Higher Education In South Africa Research Articles

Evaluating the dynamics of fee-free higher education in South Africa: a causal loop diagram approach .

This research investigated the dynamics of fee-free higher education in South Africa, analysing the interplay of socioeconomic, political, and institutional factors to elucidate the complexities surrounding its implementation and impact. Using a causal loop diagram approach (CLD), the study aims to identify key factors to effective implementation, how they interact to shape the outcome of the policy, and actionable strategies to address the challenges hindering the policy sustainability. A participatory approach was used to developing the CLD, integrating insights from an extensive literature review and stakeholder opinion. The initial CLD was constructed based on evidence from prior research contextualizing fee-free higher education within South Africa's unique socio-political sector. Discussions with stakeholders and experts provided critical feedback to refine the model, ensuring its relevance and accuracy. The CLD methodology was selected for its ability to illustrate complex interdependencies and systemic challenges. Key findings highlight the impact of funding constraints, which create reinforcing feedback loops limiting access and infrastructure improvements. Also, administrative inefficiencies within the National Student Financial Aid Scheme (NSFAS) result in delays and inconsistencies, reducing policy inclusivity, and decentralized implementation across institutions perpetuates disparities in quality and access. The study concludes the urgent need for systemic reforms, including digitising financial aid processes, centralising NSFAS operations, and improving resource allocation to under-resourced institutions. Furthermore, the study aligns with global goals, particularly Sustainable Development Goals (SDGs) 4 (Quality Education), 8 (Decent Work and Economic Growth), and 10 (Reduced Inequalities), as well as the African Agenda 2063's focus on human capital development. While the findings offer valuable recommendations for policymakers, further research is needed to explore longitudinal impacts of these reforms and expand comparative analyses with other nations implementing similar policies.

Decolonising tourism curricula: voices from South Africa

ABSTRACT The decolonisation of curricula in higher education has been receiving increasing attention over the past decade. However, to date, there appears to have been limited consideration within the context of tourism curricula in formerly colonised countries. Given that academics are primarily responsible for the development, revision and delivery of curricula, the purpose of this qualitative study was to explore the perceptions of decolonising tourism curricula as held by tourism academics in higher education in South Africa. Semantic and inductive thematic analysis was undertaken on responses elicited from 19 participants who completed an online, open-ended survey. Seven key themes were generated from the data including complexity, independence, stakeholder engagement, dynamic transformation, contextualisation, sustainability and multilingualism. These preliminary insights lay the foundation for furthering the conversation among tourism programmes teams on curricula transformation that promotes diversity and inclusivity.

Generative Artificial Intelligence and Formative Assessment: Perspectives from Higher Education in South Africa

Artificial Intelligence (AI) advancements have increased computer capacity to generate knowledge. Since 1960, computer algorithms and statistical models have enabled machines to learn from data, make decisions, and improve performance in specific tasks. Various industries have benefited from the growth of AI, and tertiary education has been included, with applications such as personalised learning, automated grading, predictive analysis, intelligent tutoring, and plagiarism detection. The advent of generative AI applications threatens to change the scope of formative assessment in higher education. Students no longer apply maximum effort to resolving assessment tasks with the temptation to seek solutions from generative AI applications such as ChatGPT. The accessibility of generative AI applications by tertiary students calls for new strategies in planning formative assessment tasks to achieve the intended objectives. This study explores the impact of generative AI on Formative Assessment for Higher Education. Underpinned by the Interpretivism paradigm, the study adopted a qualitative research approach. The study collected data from students, lecturers, and experts in Educational Technologies. Lecturers and students from various departments at the University of Venda were selected for interviews using probability purposive sampling. The interviews captured respondents’ experiences and perceptions of the use of generative AI by students on Formative Assessment tasks. The study applied Thematic Analysis using Atlas.ti software to analyse qualitative data. The study identified the role of formative assessment in HE. The study also established the perceptions of generative AI applications for Formative Assessment in HE and associated challenges. The study contributes to teaching and learning in higher education by establishing strategies for the best practices for using generative AI for formative assessment.

Postgraduate Supervision and Support in Private Universities in Gauteng, South Africa: Challenges and Innovations

In recent years, the landscape of higher education in South Africa has undergone significant transformation, with private universities playing an increasingly vital role. The purpose of this paper is to explore the postgraduate supervision, teaching, and support systems within these private institutions, addressing the unique challenges and innovative strategies in private institutions postgraduate supervision to enhance educational outcomes. This research is particularly relevant for academics, practitioners, and policymakers interested in the development of postgraduate education within private higher education institutions. It underscores the potential of private universities to innovate and adapt in response to the challenges of contemporary higher education, ultimately contributing to the advancement of knowledge and practice in the field. Despite their smaller scale and resource constraints compared to public universities, private universities in South Africa have developed distinct approaches to postgraduate education that prioritise individualised attention, flexible learning environments, and industry-aligned curricula. This study employs a comprehensive research methodology, including a review of institutional documents, such as policy manuals, curriculum guides, assessment rubrics, and support service records, from selected institutions within Gauteng. Additionally, semi-structured interviews were conducted with key stakeholders, including postgraduate students, supervisors, faculty members, and university administrators. The results of this research are expected to help private universities to benchmark their practices against identified best practices and standards. The research highlights the importance of inclusive teaching and learning practices, shedding light on effective methods to accommodate diverse student backgrounds and learning styles.

ARTIFICIAL INTELLIGENCE AND ETHICAL IMPLICATIONS IN SOUTH AFRICAN HIGHER EDUCATION: A POLICY FRAMEWORK PERSPECTIVE

As an increasing number of South African universities begin to consider and implement artificial intelligence systems, there is an accompanying concern about the ethical aspects that these innovations could have on society. Public discourse and scholarly research that raise concerns about AI’s impact on important societal systems, such as political and gender biases, are numerous. Current policies on higher education in South Africa are silent when it comes to how AI ethical implications may be addressed. The paper explores higher education’s current focus on AI and what external policies say about ethical AI and related technologies in the context of their applications.Robotic process automation, as one of the earlier forms of AI, is being used in South African higher education to automate administrative operations. Through a combination of a policy analysis method and case study approach, we analyze the policy framework. The paper then shows how the policy neither explicitly addresses ethical AI nor critical ICT applications like artificial intelligence and mimics systems. The paper concludes that policy framework development for addressing ethical challenges related to AI should become an immediate priority. These findings emerge from an ongoing empirical study on the South African higher education sector regarding artificial intelligence. This study contributes to policy formulation in higher education to stimulate an ethically responsible AI environment. The study’s research focus on South African higher education provides a gap in current literature that is mainly focused on AI policy developments in developed nations, which currently do not have a comparative acceleration of AI and related technologies.

Integrating 4IR Technologies into Higher Education in South Africa: Opportunities, Challenges, and Strategies

The study emphasizes the critical need for South African universities to adapt to technological advancements while addressing digital inequalities to ensure equitable access to education and employment. It employs a systematic literature review methodology to investigate the integration of Fourth Industrial Revolution (4IR) technologies into higher education curricula in South Africa. The review process involved a comprehensive search of relevant databases, including Google Scholar, JSTOR, ScienceDirect, and EBSCOhost, yielding 1258 articles published between 2014 and 2024. Consequently, 42 peer-reviewed journal articles, conference proceedings, and book chapters were included in the final analysis. The findings revealed significant opportunities for enhancing the relevance of education to industry demands and improving employment outcomes for graduates through the integration of technologies such as artificial intelligence, blockchain, and the Internet of Things. However, challenges persist, including resource constraints, digital divides, and the need for pedagogical shifts towards innovative, technology-enhanced learning models. This study shows that by aligning curricula with the demands of the 4IR, South African universities can better prepare graduates for the future workforce, thereby contributing to national development and economic growth.

Whose PhD is it? A Case of Supervision in Higher Education in South Africa

Whose PhD is it? A Case of Supervision in Higher Education in South Africa

Reflections on Research and Research Intelligence in a Private Higher Education in South Africa: A Collaborative Autoethnographic Study

Globally, higher education remains a highly competitive environment, where striving towards good institutional reputation, as well as academic and research stature is high on the agendas. As such, research intelligence is fast becoming a topic of discussion. Measuring progress and success is a strategic and data-driven process. This paper reports on a collaborative autoethnographic study on a research capacity development project. It further explores the importance of the management of research towards creating, managing and utilising data-driven research intelligence in a private higher education institution in South Africa. Reflecting on this project, stretching over a five-year period, the study aims to shed light on further implementations by exploring how available data could translate into research intelligence. The study considers the role of research intelligence by comparing it to the strategic value of strategic and business intelligence. It explores how reliable research intelligence could inform and support strategies in developing a maturing academic environment, and how current and potential solutions could be applied for strategic decision making. The study adds knowledge to an under-researched area in higher education in South Africa. It offers recommendation for more effective management of research data and research intelligence.

Expanding student access to higher education: Examining the strategic processes for enhancing access to higher education from TVET colleges to universities of technology

In this article, the vexed issue of expanding access to higher education in South Africa is explored by investigating the pathways between technical and vocational education and training (TVET) colleges and universities of technology (UoTs). Central to this examination is the Unfurling Post-School Education and Training (UPSET) project, which seeks to formalise these pathways and establish a more inclusive and adaptable higher education system. Drawing on Hall’s (1996) theory of articulation and the concept of relational autonomy, the article highlights the transformative potential of strategic collaborations between TVET colleges and UoTs. Using a qualitative case study conducted at a university of technology in the Western Cape province, South Africa, the article describes the complexities of developing jointly offered higher certificates (HCs) in the post-school sector. It emphasises the strategic role of the UPSET project in revitalising existing practices and cultivating deliberate processes and practices to expand access to vocational education. The article contends that UoTs are ideally positioned to facilitate jointly offered HCs based on their integration of theoretical and practical knowledge and their robust industry affiliations. Furthermore, the article highlights various epistemological approaches to developing HCs in UoTs. It argues for a more integrated higher education system that values both vocational and academic pathways and contributes to social justice and economic empowerment in South Africa.

Decolonisation is not even a footnote: On the dominant ideologies and smokescreens in South African higher education

The turn to democracy in South Africa brought hope for a higher education sector that would play a key role in tackling racial inequalities and injustices. However, transformation promises ended up being largely smokescreens for maintaining entrenched racist and capitalist logics rooted in colonialism and apartheid. Instead of focusing on epistemic decolonisation, universities became commodified and commercialised neoliberal enterprises focused on the maintenance of Eurocentric epistemic hegemony. In this conceptual article framed within the decolonial theoretical framework, we critically interrogate how two dominant ideologies – the Rainbow Nation and neoliberalism – have sidelined fundamental transformation and epistemic decolonisation in South Africa. Focusing on the Department of Higher Education and Training’s Strategic Plan 2020–2025, we illustrate that decolonisation is not government’s priority and that neoliberal visions continue to dominate strategic planning for higher education. We argue that the lack of political will and policy alignment from the government will contribute to the further entrenchment of coloniality, Eurocentricity and neoliberal logics at universities. We conclude with the call for critical engagement with the history of universities and their role in propagating and supporting colonialism and apartheid and argue that progressive scholars and students must continue to organise within South Africa and beyond and work on the radical dismantling of the Eurocentric and neoliberal universities.Contribution: While other scholars have engaged separately with neoliberalism and the Rainbow Nation and their impact on higher education in South Africa, in this article, we bring these two ideologies together to show how they have combined to prevent decolonisation of higher education.

Talent management and employee retention in the South African Higher education landscape

This study explored talent management and employee retention in South Africa's higher education sector, focusing on Institution X. Post-apartheid, South African higher education has faced numerous challenges, including attracting, managing, and retaining new academics essential for societal transformation. The study aimed to assess the relationship between talent management practices (recruitment, career management, rewards, management style, and talent development) and employee retention in this sector.The study's objectives were to examine the strategic orientation of talent management at Institution X, determine its contribution to employee retention, investigate challenges faced in talent management, and propose strategies to enhance retention. A quantitative research design was used, employing a self-administered structured questionnaire. The sample included 65 academic staff members, such as professors, lecturers, and junior lecturers, with data analyzed using SPSS. Findings indicated that talent management is neither a strategic element nor fully implemented within the higher education sector. This highlights a significant challenge in managing and retaining qualified academics, an issue prevalent since the end of apartheid. The study underscores the importance of understanding and improving talent management strategies to ensure the sustainability and quality of higher education institutions. Recommendations were made for reviewing and enhancing talent management practices for academic staff in the sector.

Evaluation process use in the University Capacity Development Programme at Walter Sisulu University, South Africa

Background: The higher education (HE) policy framework identifies funding inter alia as one of the steering mechanisms, for the transformation of HE in South Africa. However, the role of monitoring and evaluation (ME) in facilitating this transformation is still emerging. While the instrumental use of evaluation findings is common, research on how process use can also play a critical role in facilitating sector change is missing.Objectives: The study investigated the use of process evaluations in enhancing the performance of the University Capacity Development Grant in a previously disadvantaged institution in the Eastern Cape province.Method: Purposive sampling was used as a method to select the participants. The case study design, interpretive paradigm and qualitative methods approach were adopted, and data were collected through individual semi-structured interviews, focus groups and document review. The study sampled 17 participants, including the Department of Higher Education and Training officials, the University Capacity Development Programme (UCDP) management and two staff focus groups.Results: If process use is to be strengthened, the evaluation process must be highly adaptable to specific programmatic circumstances and organisational contexts.Conclusion: Evaluation process use, in its practical form, must go beyond issues of participation from an individual perspective and include organisational and stakeholder management for effective implementation.Contribution: The study’s results are pivotal as they would assist different organisations worldwide that are running similar projects as the UCDP but have not yet understood the benefits that would be obtained by key stakeholders involved in an evaluation process.

Neoliberalism in South African higher education language policy: A decolonial perspective

The global spread and hegemony of English as a medium of teaching, learning and research has come to be closely associated with neoliberalisation of higher education in the universities across the world, and has negatively impacted on epistemic issues, especially in Global South universities. No permanent solution has been found on challenges of English hegemony, particularly in African higher education. This article adds to the advancement of neoliberal discourse in higher education in South Africa by analysing neoliberal manifestations in its higher education language policy agenda. The article used desktop analysis to assess relevant literature on mainstream neoliberal ideologies and manifestations in the language policy reform post-apartheid. Drawing on relevant literature and through critical discourse analysis, it integrated evidence from the selected sources associated with mainstream neoliberal ideologies and then analysed the neoliberal manifestations in the language policy reforms pursued in South African post-apartheid context to bring out how the neoliberal actors in the higher education sector have reconfigured neoliberal principles. The decolonial perspective premised on concepts such as coloniality of being, power and knowledge was used to critique the neoliberal manifestations in South African higher education language policy directives. The paper presents the argument that universities in the country are deeply entrenched in linguistic hierarchisation which perpetuates epistemic injustices in teaching and learning. The African higher education should endeavour to underpin its language policies in indigenous knowledge systems to help harness the African content while existing in a global space where all knowledges should be regarded as equally relevant.Contribution: This article contributes to the emerging discourse of neoliberalism in higher education in the Global South and its impact on language policy formulation and implementation.

Neo-Liberalism’s Shadows: Modern slavery in South African Higher Education

Neoliberal ideology globally prioritises competition and productivity over staff well-being in higher education, leading to exploitative practices and heightened stress among academic faculty, culminating in what can be termed modern academic slavery. This study investigates the contemporary impact of neoliberalism on South African universities, focussing on governance, funding and academic freedom, and how these factors contribute to deteriorating conditions for academic staff and toxic work environments. This research examines academic experiences in a South African urban higher education institution (HEI) utilizing a single-case study approach. It examines their context within institutional and societal trends. Using a single-case ideographic approach in a South African HEI, the study utilises detailed documentation, incident analysis and literature review to understand academic enslavement within the chosen HEI, contextualising the academic’s experiences within these broader institutional and societal trends. The findings reveal four key themes: moral disengagement, corporate malfeasance, exploitative labour practices, and labour coercion, illustrating the widespread exploitation of academic staff. The study advocates for urgent interventions to ensure respectful treatment, foster ethical work environments, and address disparities between administrators and faculty. It calls for autonomy, ethical leadership and a culture of inquiry in HEIs to combat modern academic slavery while acknowledging the need for further action and exploration.Contribution: This study underscores the current impact of neoliberalism on higher education in South Africa, exposing challenges for academic staff and advocating systemic reforms. It emphasises the necessity for future investigations into institutional accountability and strategies to enhance staff well-being in HEIs.

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.

Exploring the Professional Development Needs of Student Affairs Practitioners: Towards Professional Development of the Student Affairs Domain in Higher Education in South Africa

Exploring the Professional Development Needs of Student Affairs Practitioners: Towards Professional Development of the Student Affairs Domain in Higher Education in South Africa

Exploring the Potential for Tuition-Free Higher Education in South Africa: A Scoping Review.

The debate on tuition-free higher education has raged in South Africa since the #FeesMustFall protests at South African universities in 2015 and 2016. The government responded with a tuition-free education policy targeting students from households earning less than R350 000. However, the question remains can South Africa sustain a tuition-free education policy given its developing nation status and the levels of its GDP? This article sought to assess the feasibility of tuition-free higher education for all in South Africa. A scoping review was used, and fifteen articles about tuition-free higher education feasibility in South Africa were reviewed. The choice of the scoping review was due to the need for an understanding of the current state of play in research on the feasibility of tuition-free higher education in South Africa. The results suggest that tuition-free higher education for all is not feasible in South Africa. There seems to be a consensus that South Africa lacks the resources to finance tuition-free higher education for all. Tuition-free higher education is also viewed as a regressive tax on the poor given that the majority of students in higher education institutions come from middle and upper-income households. However, it is important to note that a distinction is drawn between tuition-free higher education for all and tuition-free higher education for the poor and academically deserving. The latter seems to receive support with some viewing it as a moral imperative in an unequal society such as South Africa's. It is recommended that future studies approach the issue from an empirical standpoint whereby the GDP levels are assessed against higher education funding.

Evaluating the dynamics of fee-free higher education in South Africa: a causal loop diagram approach

Background This research investigated the dynamics of fee-free higher education in South Africa, aiming to elucidate the complexities surrounding its implementation and impact. By employing a causal loop diagram approach, the study examined the interplay of socioeconomic, political, and institutional factors influencing the provision of fee-free higher education. Method A participatory approach to developing the CLD was used. Through an extensive literature review, the research contextualised fee-free higher education enabling a preliminary CLD to be developed. Discussions were held to improve the preliminary model based on stakeholder and expert opinion. The model was then validated by stakeholders and experts. Results The CLD has explicitly mapped out the causal relationships which play a fundamental role in fee-free higher education in South Africa. Key findings revealed that fee-free higher education initiatives, such as managing funding constraints and administrative complexities, hold promise for fostering inclusivity and socioeconomic development but are hindered by bureaucratic policy establishments and inefficiencies. These challenges underscore the gap between policy formulation and implementation, highlighting the need for comprehensive reforms to streamline administrative processes and enhance financial sustainability within the higher education sector. Conclusion This research thoroughly examined the dynamics of fee-free higher education in South Africa, highlighting both the challenges and opportunities in its implementation. The study emphasized the need for systemic reforms to improve accessibility and effectiveness, while also underscoring the potential of such initiatives to promote social mobility and economic empowerment, aligning with global goals like the SDGs and the African Agenda 2063.

Rethinking decolonized universities: a case for proverbs (Dika le Diema) and Ubuntu in humanizing South African universities

The debates over the decolonisation of higher education in South Africa have resulted in differing perspectives on epistemologies and pedagogical techniques. While discussions rage about the conceptualisation and methods of decolonising higher education, as well as the practical efficiency of applying nuanced epistemologies, students continue to face racism, discrimination, and exclusion in higher education institutions. In its broadest sense, the foundation for the conversation on inclusion is founded on the elephant in the room, apartheid, which has been an Achilles heel in the change of South Africa's educational landscape. The apartheid curriculum, in all of its stages, largely prepared workers for low-wage, exploitative work. It showed little concern for emphasising Afrocentric foundations that expanded Black communities' cultural and traditional value systems. Bantu education's harsh social engineering prowess attempted to sidestep African philosophical frameworks (Ubuntu), which are crucial for motivating pupils' confidence, consciousness, and self-actualization. Against this backdrop, this study views decolonisation as a chance to include African languages, value systems, histories, customs, beliefs, cultures, and experiences in higher education. This paper argues that the abstract inclusion of African languages devoid of intrinsic depth and essence is a patronising exercise purposed to vaguely position African languages alongside English and Afrikaans; doing so prohibits a deeper humanistic appreciation and knowledge of African traditions and indigenous systems. This paper emphasizes the crucial role of African languages and indigenous knowledge systems in addressing racism and inequality, and encourages their gradual and benign incorporation into higher education curricula.