Rural University In South Africa Research Articles

Adjustment Dynamics of First-Year Students to University Life at a Rural University in South Africa

Adjustment Dynamics of First-Year Students to University Life at a Rural University in South Africa

The Association of Exercise and Self-Esteem among First-Year Students Registered at a Rural University In South Africa

Introduction Students who move from secondary school to tertiary institutions may experience stressors that lead to low self-esteem. This may, however, be alleviated by exercise. The aim of the study was to investigate the association of exercise with self-esteem among first-year students enrolled at a University in South Africa. Methods A cross-sectional survey design was used. The study sample consisted of 320 randomly selected first-year students, 160 students who exercised regularly and 160 students who did not exercise. Data was collected using the Rosenberg Self-Esteem Scale (RSE). The data were analysed using both non-inferential and inferential statistics. Results There were no statistically significant differences between the different ages and ethnicities with exercise and self-esteem. Exercisers had a slightly larger (14%) likelihood than non-participants of having more positive self-esteem, as shown by the OR of 1.14 (CI 1.06, 1.22). Discussion: Men and women who exercised had higher self-esteem scores than those who did not exercise. Those who exercised had a higher likelihood of having a positive sense of self. Conclusion First-year university students should include exercise in their activities as this is related to higher self-esteem.

A model to reconstruct lecturer dilemma in balancing research and teaching responsibilities: A case of one rural university in South Africa

In this empirical study, we explore the challenges faced by lecturers at a rurally located university in South Africa as they try to balance the demands of research and teaching. Universities in rural areas play a crucial role in providing higher education access to underprivileged communities and promoting regional development. Our study is based on role theory, which emphasises the intended and unintended purposes of lecturer roles in society. Through a qualitative study of six lecturers, we examine the various issues they encounter when managing research and teaching commitments. We adopt a case study design within an interpretive paradigm. Semi-structured interviews were conducted with six new lecturers from the university to understand their personal experiences and perspectives on the tension between research and teaching, as well as the potential consequences for their research productivity. We use thematic analysis to analyse the collected data. The findings reveal that the participants at the university struggle to balance the demands of research and teaching, encountering various challenges in the process. These challenges include a lack of funding for research, limited research resources and facilities, and an overwhelming teaching workload. Based on the findings, the study suggests solutions and strategies to guide university administrators, policymakers, and lecturers in navigating this challenging landscape and fostering a supportive environment that values research and teaching contributions. This study contributes to the knowledge by proposing a model that lecturers can follow to balance their work roles.

Heutagogy in action: Unveiling the transformative power of virtual “air campus” experiences of mathematics trainee teachers

The fourth industrial revolution has brought about significant changes in various fields including the education sector. It is increasingly essential for individuals, particularly student teachers, to embrace lifelong learning and acquire the know-how and skills required to grow into autonomous and critical thinkers. In this paper, we examine the virtual “air campus” experiences of 39 first-year student teachers of mathematics at a rural university in South Africa’s Eastern Cape Province. The heutagogical approach served as a lens for trainee teachers’ virtual “air campus” explorations. An exploratory qualitative case study design was employed to provide answers to two main questions that guided the inquiry. Findings of the study show that trainee teachers had varied experiences regarding what they learned from their virtual “air campus” visits. These include what constitutes effective teaching and how students learn as well as correction of common misconceptions regarding specific concepts in school mathematics. Through virtual lesson observations on the “air campus” of their choice, trainee teachers were also able to create their professional identities in terms of their future goals, ideal teacher traits, and desired teaching and learning environments. These findings demonstrate that integrating virtual learning environments into teacher education curricula and assessment has practical implications for enhancing trainee teachers’ self-directed learning, critical thinking, and professional identity development.

Effectiveness of Blended Learning for Civil Engineering Students’ Performance during COVID-19: A Case Study of a Rural University in South Africa

In this study, the effectiveness of blended learning on the learning of civil engineering students during the COVID-19 pandemic was evaluated at a rural university in the Eastern Cape Province of South Africa. The imposition of lockdown due to the global spread of COVID-19 left educational institutions with no choice but to find alternative methods of teaching and learning. Students were sent home in order to control the spread of the virus. Secondary data were used to examine the students’ performance in 2019, prior to the COVID-19 pandemic, and in 2020, during the COVID-19 pandemic. Furthermore, primary data was obtained through questionnaires to assess the students’ opinions on blended learning. The Mann-Whitney U test was used to determine the extent of the difference in students’ performance before and during COVID-19. Descriptive analysis results indicated the superiority of blended learning over face-to-face teaching methods, with blended learning achieving a 67% success rate compared to the 33% achieved by face-to-face methods. Similarly, the Mann-Whitney U test also showed a significant difference between blended and face-to-face teaching methods. In contrast to the descriptive analysis and Mann-Whitney U test, students’ sentiments indicated otherwise. 80% of students neither agreed nor disagreed with blended learning methods as a preference over face-to-face teaching methods. The results of this study demonstrated the effectiveness of the teaching methods used during the COVID-19 pandemic. Furthermore, it revealed and, further, showed the sentiments of students regarding the teaching methods employed during this period.

Investigation of positive mental health levels among faculty of health sciences students at a rural university in South Africa.

One out of every four people in their lives can be affected by mental health problems that alter their functioning, behaviour, and thinking patterns. In recent years, there has been an increase in mental health disorders among students worldwide. Positive mental health (PMH) has gained relevance in today's fast-paced and demanding world, especially for university students, as it affects their ability to learn, achieve academically, and behave appropriately. This study aimed to investigate the levels of PMH and identify the association between PMH domains and socio-demographic and health-related variables among Faculty of Health Sciences (FHS) students at a rural university in South Africa. A quantitative, descriptive, and cross-sectional survey was conducted. Data was collected using a multidimensional PMH instrument and a socio-demographic and health-related questionnaire, from 354 undergraduate students who are registered for various programmes offered by FHS. The data were analysed using IBM SPSS version 29. Most of the students were black (99.2%, n = 351), single (72%, n = 255), received a study bursary from the government (78.5%, n = 278), hailed from a rural area (77.7%, n = 275) and residing at the university campus (74.6%, n = 246). The total PMH scores of the participants ranged from 4.24 to 4.97 suggesting moderate to higher PMH levels. Significant differences in mean scores were observed in the total PMH and domains of PMH across various socio-demographic and health-related variables. Gender (p = 0.037), age (p = 0.043) and field of study (p = 0.016) showed a significant association with total PMH score. The study's findings highlighted the multi-dimensionality of mental health and justified the importance of evaluating the domains of PMH in university students. The disparities observed across different PMH domains underscore the necessity of embracing innovative approaches to achieve the most effective outcomes to improve mental health and the accurate management of symptoms in students.

DISPARITIES IN RURAL UNIVERSITIES TRANSFORMATION: A REVIEW FROM A SOUTH AFRICAN PERSPECTIVE

In recent years, the South African government has placed a greater emphasis on transforming rural universities. This has been driven by a desire to increase access to higher education and improve the quality of education in rural areas. However, this process has not been without its challenges, among which is the fact that rural areas tend to be less developed than urban areas, making it difficult to attract and remain in the fulcrum of development. This paper is located with an Asset-Based Community Development (ABCD) approach toward transforming rural universities in South Africa. A systematic review approach was employed to investigate the problem, which enabled the researchers to draw logical conclusions from the findings of exhaustive literature to address the problem of the paper. After systematic scrutiny, inclusion and exclusion criteria were operationalized by limiting to 8 relevant articles. The databases used were Google Scholar, ResearchGate, Scopus, JSTOR, ScienceDirect, Web of Science, and Education Resources Information Centre (ERIC). Findings revealed that Inequality, Poor physical infrastructure, and Lack of Information and Communication Technology (ICT) infrastructure and training support in Rural Universities were dimensions against rural university transformation in Africa. The paper, therefore, concludes that rural universities (RUs) are grappling with several challenges thwarting their efforts in delivering quality teaching and learning with the recommendation that adequate infrastructure, policy change, and provision of academic support for students should be provided.

Power supply rationing in an era of e-learning: evidence from the rural university

In a world, driven by technology, South Africa's battle with power supply rationing, commonly known as load shedding, is sending shockwaves through the education landscape. This study investigates the intricate relationship between load shedding and e-learning, focusing on a rural university in South Africa. It explores how the disruption of the power supply affects the quest for digital education and sheds light on the hidden challenges, faced by both students and lecturers. The energy crisis loomed large, posing a unique threat to the country's academic advancement. This study was carried out at Walter Sisulu University, meticulously dissects the impacts of load shedding on e-learning, providing valuable insights into how these unforeseen challenges are altering the educational landscape. The research blends quantitative data analysis with a qualitative perspective, capturing the real-life experiences of educators and learners navigating a world where power supply can change the course of a digital classroom.
 The research elucidated the dominance of e-learning during lockdown regulations to curb the spread of coronavirus and a hybrid learning pedagogy that combines both e-learning and physical classes in the post-covid era. The research revealed that e-learning is significantly affected by Loadshedding.

“We need our own super heroes and their stories” – Towards decolonised teaching within the management sciences

There are growing calls for a decolonised curriculum. With the study reported on here, I offered an understanding of this critical topic through student voices. In this study, I illustrated how super heroes and their stories could contribute to decolonised teaching informed by the findings of the research. I specifically used the views of 30 final-year students enrolled in a strategic management course at a rural university in South Africa. Data were collected using a focus-group technique relying on group interviews. Students were asked to evaluate their experiences during the semester-long course, focusing on their understanding of aspects that could be improved given the decolonial tide. Two narratives emerged from the analysis as crucial findings. Firstly, the students expressed a desire for super heroes in the form of individuals that they can relate to to feature in higher education teaching. Secondly, related to the first request, the students also needed stories relatable to their context as a dominant feature in such teaching. I interrogate the role of the 2 findings in informing a decolonised curriculum and improving my teaching practice.

Pressured to perform

A growing body of work suggests that junior researchers in universities are often confronted by an unfathomable pressure to conduct research and get published in order to scale up the academic ladder. These pressures are often loaded with little to no regard for the welfare of the junior academics and no concern for the career paths to be taken. Against this background, this study explored the negative consequences associated with the pressure to publish from the unique perspective of junior academics at a rural university in South Africa. The study was underpinned by a qualitative research approach which enabled the utilisation of qualitative interviews with twelve junior academics from four faculties at the university. The findings demonstrated the often-salient bullying and abuse of junior academics that happens under the guise of mentorship from their senior colleagues. The study also revealed the cost at which the pressure to perform comes, namely the cost to mental well-being, the temptation to publish in predator journals, the rise of unethical publishing, and the sacrifice of quality research. Based on these findings, the study recommended that more considered efforts be made to secure the welfare of emerging academics and that more concerted efforts be instituted in universities to guard against the rise of academic bullying at the hands of senior academics.

The Unnoticed Few: Exploring the Challenges Confronting International Students and Staff at a Rural University in South Africa

Globalisation and international student and staff mobility are not new phenomena, and South African universities have been fairly successful in the recruitment of internationals – particularly from other African countries, yet the challenges associated with internationalising universities remain persistent. This study sought to examine the challenges faced by international students and staff at a rural university in South Africa. We relied on a qualitative research approach which enabled us to rely on semi-structured interviews with international students, staff, and managers from the university’s International Office. The findings revealed that while some of the opportunities for studying and working abroad are to widen one's horizons and experience new cultures, international students and staff often experience difficulties such as language barriers, culture shocks, mental health issues, and financial pressures when adapting to their new context. We recommended that there be behavioural interventions, cultural interventions, and also financial support for student and staff expatriates.

Paragons of inequality: Challenges associated with online learning at a selected rural university in South Africa

In the wake of the COVID-19 pandemic, higher education institutions (HEIs) globally were forced to abruptly transition from traditional face-to-face classrooms to online classrooms in order to salvage teaching and learning. This was especially tougher for HEIs in the Global South where little to no infrastructure and technologies had been rolled-out prior to the pandemic. Navigating this ‘new normal’ was even tougher for poor rural institutions and students who were already grappling with several inequalities. Against this background, this study explored the challenges associated with online learning at a rural university in South Africa. The study was grounded in the connectivism learning theory and was underpinned by a qualitative approach. To this end, data were collected using in-depth interviews and analysed thematically. The findings revealed that students and staff were grappling with connectivity problems, lack of technological skills, academic dishonesty, and poor attendance, among other things. Because online learning will remain a feature of HEIs for the foreseeable future, the study thus recommended that governments and non-government actors work together to ensure that learning technologies filter to students in least technologically accessible areas to create a genuinely inclusivepedagogy. The study also recommended that additional support be provided for students and teachers to ensure effective participation, and that universities actively promote the creation of online communities where students can connect so as to avoid isolation and solitude that have been known to be features of online learning.

Investigating the Pedagogical Potential of Entrepreneurial Projects in Higher Education

The current rate of technological advancement across the globe underlines the importance of higher education institutions incorporating project-based learning into their teaching approaches. This article investigates the capacity of entrepreneurial projects to address the skills gap in the Sub-Saharan African higher education sector. This study was conducted in two rural universities in South Africa and Nigeria. Data were collected from student participants from the two institutions using semi-structured questionnaires. The authors discovered that, despite the involvement of student participants in entrepreneurial projects over a considerable period of time, most participants from both universities still exhibit inadequate skill levels. This result suggests that certain conditions should be met for entrepreneurial projects to be considered effective for teaching and learning in the higher education context. It is imperative to include enabling factors such as high-quality mentoring from industry professionals and an unwavering university support system for student entrepreneurs. These enabling factors are cornerstones that strengthen a university's entrepreneurial standing.
 
 Received: 8 January 2023 / Accepted: 2 April 2023 / Published: 5 May 2023

Assessing the utility of the national student financial aid scheme towards skills development: A case of a rural university in South Africa

Assessing the utility of the national student financial aid scheme towards skills development: A case of a rural university in South Africa

Community of Practice in the Context of the Rapid Transition to Online Learning at a Rural University in South Africa: Successes and Pitfalls

The purpose of this reflective paper is to give an account of how we managed to navigate online learning and teaching amid the COVID-19 pandemic to enhance students’ learning at a rural university in South Africa. The aim is to share our experiences on how we used community of practice as a theory to support ourselves as lecturers in designing, accessing, and engaging with online content amid the COVID-19 pandemic. Furthermore, the paper details the successes and pitfalls encountered in trying to adjust to the online mode of delivery. The paper makes use of qualitative self-reflexive personal narrative inquiry. Community of practice theory and connectivist theory guide our reflections. We succeeded not only in helping each other navigate the e-learning platform but our working relationships also improved as well as our skills. Through use of community of practice and connectivism, we managed, not without difficulties, to migrate content online, to engage meaningfully with our students, and to network with other lecturers. We recommend adoption of community of practice by lecturers even beyond the pandemic since it promotes knowledge- and skill-sharing, and networking, thereby easing lecturers’ burden and fears. Furthermore, community of practice encourages scholars to share their work in the form of scholarship of teaching and learning.

Collaborative Learning: A Veritable Tool for Promoting Classroom Participation Among Pre-Service Teachers in Rural Universities in South Africa

The benefits of collaborative learning (CL) in teaching-learning have been well-documented. According to existing literature, it will help students and teachers learn from one another, develop good communication skills, foster a sense of community, trust and respect, and retain and apply the information in their future studies. Unfortunately, observation coupled with research shows that pre-service teachers’ participation in South Africa's rural universities is at its lowest ebb – a potential source of concern to education stakeholders given its futuristic implications in the light of CL benefits. Less pre-service teachers’ participation has been linked to cultural influence, environmental factors and students’ backgrounds and have negatively impacted students’ academic achievement. This paper seeks to typify CL as a panacea to pre-service teachers' apathy toward learning. In doing this, social constructivism theory (SCT) was adopted to underpin the study. Drawing from the principles of participatory action research, fifteen undergraduate students were randomly selected, and data was gathered with the instrumentation of semi-structured interviews and focus groups. The study revealed the think-peer-share strategy, group work strategy, micro-teaching strategy, positive feedback and encouragement, learner-centred method, and inquiry method as strategies for improving participation among pre-service teachers in rural universities. Recommendations were made in line with the findings of the study.

The Impact of Social Networks on Teaching and Learning at a Rural University in South Africa

The Impact of Social Networks on Teaching and Learning at a Rural University in South Africa

The gendered perspective of cyberbullying: The case of a rural University in Limpopo

The rapid advancement of Information and Communication Technologies (ICTs) has heightened misuse of internet-based technologies by young people. Besides increased integration due to availability and access to mobile communication technologies, students today indulge in cyberbullying where they harass, insult and stalk each other. Scholars have researched extensively on cyberbullying in institutions of higher learning globally and how victims try to cope with the problem. However, there is a dearth of literature on the gendered perspective of cyberbullying in institutions of higher learning in Southern Africa. Using the Social Information Processing Theory, the study examined the phenomenon of cyberbullying at a rural university in South Africa. The key questions of the study were: How do male and female victims perceive cyberbullying? How do male and female victims react to cyberbullying? Does cyberbullying have the same effects on students of different gender? Data were collected using semi-structured interviews and questionnaires targeted at male and female victims of cyberbullying at University of Venda. Findings revealed inconsistencies in how male and female victims perceived and reacted to cyberbullying.

A Case Report on a Dead Man Walking in a Rural University of South Africa

Background: Abuse of power in rural universitiesis less visible to the public but widely prevalent.Myriad formsofcorruption are prevalent in the rural university concerned. Productive staff is generallyappreciated and awarded inmost universities but in this rural university, they get punished, terminated, or subjected to disciplinary inquiries.Objective: To report on the abuse of power and difficultiesof an academic in a rural university of south Africa.Case History: X was an employee of the department of health and affiliated with the local University in a dualsystem of employment where he has served the university for over two decades (1996 to 2018). He underwentpersistent harassment, bullying,and dehumanization in his early period of employment. It progressively evolvedtoa more serious form with disciplinary inquiries, suspension, stoppage of salary, and birthday bonus. Themanagers of this rural university tried hard repeatedly to carry out constructive termination but failed. Mr. Xretired after his completion of age 65 with respect and appreciation. The history, duration, and different designs ofabuse of power havebeen described in this report.Conclusion: It isguilty, to be honest, and hardworking in a rural university in South Africa as it functions like asecretive society.

Impacts of Covid-19 Pandemic on Selected Rural University Students’ Emotional Lives: A South African Perspective from a Global Study

The emotional lives of students are paramount in that it influences their learning abilities as well as their academic performance. The COVID-19 pandemic seems to have affected the emotional lives of students, especially those in rural areas. This study explored the impact of COVID-19 on the emotional lives of students in a selected rural university in South Africa. A quantitative research approach was adopted whereby questionnaires were used to collect data from 274 undergraduate students who were selected through simple random sampling technique. Data was analysed using descriptive statistics and themes. The study findings indicate that many of the students are no longer as joyful and hopeful as they used to be because they are not in touch with their fellow students nor with their lecturers. Students are frustrated, with rising degrees of anger and anxiety. The study recommends, amongst other things, the need for the services of counsellors to be engaged at the rural university so that students can receive counselling regarding these problems.