacet.ac.za or emailed to Dr Catherine Robertson at cathy@tcrobertson. co.za. Kindly follow the style guide which is provided on the website.
 We look forward to receiving your submissions!
 Due date for full paper submissions: 31 March 2024.

Research excellence and productivity for global impact at an African university

ABSTRACT The South African government announcement on revisiting the Policy for the Recognition of Higher Education Institutional Types has caused anxiety and ambivalence among Universities of Technology (UoTs), institutions that lack a solid foundation for conducting leading research. Most underperforming UoTs feared a possible downgrade or de-classification from being universities to becoming university colleges by the Department of Higher Education and Training (DHET), potentially triggering attrition of experienced academic staff and students to prominent research-intensive universities. Paradoxically, this ambivalence has also stimulated renewed public interest and discourse on the constitution of research excellence and productivity for greater impact and their significance in UoTs contexts, as universities compete for academic existence, space and relevance amid highly demanding multiple stakeholders in the global community. Addressing specific aspects of research excellence and productivity, this conceptual paper employs Institutional Theory, secondary data of research productivity and the researcher’s reflective insights to locate specific disciplinary areas where one UoT (hereinafter called ‘Protea University’) demonstrated formidable strength and research excellence areas it downplayed that require improvement. The study also proposes concrete strategies for transitioning this university to become a world-class leading research university in a volatile, uncertain, complex and ambiguous (VUCA) world. The study proposes differentiated academic promotion criteria, research impact-lead international collaborations, benchmarking of the research practices and habits of research-intensive universities, innovation and consultancy-driven third-stream income generation and advancement of science communication as areas this UoT can build on to promote its image, reputation and drive of becoming a leading university on the African continent.

Gauging student readiness for university education: a transitional journey

Access to higher education in South Africa remains one of the principal components of the transformation agenda, driven by the Department of Higher Education and Training (DHET). During apartheid, access to education was racialised. Despite the massive participation rates by previously marginalised groups in the post-apartheid dispensation, epistemological access remains worrisome. Transformation of the higher education system is a key dimension the democratic government has undertook to use to measure the progress of social transformation, as an enabler for student readiness and smooth transition to university education. In this study, we use distributive analysis in a random sample of 1,940 first time-entering students (FTENs) from diverse population groups and backgrounds to establish readiness and the existence of a coordinated transition from basic to higher education. To establish readiness the study assesses first-year students’ academic attitudes and needs, background, and motivational factors, as well as general well-being. To establish the existence of a planned and coordinated transition, a specific attention is paid to career guidance, qualification choice, as well as background and motivational factors. The findings show that despite the clear theoretical framework for a transformed higher education system, there is still no pronounced and planned coordination between basic and higher education. Secondly, the preuniversity socioeconomic conditions signal a long journey still needing to be travelled to achieve a transformed higher education. This is demonstrated by skills gap, lack of basic academic and motivational support, needed to build a global competitive and ready student.

Innovative Strategies for Integrating Technology into Agricultural Programmes at Technical and Vocational Colleges

The transformation of agricultural programmes warrants that Technical and Vocational Education, and Training (TVET) lecturers use innovative strategies to integrate technology into their teaching. Currently, most training programmes have shifted from the traditional methods of teaching to integrate technology; hence, the strategies for training using these technologies are required. In this study, 20 lecturers from three TVET college campuses were interviewed and their teachings were observed. The ultimate purpose of this qualitative study was to propose innovative strategies for integrating technologies into the agricultural programmes. The research participants who were regarded as being knowledgeable and experienced in agricultural programmes were selected using the purposive and convenient sampling method. Data was thematically analysed and presented using categories such as the exploration of technology integration; the experimentation with technology integration; the adoption of technology integration; and the advanced technology integration that was adopted from the Kotrlik-Redmann (2003) framework. The findings suggest that the innovative strategies, including but not limited to being proactive, improvising, being developmental, and seeking assistance strategies can be used to integrate technologies. The study reveals that the lecturers use various innovative strategies for integrating technologies into the agricultural programmes. We recommend that the TVET colleges offering agricultural programmes, the Department of Higher Education and Training, and the other key stakeholders implement innovative strategies to help in the complete integration of technology. We also suggest the need to provide TVET lecturers with continuous training in the use of innovative technology.

Curriculum Delivery Through Learning Technologies in Online Classrooms: Challenges and Prospects in Higher Education

Higher education institutions in most developing African nations have been classroom-based. This practice has been in place for decades in African countries, with many benefits for stakeholders. Lessons from the COVID-19 pandemic experiences in the global space brought a new approach to curriculum delivery. Universities in most developed countries have expanded, using various digital technologies for teaching and learning. However, the case was a severe challenge in Africa, where many were cut off from teaching and learning activities for months. The study explored the transition from conventional classroom curriculum delivery to online learning as the only alternative approach during the pandemic. Although online learning encourages self-directed learning in students, the study explains the self-determination theory as it underpins online learning. A content analysis of various literature sources on the phenomenon was employed for this systematic review. Findings revealed that many universities in South Africa encountered severe challenges in fully adopting online classes for curriculum delivery. Teaching and learning activities were grounded for months until the Department of Higher Education and Training compelled all to embrace learning technologies to salvage the academic calendar. Rural-based students were reported to be significantly challenged in accessing online learning activities. affirmExtant literature sources affirmed that higher education institutions were unprepared for the sudden transition from conventional classrooms to online learning. Hence, they needed help to take rapid measures to integrate online learning into the system. Many challenges have been encountered in this technological transformation of the teaching and learning approach; the study, therefore, recommends, among others, adequate provision of learning technologies, provision of intense technical know-how support for lecturers for effective use of online learning.

Academic Chairs’ Leaderships Styles and Teachers’ Job Satisfaction in Higher Education Institutions in UAE

<p style="text-align: justify;">This study aims to identify the dominant leadership styles of chairs from the perspective of faculty members in different college departments in higher education in the UAE. Furthermore, the study aims to identify the teachers' perceptions of leadership styles that affect their job satisfaction. The study used quantitative means with faculty members in different higher educational settings in the UAE. The survey used a five-point Likert scale. The leadership styles have values (completely agree =5, agree = 4, neutral =3, disagree=2, completely disagree=1). The job satisfaction questions have values (completely satisfied =5, satisfied = 4, fairly satisfied =3, dissatisfied =2, completely dissatisfied=1). The chosen subjects were faculty members from different colleges. Those subjects are 135 university teachers who are divided into four age groups. The data revealed no dominant leadership styles in the colleagues from faculty members' perspectives; however, the statistics lean towards the laissez-faire leadership style. It also reveals correlations between the three leadership styles and job satisfaction. The democratic leadership style has the greatest impact and most significant environment and incentives among the three independent variables.</p>

Challenges of First-Year Extended Curriculum Programme Students at a University in South Africa

The Extended Curriculum Programme (ECP) is an academic foundation programme established and supported by South Africa’s Department of Higher Education and Training as a route and an enabling environment for educationally disadvantaged, underprepared, unprepared, and at-risk students to access and succeed in higher education. However, beyond the academic concerns for students enrolled on this programme, there are social issues that could hinder the success of the enrolled students. This study examines the challenges of students enrolled in Extended Curriculum Programme in a selected university in South Africa. Using a qualitative research method, data was collected following a focus group discussion comprising twelve groups in the Faculty of Management and Commerce ECP first-year students. This study found that students face a number of challenges including information asymmetry, mismatch between high school subjects and university courses, transitioning from high school to university setting, inadequate and unequal academic support, and stigmatization. The findings imply a need for guidance and counselling in the choice of a future career at high school level, an awareness about ECP, and strengthened support beyond academic support by improving social integration and boosting ECP students’ self-confidence. Government and institutions need to introduce educational anti-stigma interventions to correct individuals’ and society’s misinformed perceptions about ECP programmes and to promote awareness about the potential and possibilities of the programme.

Quality of Work Life And Medical Teachers’ Commitment: A moderated mediation analysis of fear of COVID-19 and job satisfaction

This study is principally the first to test a moderated mediation model of COVID-19 fear and job satisfaction in the Quality of Work Life (QWL)-commitment relationship of medical teachers during the pandemic. The conceptual model draws its theoretical tenet from spillover and conservation of resources theories. Cluster sampling was incorporated from four metropolitan cities in India. A mixed-method research design was administered to 378 medical teachers amidst the pandemic. The partial least squares structural equation modeling (PLS-SEM) results indicate a significant positive association between the constructs. Path analyses have highlighted positive associations between QWL, job satisfaction, and affective commitment to medical institutions. Further, a partial mediation effect of job satisfaction in the QWL-commitment relationship is highlighted, adding a new dimension to past studies. Intriguingly, each of the positive associations between QWL, job satisfaction, and commitment was negated and significantly moderated by the fear of COVID-19 experienced by the medical teaching fraternity. The findings offer practical implications to the stakeholders (Ministry of Health and Family Welfare, Department of Higher Education, Government of India, and State Governments) in enriching the QWL, job satisfaction, and medical teachers’ commitment induced by psychological stress, anxiety, role conflict, post-traumatic stress disorder, and fear of COVID-19 in the global pandemic.

Repositioning the Teaching Approaches towards Accounting Curriculum Implementation in Selected South African Rural Secondary Schools

This study was triggered by the poor academic performance of accounting learners in rural secondary schools in South Africa. Through constructivist learning theory the study aimed at repositioning teaching approaches that may be used to implement Accounting curriculum effectively in South African rural secondary schools. Qualitative approaches were used in generating data from twelve (12) teachers through face-to-face interviews and observation in the classroom. All participants came from one circuit management. This study offered innovative ideas to all parties interested in the implementation of innovative teaching and learning approaches that can enhance learners’ academic performance in accounting. The study recommends that qualified experts be part of the capacity-building programmes that are used to equip teachers with knowledge and skills on Accounting teaching pedagogies ; the collaboration of the Department of Basic Education (DBE) and the Department of Higher Education and Training (DHET) be strengthened, a handbook of teaching strategies be developed by professional bodies in Accounting to strengthen Accounting teaching strategies for rural secondary schools; and the review of the curriculum content and the teaching hours of Economics and Management Sciences require urgent attention.

Blended Learning Attitudes and Perceptions Toward Blended Learning: The Case of Cagayan State University

We cannot underestimate the great impact of the pandemic on education. The duration of the pandemic posed the biggest challenge in education to educators, students, and school organizations. The impact of the pandemic on student learning was also significant, so schools around the world adapted virtual or blended learning. On this unprecedented length of distance learning throughout the reign of the “pandemic” school year, many educators and educational institutions embraced the reality of maximizing resources available to address and ensure academic success among students. This study sought to identify: the blended learning modalities utilized, the extent to which those modalities were used, the attitudes and perceptions of teachers toward blended learning, the factors that influenced their attitudes and perceptions, and the teachers’ recommendations to the stakeholders. The core questions of this study were developed to identify specific data needed to improve further the blended learning program at Cagayan State University (CSU) and ensure that learning takes place during unforeseen events which may prompt CSU officials to suspend in-person learning. This quantitative research used statistical tools such as frequency, percentage, and rank. Research data showed that teachers had different attitudes and perceptions toward blended learning while faced with the challenge of addressing the student’s learning needs and standards set forth by the Department of Higher Education and Cagayan State University. Those attitudes and perceptions were influenced by various factors, which resulted in the teachers’ recommendations to specific stakeholders. Being proactive during these uncertain times promotes readiness and efficiency in implementing a well-planned blending learning program based on the information and recommendations shared by the teachers. Data gathered from this study are pertinent in developing a blended learning program that best suits the CSU learning community.

Effect of Unemployment and Inflation on Economic Growth in South Africa

The key macroeconomic objectives being pursued by any developing country are low unemployment, low inflation, and sustainable growth. The main aim of this study was to analyze the effect of unemployment and inflation on economic growth in South Africa for the period of 1994 to 2018, using quarterly data. The results of the unit root test using the Augmented Dickey Fuller and Phillips Perron tests showed that all the variables have a unit root in levels and became stationary after first differencing. The Johansen co-integration test outcomes showed that there is a long-run relationship among variables, and the Vector error correlation model confirmed that inflation and unemployment have a negative impact on economic growth. Furthermore, the results of the tests for White Heteroskedasticity, Jarque -Bera and Serial correlation LM reveal that there is no problem of Heteroskedasticity, data distribution or serial correlation respectively. The government should implement workable pricing regulations and enforce them to maintain stable price levels. The government should also through the Department of Higher Education and Training, establish a structure that connects the educational system with the industries in South Africa, allowing for the development of skills at the tertiary level and increasing employment.

Factors Affecting Pre-service Teachers’ Acceptance of Online Learning to Promote Social Distancing

The outbreak of the novel Coronavirus disease (COVID-19), which was declared a global pandemic on 11 March 2020, has upended the world. To combat its spread, social distancing was adopted as recommended by health professionals and the higher education institutions (HEIs) were not spared. Despite the continuation of the academic agenda, social distancing forced lecturers and their students apart. As a result, the goal of this study was to examine factors that influence pre-service teachers’ acceptance of online learning to promote social distancing. The study used a quantitative design, with data gathered from 163 pre-service teachers. It was underpinned by the Technology Acceptance Model (TAM). Partial Least Squares–Structural Equation Modelling (PLS–SEM) was used to test the hypothesised model using SmartPLS version 3.2.8 in the analysis. The model identified six factors that predict pre-service teachers’ acceptance of online learning, with a variance of 66.8% in behavioural intention to use online learning. This means that the six factors were good predictors of pre-service teachers’ acceptance of online learning to promote social distancing. Pre-service teachers’ perceived attitude towards the use of online learning plays a key role in their acceptance of online learning given its explained variance of 54.7%. As a result, in order for online learning to properly promote social distancing, the Department of Higher Education and Training (DHET) should focus more on the factors that improve pre-service teachers’ attitude towards using it.

Theater Education: A Need Analysis of Pedagogical Content Knowledge (PCK) at Malaysian Arts School

This writing is a needs analysis study to draft Pedagogical Content Knowledge (PCK) acting in implementing the teaching of Theater Arts coaches of Malaysian Arts School (SSeM). The background of the study is externally related to the existing acting content knowledge and effective acting skills in implementing the teacher's teaching and directly is the practice of acting in the form of noble values and discipline. This study was conducted specifically to identify the PCK focusing in field of acting knowledge by the coaches and explore the acting skills and practices in the implementation of teaching. Next, exploration the practice in teacher teaching in the value of morals and discipline. The design used in this study is a qualitative and case study strategy. The scope of the study is on the selection of coaches at Malaysian Arts School and purposive sampling. The study's findings are to analyze the knowledge and skills of acting in the implementation of the teaching of Theater Arts. The need analysis of the study will survey to create a guidelines model of Pedagogical Content Knowledge of Theater Arts, especially in acting. The importance of research to improve the teaching profession in the Malaysian education system, especially in the production of Performing Arts Education teachers, that can be applied by every teacher and prospective teacher specialization or non-specialization in the application of new curriculum and used as a guiding model framework by the Malaysian Ministry of Education (MOE) or the Department of Higher Education (MOHE).