Public Universities In South Africa Research Articles

Respecting individual religious autonomy at secular public universities in South Africa

Respecting individual religious autonomy at secular public universities in South Africa

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.

Research data management competencies of researchers in selected public universities in South Africa

PurposeIn today's global and competitive corporate environment characterised by rapidly changing information, knowledge and technology (IKT), researchers must be upskilled in all aspects of research data management (RDM). This study investigates a set of capabilities and competencies required by researchers at selected South African public universities, using the community capability model framework (CCMF) in conjunction with the digital curation centre (DCC) lifecycle model.Design/methodology/approachThe post-positivist paradigm was used in the study, which used both qualitative and quantitative methodologies. Case studies, both qualitative and quantitative, were used as research methods. Because of the COVID-19 pandemic rules and regulations, semi-structured interviews with 23 study participants were conducted online via Microsoft Teams to collect qualitative data, and questionnaires were converted into Google Forms and emailed to 30 National Research Foundation (NRF)-rated researchers to collect quantitative data.FindingsParticipating institutions are still in the initial stages of providing RDM services. Most researchers are unaware of how long their institutions retain research data, and they store and backup their research data on personal computers, emails and external storage devices. Data management, research methodology, data curation, metadata skills and technical skills are critically important RDM competency requirements for both staff and researchers. Adequate infrastructure, as well as human resources and capital, are in short supply. There are no specific capacity-building programmes or strategies for developing RDM skills at the moment, and a lack of data curation skills is a major challenge in providing RDM.Practical implicationsThe findings of the study can be applied widely in research, teaching and learning. Furthermore, the research could help shape RDM strategy and policy in South Africa and elsewhere.Originality/valueThe scope, subject matter and application of this study contribute to its originality and novelty.

Re-membering the dismembered in university 'politics of process': Strategies for women's empowerment and inclusivity in academic leadership

In response to the legacy of Apartheid, South Africa has implemented gender equality policies to address the marginalisation of women in higher education institutions. Despite this liberation movement, the politics of university systems have continually marginalised previously disadvantaged black people, especially women. This is evident in the statistics of black women in positions of authority and academic development in South Africa. Observations and literature confirm that social, cultural, and institutional practices, often called the "politics of process," remain significant obstacles to women's full inclusion in the university leadership system. Therefore, this study aims to deconstruct gender supremacy within university systems from the perspectives of experienced women. It adopts a decoloniality approach, viewed through a transformative lens, which seeks to transform the perceived organisationally "dismembered" women by "re-membering" them into the sphere of equal recognition in university politics. Participatory research (PR) was employed to design the study, involving five women from a public university in South Africa, selected using a convenient sampling method. Unstructured interviews were conducted to gather information from the participants. Thematic Analysis (TA) was applied to analyse the data. The study found that institutionally induced challenges, women as impediments to themselves, and patriarchy and societal issues are major barriers preventing women from attaining positions of authority. In contrast, institutional support, self-empowerment, and mentoring initiatives represent strategies to re-member the dismembered, forming the basis of the study's recommendations.

Investigating green initiatives at South African public universities

Purpose: All institutions of higher learning including public universities in South Africa must participate in green programmes in order to be considered socially responsible. This requires a better understanding of the green environment and green initiatives. Hence, the primary objective is to identify and investigate the existing green initiatives implemented at South African universities.
 Design/Methodology/Approach: The study investigated five key green initiatives: 1) Renewable energy generation and consumption. 2) Water-saving technology and consumption. 3) Waste management. 4) Sustainable buildings. 5) Personnel training and awareness creation. A five-point Likert scale collected data across 18 criteria measuring the five green initiatives. University managers completed and returned 149 questionnaires but only 144 were usable.
 Findings: The data has marginal reliability (α=0.412), acceptable sample adequacy (KMO=0.531) and significance at the 95% confidence level (p≤0.05). The results show that universities implement 20-25% of their green initiatives. The exploratory factor analysis identified seven factors explaining a cumulative variance of 56.14%. They are: 1) Recovering natural resources and recycling. 2) Supportive infrastructure. 3) Reallocation of resources. 4) Conservation of natural resources. 5) Leadership involvement and improved communication. 6) Improved technology.7) Efficient use of financial resources.
 Conclusion: This research contributes to the "going green at universities" of knowledge in South Africa. It is valuable to students, researchers, communities and the department of education in their pursuit to implement green initiatives at universities.

University students’ accounts of police use of force: implications for trust in the police

ABSTRACT This empirical research explores the effect of police use of excessive force on university students’ trust in the police. Although the use of force by the police has continued to resonate in academic discourse, particularly from developed Western societies, the challenge is that there is a dearth of empirical research that precisely measures police use of excessive force among university students and how it shapes their trust in the police. The few existing studies were drawn from the general population survey, and they showed that the police in most African transitional societies tend to misuse their powers and are typically unaccountable to the public. From a survey data of participants delineated to a large public university in South Africa, this study specifically assessed the effect of direct experience of police abuse, vicarious experience of police abuse, experience of police corruption, and predatory policing on university students’ trust in the police. Findings confirmed, among others, that police use of excessive force (direct and vicarious experience of police abuse and predatory policing) significantly negatively affects students’ trust in the South African Police Service (SAPS). The implications of the findings for effective policing in the country are discussed.

Access, equity and redress: Towards a sustainable funding framework for public universities in South Africa

AbstractThis article aims to understand how access, equity and redress challenges are addressed at South Africa's public universities based on their current funding frameworks. Relying on a pragmatic research approach combining desk‐research literature review and secondary data analysis, government funding and tuition fees were found to be the primary sources of funding in most universities, while third stream income from universities' own commercial activities lagged far behind. Secondary data from the public universities' audited annual financial statements for the period 2015 to 2020 further revealed that investment source income superseded third‐stream income in most universities. There is consensus in literature on the pivotal role of equity‐based funding mechanisms such as the National Student Financial Aid Scheme (NSFAS) in providing tuition cover and living expenses for students from poor households. Based on the agency theory, government funding is used to influence public universities to pursue transformation goals. The general trends observed in various countries is the inclusion of equity‐based indicators in a funding model to ensure that students are not denied the opportunity for university education solely based on their poor backgrounds. It is argued in this paper that the NSFAS remains an appropriate vehicle to achieve South Africa's transformational goals in its public universities.Context and implicationsRationale for the study The rationale for this article is to provide exploratory evidence on the link between funding and transformation at public universities.Why the new findings matter The new findings matter because public universities cannot escape the imperative to address the challenges of transformation in developing countries with a history of unequal distribution of financial resources.Implications for policy makers, university management, funders and students Policy makers can use the findings from this article to inform how the National Student Financial Aid Scheme can be streamlined to ensure it continues to achieve its mandate. Based on the findings of this study, university management can develop more interventions to assist at‐risk students, particularly those from disadvantaged families succeed in their study. Funders can use the findings of this study to budget for and direct funding to academically deserving at‐risk students. Finally, students could benefit from these findings as the study identifies challenges to academic success as well as relevant interventions.

Perceptions on “free” tertiary education and operational budgeting within a public university in South Africa

A series of strikes by public university students protesting the exorbitant cost of tertiary education across South Africa (SA) in 2015, set the stage for the government to be coerced into implementing a “free” tertiary education policy that it neither planned nor prepared for. This implies that any financing activated by the government in aid of the financial constraints in tertiary education had to be re-prioritised from other government programmes. The main objective of this study is to examine the perceptions of heads of departments and directors of directorates on “free” tertiary education in relation to operational budgeting within a public university in the Gauteng province of South Africa. The study was conducted at one public university in Gauteng via Zoom under COVID-19 restrictions. The study embraced critical realism as its research paradigm as per a qualitative research approach, using semi-structured interviews to achieve the empirical objective of the study. Thematic analysis was used to analyse data. The findings of the study revealed that participants welcome ‘free’ tertiary education as a system, but are sceptical about its sustainability. The findings also specified that the implementation of ‘free’ tertiary education in a developing economy such as South Africa will have a range of negative effects and will increase the financial burden on taxpayers. The study concluded that ‘free’ tertiary education is likely to remain a burning issue in the educational sector in South Africa as a result of insufficient funding for the model.

South African student retention during 2020: Evidence from system‐wide higher education institutional data

AbstractUsing longitudinal, institutional data, we document the impact of COVID‐19 on undergraduate student retention at public universities in South Africa in 2020. We find that student dropout increased in 2020 for students in years 3–5, with little evidence of a change for those entering their second year of study. These aggregate findings mask significant differences across institutions. Students enrolled in most historically advantaged, traditional institutions, and some comprehensive institutions, were not significantly affected, whereas dropout increased significantly at the University of Fort Hare, Walter Sisulu University and the University of Venda, three historically disadvantaged institutions located in rural areas. No difference in retention is found, however, for students enrolled at the University of Zululand (UZ) or the University of Limpopo (UL), equally resource‐disadvantaged institutions where a majority (over 90%) of students are funded via the National Student Financial Aid Scheme (NSFAS). Furthermore, at institutions where dropout increased, NSFAS‐funded students were typically less impacted than their unfunded peers. Our overall findings accord with growing evidence that COVID‐19‐related changes in the sector differentially impacted students from lower socioeconomic backgrounds. However, they also illustrate that the NSFAS bursary appears to have provided a social safety net during this time. Finally, the example of UZ and the UL provide suggestive evidence that institutional relational aspects not observed in our data are important too. Together, results foreground the complex interplay of factors impacting a student's decision to drop out of or remain in university, highlighting that institutional responses and/or relational context during a crisis like COVID‐19 can positively impact student retention.

Impact of Closure of South African Universities on Wellbeing of International Students During Covid-19 Pandemic

The surging coronavirus SARS-CoV-2 has impacted all spheres of the economy not sparing higher education in South Africa. The impact was felt by both staff and students not only on teaching and learning but also on their socio-economic, health and physical well-being. This paper sought to explore the experiences international students during the closure of the universities in the country due to Covid-19 pandemic. This paper adopted the data from self-designed questionnaire administered to 68 international students from a public university in South Africa The quantitative data were analysed using the descriptive statistics. The results show that international students were more vulnerable and exposed to socio-economic and mental challenges including sense of low esteem, financial distress and emotional distress during the pandemic which impacted negatively on their academic outputs and social wellbeing, amongst other things. The findings also revealed that the university authorities did not take the necessary steps to address the life circumstances of the international students. The paper, therefore, highlights the holistic understanding of how to mitigate and alleviate the socio-economic impacts of such pandemic in future through opening dialogue, changing institutional policy to respond to emergency as at when it occurs, and the universities or higher institutions should put in place intervention strategies to assist foreign students during the outbreak of a disease.

Assessing Medical Students' Preferences for Rural Internships Using a Discrete Choice Experiment: A Case Study of Medical Students in a Public University in the Western Cape.

As new graduates are crucial in providing healthcare services in rural areas, this study aimed to identify and describe the rural facility attributes that attract medical students to apply for rural internships. A literature review and focus groups informed a discrete choice experiment conducted amongst graduating medical students at one public university in South Africa. One main effect using a mixed logit model and another main effect plus interaction model was estimated. Females (130/66.33%) of urban origin (176/89.80%) with undergraduate exposure to rural facilities (110/56.12%) were the majority. The main effects only model showed advanced practical experience, hospital safety, correctly fitting personal protective equipment, and the availability of basic resources were the strongest predictors of rural internship uptake. Respondents were willing to forgo 66% of rural allowance (ZAR 2645.92, 95% CI: 1345.90; 3945.94) for a facility offering advanced practical experience. In contrast, increased rural allowance and housing provision were weak predictors of rural work uptake. Based on the interaction model, females and those not intending to specialise preferred hospital safety compared to advanced practical experience. To improve internship recruitment, rural facility managers should provide staff with supervision, safety, and protection from occupational exposure to contractible illnesses.

Repetitive negative thinking mediates the relationship between experiential avoidance and emotional distress among South African university students

The psychological processes contributing to emotional distress among university students in South Africa have not been extensively researched. The current study sought to examine the mediating role of repetitive negative thinking on the relationship between experiential avoidance and student emotional distress. A convenience sample of 419 students from a large public university in South Africa participated in this study. The results indicated that experiential avoidance and repetitive negative thinking positively predict emotional distress. Furthermore, repetitive negative thinking partially mediates the interaction between experiential avoidance and emotional distress. These findings highlight the importance of targeting experiential avoidance and repetitive negative thinking in the alleviation and management of emotional distress among students in the South African higher education environment.

Assessment in a health science programme at a South African university: views and experiences of students

The importance of assessments in education cannot be over-emphasised. The reason is that assessments not only promote students' learning but also evaluate students' competencies, particularly in the field of health sciences, such as acupuncture. Therefore, it is crucial for higher education institutions to ensure that assessments in their programmes are valid and reliable. However, there is a distinct lack of research focusing on assessments in acupuncture programmes. This study aimed to explore students' views and experiences of an acupuncture programme at a higher education institution within the South African context. The revised Bloom's Taxonomy was utilised as the theoretical lens to understanding students' views and experiences. A qualitative single case study design was employed in this study. The authors followed a purposive sampling strategy to recruit participants from a public university in South Africa. Ten participants were selected for this study. Thematic analysis was utilised in this study. The results of this study were:Participants stated that it was important to utilise multiple assessment tools for the educational evaluation of the acupuncture program, the frequency and continuity of the assessment motivated learning, each of the assessment tools was valuable and not superior to the other, and the assessment techniques used with the aims of the acupuncture program should be compatible.

The use of game-based learning to enhance student engagement in the acupuncture programme: South African students’ opinions

Student engagement plays an important role in promoting student success at higher education institutions. It is of profound significance to improve student engagement through the utilisation of effective pedagogical approaches, such as game-based learning. However, there is a lack of study in the South African context focusing on game-based learning at higher education institutions. This study aimed to explore students’ views and experiences on game-based learning at an identified university in South Africa. The constructivism learning theory was anchored in this study as a theoretical lens. In this study, the authors adopted a qualitative single case study design within an interpretivist paradigm. A purposive sampling technique was followed to recruit participants from a public university in South Africa since it is the only university that provides acupuncture programmes in this country. Six participants were recruited for this study. The authors utilised thematic analysis to analyse the data. The findings of this study revealed that participants shared positive views and attitudes toward game-based learning. They believed that game-based learning significantly motivated them in the learning process. Furthermore, game-based learning also reduced their stress in learning compared to the learning in normal classrooms. They reported that game-based learning not only improved their engagement in learning but also enhanced their knowledge and skills. This study also highlighted that game-based learning should be well-planned to avoid demotivating students. It can be concluded that game-based learning is an effective approach to improve student engagement. Further studies should be conducted with diverse research approaches at different higher education institutions.

Benefits and Challenges of Implementing Green Initiatives at Public Universities in South Africa

This article explores the benefits and challenges of implementing green initiatives at South African Universities. The study's objectives are to identify the benefits and to find ways to overcome the challenges preventing green initiative implementation. In a mixed-method approach, eight senior personnel at prominent South African universities were interviewed to identify specific green initiatives and suitable measuring criteria. A five-point Likert scale questionnaire was distributed online to other university managers and senior staff. A total of 144 personnel members completed the questionnaire. The results show that the data are reliable (α=0.843), adequate (KMO=0.641), and significant (p≤0.05 at the 95% confidence level. The respondents perceive the barriers to implementing green initiatives at public universities to be significant (≥4.5) and indicate that universities are progressing excellently with implementing some green initiatives (for example, by eliminating paper usage, electronic signing of documents, LED lighting, and paperless IT system applications) (≥4.5). The benefits of green implementation are also significant (≥4.5). Exploratory factor analysis identified three factors each for barriers, implementation, and benefits, explaining a cumulative variance of 56.1%, 82.2% and 54.8%, respectively. Public universities' management can operationalise the results in their green initiatives implementation strategies.

Data literacy training needs of researchers at South African universities

Purpose The aim of this study was to determine data literacy (DL) training needs of researchers at South African public universities. The outcome of this study would assist librarians and researchers in developing a DL training programme which addressed identified needs. Design/methodology/approach A survey research method was used to gather data from researchers at these universities by convenience. Online questionnaires were distributed to public universities through library directors for further distribution to researchers. Findings The results indicate low levels of DL training at the respondent South African public universities with most researchers indicating that they had not received any formal training on DL. A few researchers indicated that they would welcome DL training. Research limitations/implications This study was exploratory in nature and data was received from eight universities, which is not representative of all the 26 public universities in South Africa. Nonetheless, the low DL confirmed by the majority in the realised sample is indicative of the need to further investigate the subject. Practical implications Librarians and research support personnel should collaborate on the development of DL training courses, workshops and materials used by researchers at institutions of higher learning to enhance DLs on campus. Originality/value This study may be novel in South Africa in investigating the DL training needs of researchers at several universities and contributes to the growing body of literature on research data management

Academic leadership and leadership styles in strategic plans: a study of five top-ranked public universities in South Africa

Academic leadership and leadership styles in strategic plans: a study of five top-ranked public universities in South Africa

Learning first-year mathematics fully online: Were students prepared, how did they respond?

This paper reports on empirical results from a study that investigated first-year mathematics students’ preparedness for, and response to, online learning. With the appearance of COVID-19 in 2020, lecturers were forced to make sudden changes to the established face-to-face learning environments, and students were expected to adapt to these changes. The idea of a blended learning environment is not new, and students globally have demanded flexibility in mathematics learning environments for some time. However, the idea of a sudden change in environments, particularly to fully online, was new to most lecturers and students. Key aspects in an online environment are students’ ability to self-regulate their learning, and the availability and accessibility of technological resources. Quantitative data from the self-developed questionnaire were collected early in 2021, at a public university in South Africa, from a large sample over several modules. Results indicate students are partially prepared for learning fully online, with significant effect on performance.

Solar photovoltaic deployment acceleration model to advance the sustainability of buildings in public universities in South Africa

The need to construct sustainable buildings has triggered the deployment of solar photovoltaics (PV) but tools are required to facilitate the process and accelerate the transition at a faster pace. Thus, the purpose of this paper is to present a PV deployment acceleration model (PVDAM) to advance the sustainability of buildings in public universities in South Africa. The data were collected using questionnaire surveys and analysed using the partial least squares structural equation modeling (PLS-SEM). The PLS-SEM results and recommendations from panellists were used to develop and validate the PVDAM. It was found that the category of drivers that have a significant positive influence on deployment was ‘direct benefits’; these include reduction of energy cost, enhancement of university image, boosting university sustainability performance and contribution to sustainable development goals (SDG) realisation. In contrast, the lack of incentives, lack of demand from project financiers, and inadequate funding were found to be factors that contributed to the significant negative influence of ‘government-related barriers’ on PV deployment. To boost deployment, six major actions were recommended to reinforce the ‘direct benefits’ and eliminate the ‘government-related barriers’. Overall, the study provided empirical evidence which can help stakeholders/policymakers take action to accelerate deployment in the public university sector.

Comparing Transformation Disclosure Trends of Publicly Funded Universities in South Africa

More than 25 years into democracy, South Africa’s higher educational landscape remains challenged by the slow pace of transformation and the residual inequality of apartheid. We utilize a mixed-methods research approach to analyze, interpret, and compare transformation-related disclosures among publicly funded universities, with reference to their historical apartheid-era categorization. We particularly explore the mechanisms introduced to improve academic access and success of students from previously disadvantaged groups. Moreover, we identify the challenges that have contributed to the slow pace of transformation. ATLAS.ti was used to analyze and interpret the transformation-related disclosures in publicly available annual reports of the universities included in this study. We find that historically advantaged universities tend to disclose more support mechanisms, but historically disadvantaged ones face greater infrastructural challenges. We offer a unique perspective on the transformation support mechanisms and challenges experienced by public universities in South Africa based on their historical classification.