Education Institutions In South Africa Research Articles

An Analysis of Service-Learning Projects by Preservice Teachers at a Higher Education Institution in South Africa

Service-learning (SL) as an extension of an academic course, in addition to providing tangible and meaningful service to the community, also connects to a course’s curriculum and allows students to reflect. Therefore, the researchers considered it essential to analyse the nature of service-learning projects conducted by pre-service teachers. Using the experiential learning theory of David Kolb, this study examined pre-service teachers’ experiences with SL projects in various KwaZulu-Natal communities in South Africa. Using a case study qualitative research design and collecting data through written reflective journals, project reports, and course outlines, the research sought to prove that by presenting students with real-world situations and structuring a curriculum around social and civic issues, SL contexts provide students with a challenging situation comparable to what Dewey termed forked-road dilemmas. The study’s findings imply that the relationship factors between higher education institutions and communities should be analysed in depth and will likely influence the planning of service-learning programs. The study recommends that future research be expanded to include SL as it is practised in other South African institutions, as well as other factors, such as students’ expectations and frustrations, that could play a significant role in the implementation of the SL program. Keywords: Service-learning, Service-learning Projects, Pre-service Teachers, Tertiary Institutions, and Experiential Learning Theory.

GRIT, RETENTION AND STUDENT SUCCESS IN A SOUTH AFRICAN DISTANCE EDUCATION INSTITUTION: A POSTGRADUATE TRIAD?

Psychological grit has gained substantial interest among traditional higher education practitioners, with many seeking the link between grit, academic performance and retention. The literature pertaining to distance education cohorts is scant, however, especially within the South African context, which holds unique challenges for accessing and completing a tertiary qualification. This study made use of a non-experimental design and used Grit-S and demographic data combined with records of student performance and progression to ascertain grit’s role in determining retention and degree completion at a mega distance education institution in South Africa. The sample comprised 775 honours students who registered for their qualification for the first time in 2017. Results from the final structural model highlighted the significant influence of perseverance and first-to-second year retention on student success (operationalised at qualification completion). A subsequent binary logistic regression revealed odds ratios of 1.98 (CI: 1.45 – 2.69) and 12.15 (CI: 7.40 - 19.95), respectively. The final model explained 24% of the variance in qualification completion rates, with the biggest contributor being first-to-second year retention (β = .45; p < .01). These results and subsequent implications are discussed.

Navigating the Marketing Landscape: Strategies for Promoting Private Higher Education Institutions in South Africa

Private institutions in South Africa's higher education sector need effective marketing strategies to attract and retain students amidst competition. This article provides marketing strategies for Private Higher Education Institutions (PHEIs) in South Africa to navigate a competitive landscape. The objective of the research is to determine the effective media and marketing activities for PHEIs to target a larger market share. The study involved 23 semi-structured interviews with students enrolled at three PHEIs in South Africa. The researcher conducted a thematic analysis to identify patterns from transcribed interviews. Codes were created for each theme, and similar topics were clustered. Microsoft Word and Excel were used for data interpretation and visualisation. ATLAS.ti 22, a CAQDAS software, was employed for further analysis and interpretation. The study suggests that PHEIs in South Africa should prioritise their online presence, websites, and participation in high schools and career fairs to target a larger market share. Marketers should create and adapt their marketing strategies to include various communication channels and methods. Positive word-of-mouth interactions also play a significant role in the marketing efforts of PHEIs, so marketers should focus on developing strategies that generate such interactions.

Demographic correlates of indices of psychological well-being and COVID-19 related distress among South African university students

Following the COVID-19 pandemic we sought to determine the relationships between anxiety, hopelessness, alcohol use, perceived vulnerability to infection, resilience, traumatic stress, and satisfaction with life amongst university students at three tertiary higher education institutions in South Africa. Our participants were a convenience sample (N = 803) of South African students attending three universities. Participants completed an online survey that contained a battery of psychological measures that measured fear of COVID-19, Perceived Vulnerability to Disease, Resilience, Satisfaction with Life Scale, Hopelessness, Anxiety, PTSD, Alcohol Use, Traumatic Stress, and worry about infection with COVID-19. The mean age of participants was 25 (SD = 8.22), most of whom were female (51%). An increase in age amongst respondents was significantly positively correlated with hopelessness and life satisfaction, but also significantly negatively associated with symptoms of anxiety, PTSD, and alcohol use. Multivariate analysis showed that women reported significantly higher levels of fear of COVID-19, perceived vulnerability to disease, PTSD, and COVID-19 related worries compared to men and those identifying as “other.” Students at the urban university reported higher levels of fear of COVID-19, perceived vulnerability to disease, and COVID-19 related worries but lower levels of anxiety compared to those at the peri-urban and rural university. Students at the rural institution reported greater levels of alcohol use compared to those at the other institutions. Psychological distress among students was exacerbated during the pandemic. It may be useful to identify students in the first term who are struggling academically and to direct them to both academic and counseling support services.

The Impact of Talent Leadership on Attracting and Retaining High Value Professors at Historically Disadvantaged Higher Education Institutions in South Africa

Research Aims: This study aimed to investigate the impact of talent leadership on attracting and retaining high-value professors at HDHEIs in South Africa.
 Design/methodology/approach: A qualitative approach was used, with 20 face-to-face interviews and document analysis with academic leaders from five HDHEIs. Thematic analysis used to analyse the collected data.
 Research Findings: The findings revealed five themes regarding the impact of talent leadership at HDHEIs: empowerment, motivation, engagement, commitment, and competence among professoriate staff at the university.
 Theoretical Contribution/Originality: This study demonstrates the significance of talent leadership in providing a sense of belonging, respect, personal growth, and development to the professoriate, all of which are necessary for attracting and retaining high-value professors. Recommendations stemming from the study encompass targeted leadership training programs, the establishment of mentorship initiatives, and the implementation of inclusive and supportive policies. These recommendations are intended to guide HDHEIs in South Africa toward fostering an environment that not only attracts but also retains high-value professors, ultimately contributing to the sustained growth and development of these South African institutions.

The psychological well-being during the COVID-19 lockdown of doctoral students at a private higher education institution in South Africa: An application of Self-Determination Theory

Doing a doctorate can be an experience but it can also be challenging. Doctoral students often experience high levels of stress, pressure, and expectations, which can have a negative impact on their mental health. There is very little research examining the psychological well-being of doctoral students during COVID-19 in the South African context. This study therefore aimed to assess the psychological well-being of doctoral students at a private South African university. A cross-sectional study was conducted with forty-two doctoral students, using a self-completed and validated questionnaire. The data were collected using the QuestionPro online platform. The significant predictor for positive emotion was identified using multiple of linear regression analysis using SPSS version 27.0. Most of the participants agreed highly regarding relatedness, autonomy and competence. Autonomy and competence are significant predictors of positive emotions. This study highlights the importance of perceived competence, autonomy, and positive emotions for the psychological well-being of doctoral students during unplanned and involuntary periods of remote learning. The findings provide insights into approaches that might be employed to enhance the well-being of doctorate students through distant learning, hence minimising the adverse consequences of this particular circumstance.

Monitoring and evaluation implications of the 2014 regulations for reporting by public higher education institutions in South Africa

Monitoring and evaluation implications of the 2014 regulations for reporting by public higher education institutions in South Africa

A scoping functionalist reflections on the implementation of affirmative action in Higher Education Institutions in South Africa

<p>The scoping review was carried out to investigate the functionalist perspective on affirmative action for women in the workplace in the Eastern Cape Province’s selected South African universities. Given that university-specific information is available on affirmative action for women in the workplace, this scoping review employed a systematic review to investigate the implementation of the legislative framework for affirmative action policy in African-selected universities and ways to make improvements. Purposive sampling was used to select four higher education institutions (HEIs), in which there were two historically black and two historically white institutions, for representativeness. Evidently, affirmative action is indeed an existing policy in the selected institutions to redress the exclusion of women in senior positions in the past. While this review revealed the heightened visibility of women in executive positions in the four universities, women tend to be represented more than men in some executive categories. This demonstrates that the implementation of affirmative action for women has largely been successful in the country. Although with some challenges, the inclusion of women, without gender discrimination and biases, is a necessary ingredient for the sustainability of higher education administration in the country from a functionalist perspective.</p>

Employee engagement at a private higher education institution during the COVID-19 pandemic

Orientation: During the coronavirus disease 2019 (COVID-19) pandemic, organisations, including higher education institutions, had to shift their thinking regarding traditional work models to new ones conducive to the lockdown.Research purpose: This study investigated employees’ levels of engagement during work-from-home (WFH) within a private higher education institution in South Africa in the context of the COVID-19 pandemic.Motivation for the study: While some studies have looked at the effect of WFH on employee engagement, few studies could be located that look at this phenomenon within a private higher education setting.Research approach/design and method: This study adopted the positivistic research paradigm using a quantitative research approach. The target population included 133 personnel. Total population sampling was used, and the data were collected by administering an online survey using the 17-item Utrecht Work Engagement Scale (UWES). Descriptive statistics, confirmatory factor analysis (CFA), independent sample t-tests, analysis of variance (ANOVA) and effect sizes were used to analyse the data. A satisfactory response rate of 79% was realised.Main findings: The study found that despite the difficulties and anxieties brought about by the radical shifts to WFH, the personnel could still thrive and show high levels of engagement. This was attributed to positive drivers of engagement such as autonomy, psychosocial safety, convenience, social union, and most importantly, organisational support.Practical/managerial implications: Work-from-home is regarded as a viable work arrangement for the foreseeable future. Private higher education should take note of the suggestions put forward to improve, sustain and manage employee engagement successfully.Contribution/value-add: This study contributes to the body of knowledge surrounding employee engagement in the WFH context within the private higher education sphere.

Advancing game-based learning in higher education through debriefing: Social constructivism theory

Game-based learning has gained increasing attention globally. It is an effective pedagogical approach to promote students’ engagement and improve learning outcomes. However, the literature reveals there is a need to strengthen game-based learning, as many students retain only fun of academic games. This study aimed to explore students’ experiences on the integration of debriefing in game-based learning at an identified higher education institution in South Africa. The social constructivism theory was utilised as a theoretical lens in this study. The authors employed a qualitative single case study design within an interpretivist paradigm. A purposive sampling strategy was adopted. Six participants were recruited for this study. Data were analysed inductively using thematic analysis. The findings of this study revealed that participants shared positive views and attitudes towards debriefing in game-based learning. They believed game-based learning significantly promoted their studies. The implementation of debriefing in game-based learning assisted them to identify their strengths and weaknesses. Furthermore, the utilisation of debriefing in game-based learning enhanced collaborations and teamwork. This study also highlighted that there was a need to ensure that debriefing was well planned in advance, and that instructors should be competent to conduct debriefing sessions. This study concluded that debriefing is an effective method to advance game-based learning. Further research should be conducted at national and international levels with different research approaches.

Reflections and experiences of mentors, tutors and writing consultants on enhancing student Learning during the COVID-19 pandemic

The experiences of mentors, tutors, and writing consultants in the execution of their roles during unprecedented times, particularly the COVID-19 pandemic, remain insufficiently explored and inadequately documented. This article, which adopts a qualitative research methodology with a specific focus on a rural-based comprehensive university in South Africa, delves into the experiences and reflections of mentors, tutors, and writing consultants in the course of their duties during the COVID-19 pandemic. We contend that providing safe spaces for mentors, tutors and writing practitioners to share their experiences on their roles not only during the pandemic should be central to all student support initiatives. This fosters a sense of reflection on their practices which in turn results in professional growth and development as reflective practitioners capable of enhancing student success in higher education. In assessing their work, data was gathered from a population comprising seventy-two selected mentors and tutors (referred to as MenTuts), as well as writing consultants affiliated with the Academic Development Unit (ADU) of the institution. Content and thematic analysis were employed to examine the data after coding. The reflections and experiences of MenTuts and writing consultants were both positive and negative. They expressed enthusiasm for their roles during the COVID-19 pandemic but also conveyed feelings of being overwhelmed by the challenges they faced. This underscores the need for exploring alternative approaches to mentoring, tutoring, and writing consultancy to enhance effective student learning and success in higher education during both present and future unprecedented times. Given the plethora of recent unprecedented events, higher education institutions in South Africa as well as in Africa should start undertaking innovative radical approaches for student support initiatives that are centred around engaging with mentors, tutors, and writing consultants to ensure that they are able to reflect on their experiences to enhance student learning.

Towards a model for incorporating peace education in South African higher education

Peace education is the basis for global peace and a prerequisite for attaining sustainable development and global goals. Considering the widespread physical and structural violence and destructive protests across South African higher education, it is crucial to embrace peace education to deal with violence in all its forms. This article explores the need for peace education in the South African higher education curriculum. A qualitative critical review of the literature reveals widespread gender-based violence, sexual exploitation, destructive student protests at and the militarisation of universities through military force to quell violent student protests nationwide in South Africa. Lack of peace skills indicates that both lecturers, university management and students are in need peace education. Peace education must be incorporated in South African higher education. As part of a model for it, this article recommends the establishment of peace as a stand-alone subject, extra-curricular activities for peace and storytelling to deliver peace education and inculcate a culture of peace in both educators and students. More so, there is a need to embrace the pedagogy of peace education and establish institutes for peace and conflict resolution at every higher education institution in South Africa.

The Effects of Demographic Factors on Professional Career Success: An Investigation of Higher Education Staff in South Africa

Professional career success has received great attention in the organisational management literature since the 1980s as organisations strive to attract and retain top talent, understanding the factors that contribute to career success has become imperative. Since it is an important topic for individuals, organisations and researchers, there have been efforts to comprehend the organisational elements and people-related factors that contribute to employees' professional career success. Located within the career development theory, this study aims to understand the sociodemographic aspects of academics that contribute to favourable perceptions of professional career success. Data were collected using a structured questionnaire on 253 male and female academics and the data were analysed using descriptive and inferential statistics, namely the Mann-Whitney and Kruskal-Wallis tests. The results of the empirical survey revealed that there were practical significant differences among academics concerning their job classification, professional experience, and their perceptions of their career as successful. Nonetheless, the findings reported no statistically significant differences among gender and age of academics and their perception of successful professional careers. Additionally, the results showed that job classification and professional experience of academics were significant predictors of professional career success since individuals with higher job classifications often have more autonomy and decision-making power within their organisations and departments. Individuals with more professional experience may have a better understanding of their industry and are required to comply with its requirements. These findings may enrich career success theories and offer developmental recommendations to support academics’ professional career success in higher education institutions in South Africa.

The effect of the COVID-19 pandemic on higher education institutions in South Africa: Resilience of academics

Academic staff of higher education institutions (HEI) experienced serious challenges during the lethal coronavirus disease (COVID-19) pandemic. To overcome the spread of this deadly pandemic, the South African government instituted stringent lockdown measures such as intermittent closure of universities. Apart from distance or online teaching and learning institutions, other HEIs were keen to maintain their core activities and conduct business as usual. To resume academic programmes, they advocated a transitioning from traditional face-to-face teaching to online teaching. For effective teaching and learning to be accomplished, academics were compelled to make paradigm shifts. They had to be digitally literate and technologically savvy. Academics were also confronted with challenges of poor students who experienced difficulty in procuring devices (iphones, ipads, laptops) and data, as well as securing access to Wi-Fi. Using Resilience Theory to frame the study, I explored the influence of COVID-19 on academics and their resilience to survive this deadly pandemic. Generic qualitative research within an interpretivist paradigm was employed to determine the perceptions and experiences of 13 academics from different universities during the COVID-19 pandemic. The findings reveal that the academics experienced serious emotional and psychological stress which were detrimental to their well-being. Although academics found difficulty in transitioning to online teaching, their resilience helped them cope with the extraordinary circumstances that evolved from COVID-19.

Participative decision making: implications on organisational citizenship behaviour in a public higher education institution

Due to the authoritarian administrative style, used by educational institutions, where those in charge make decisions and middle and lower-level employees simply carry out orders without providing any input, participatory decision-making has gained popularity in the educational setting. Nevertheless, higher education institutions are at a crossroads since they are unsure how to handle the problems, posed by a highly dynamic environment, and the rapid changes that are occurring. Thus, academic staff has been required to take on extracurricular duties to enhance institutions to those that are formally outlined in their job descriptions. In this context, developing OCB and ensuring its sustainability has become increasingly crucial for boosting universities' effectiveness. Based on the social exchange theory, this study aims to assess how participative decision-making can constitute a key idea in modern management that impacts employees’ organisational citizenship behaviours in two campuses of a public higher education institution in South Africa. Data was collected from a post-positivist perspective, a quantitative research method, and a convenience sampling technique to select a sample of 253 academics, through a structured questionnaire. Based on the results of the descriptive analysis, employees reported a medium level of participative decision-making and agreed to display the five organisational citizenship behaviours. Using Pearson correlation and multiple linear regression models, the study found a positive relationship between participative decision-making and the five dimensions of organisational citizenship behaviour. Therefore, the study recommends that employees should be more involved in the decision-making for them to display organisational citizenship behaviour. However, public higher education institutions should establish a strong data-driven culture and train staff members to be proficient in code and quantitative concepts; and senior management has to develop rules with open access to the most important metrics.

Factors Contributing to Online or In-store Shopping among Academics from a Private Higher Education Institution in South Africa

The aim of the study was to determine the factors contributing to online or in-store shopping behaviour among academics from a private higher education institution in South Africa. In addition, the study examined types of products or services consumers are likely to purchase in-store and online and particular aspects relating to store atmosphere, as well as the challenges that were experienced using both modes of shopping. The study was conducted at a private higher education institution. A cross-sectional quantitative study was conducted among all the academics in the organisation. The study show that the majority of respondents belonged to generation X and Y and that they are more inclined to purchase from both in-store and online stores rather than a singular mode of shopping. However, there is an element of fear, anxiety and uncertainty that customers face when purchasing online. This is motivated by the Stimulus-Organism-Response (SOR) model. Factors that influence the overall purchasing decision for both online and in-store shopping include accessibility, convenience, delivery service, store aesthetics (atmosphere and ambience) and the availability of an assistant. Recommendations for retail marketing managers include the fact that they should consider a hybrid model of both in-store and online shopping. Moreover, invest in enhancing the store image of both physical stores as well as virtual online stores as the subtle atmospheric cues trigger impulse purchasing.

A Critical View On Doctoral Supervisor Capacity Development At A South African University Of Technology

Growing the number of doctoral graduates, increasing the capacity for study supervision, and enhancing the quality of research output and impact remain some of the many challenges for higher education institutions in South Africa – especially for universities of technology (UoTs). Study supervisors at UoTs often lack sufficient experience and capacity to guide doctoral students to timely and successful completion. This article explores one such case as an example of critically assessing the capacity, quality, and effectiveness of supervisory development at a UoT. Our valuational stance involves observing aspects of institutional support to grow supervision capacity, comparing research performance to peer universities in the UoT cluster and engaging the South African university system as related to relevant literature on doctoral supervision and graduation. The selected institutional case revealed that supervisory capacity and subsequent graduations have improved significantly over time. However, the challenge remains to graduate increasing numbers of doctoral students, hence the need for further enhancing supervisory capacity. The inquiry also points to the need for increasing throughput figures and graduation in meeting institutional targets. The UoT under scrutiny had introduced several strategies to capacitate doctoral supervisors, including promoting relevant supervisory skills, scientific writing and communication. It also promoted research dissemination, incentives to support research capacity development, and policies to enhance quality supervision. Since the range and scope of developmental actions and activities at the selected UoT were too broad to evaluate in one project, the focus was on one aspect of supervisor support, namely an institution-wide postgraduate supervision developmental programme. Programme results for the period 2017 to 2021 were critically evaluated, addressing two key dimensions: enhancing doctoral supervision capacity and trends in doctoral graduations. These dimensions are discussed against the background of relevant literature on supervisory capacity, peer UoT cluster trends in South Africa, as well as trends related to the whole public university system in South Africa. The article concludes with important lessons learnt from the institutional case and suggestions to enhance research into doctoral supervisor developmental interventions within an UoT context.

MASSIFICATION AT HIGHER EDUCATION INSTITUTIONS; CHALLENGES ASSOCIATED WITH TEACHING LARGE CLASSES AND HOW IT IMPACTS THE QUALITY OF TEACHING AND LEARNING

The paper engages with the phenomenon of large classes in higher education institutions in South Africa and its challenges to the quality of teaching learning. Most public higher education institutions in South Africa, in response to historical conditions, have enrolled students more than their capacity, resulting in massification and negative consequences on educational quality. There has been a plethora of literature on the teaching of large classes, however, few studies offer a comprehensive engagement on the challenges presented by teaching larges and its impact on quality of education as well as innovative strategies that can be used to teach and different learning pedagogies that can be used. This essay identified the challenges of teaching large class in higher education institutions due to massification and large enrolments and their implications on sustaining and enhancing quality of teaching and learning. In addition, I suggested several strategies that can be used to overcome the challenges of teaching large classes as well as how to monitor and evaluate these strategies with the aim of improving quality of higher education in the era of massification. Accordingly, the human capital theory was adopted. Furthermore, a qualitative research approach was applied in this study and a systematic literature review was used to collect and review information according to the guiding principles of the hermeneutic framework. The essay contributes to literature with the strategies to enhance quality of teaching and learning, student engagements and teaching approaches aimed at reaching all students in large classes.

De/colonising Theoretical Literatures and the Educational Qualifications to Unpack the Grotesque Skills Gap in South Africa

The research uses decolonial theory to delineate the conceptualisation of the academic qualifications provided by South African tertiary institutions and their relevance to closing the national skills gap. Decolonising the South African educational system represents a progressive approach that is new to both students and educators. Both government and employers acknowledge a skills shortage in South Africa. However, the question of where the skills should be provided is unanswered. Graduates are expected to have specific skills before entering the labour market. The study uses desktop research that focuses on secondary data to explore the phenomenon. The research has two objectives: to present a decolonial explanation of the relationship between academic qualifications and national skills needs and to explore ways of integrating current academic qualifications offered by educational institutions in South Africa to address the national skills gap. The study explores how the content of the National Qualification Framework and its relevance in skills development can be decolonised. The study found that the existing educational qualification programmes in South African tertiary institutions are unable to address the skills gap effectively due to emerging needs highlighted in recent literature. To address this issue, there is a need to restructure academic qualifications to better align them with the country's skill shortages or explore alternative approaches to aligning knowledge and skills. The study recommends examining the national skills shortage beyond the higher education institutions’ academic structure and looking at other factors, such as workplace discrimination in training and development. Collaboration between stakeholders, employers and tertiary education institutions should be encouraged for curriculum development and alternative means of skills acquisition.

Harnessing student agency for easier transition and success: The role of life coaching

The use of life coaching as an intervention to support students in higher education has been explored in other contexts in the global north and evidence points to its possible benefits in improving student success and well-being. Although there is new emerging research on the use of life coaching in the South African higher education context, there is a lack of empirical evidence pointing to its benefits. We report some results from a longitudinal study that investigated the use of small group life coaching intervention to support students. The objective of the intervention was to harness first-year chemical engineering students’ agency by proactively equipping them with knowledge and skills that improve their studies and lives. Four years after the intervention, using Archer’s social realist concepts of structure and agency, we evaluated how the life coaching intervention influenced students’ agency during their studies. Data was gathered through one-on-one semi-structured interviews with ten students who had participated in the intervention during their first year and were currently in the fourth year of their studies. The results indicate that the life coaching intervention enabled students to mediate academic and non-academic constraints. Concerning academic constraints, the life coaching intervention helped students manage the transition from high school, including adjusting to a new workload, time management, learning to collaborate with their peers and dealing with experiences of failure. Concerning non-academic constraints, the life coaching intervention helped students clarify their goals, increased their self-awareness, deal with negative emotions, boosted their self-confidence, and become more resilient during the Covid-19 pandemic. We recommend more empirical research to be carried out in different contexts across higher education institutions in South Africa to explore further the possible role that life coaching may play in empowering students with life-long skills, reducing dropout rates and improving chances of success.