South African Higher Education Institutions Research Articles

Affordance of Internet of Things for educational resources management for E-learning domain

The Internet of Things (IoT) offers dual dimensions of affordance for educational resources management (ERM), particularly in a Comprehensive open distance e-learning institution in South Africa. The affordance of IoT for educational resources management is not well articulated in a CODEL institution. The study aimed to establish the role of IoT in the administration and management of educational resources. Technology affordance theory is used to establish the role, perceptions, and causality of IoT affordance in ERM. The research opted for the qualitative approach to establish the role and causality of the IoT affordance of ERM. The study found that the CODEL institution is IoT-driven when handling ERM. The main contribution relates to two propositions such as South African higher education institutions, including the CODEL institution, require the articulation and realignment of an IoT-driven business enterprise system for the implementation of OER in tuition; and in an IoT-driven context such as CODEL, where OER are implemented, there is a motive for academics and institutions to develop an Artificial Intelligence or interactive robot for creating and locating OER. It suggests that CODEL should realign its business enterprise system with IoT-driven infrastructure and adopt artificial intelligence practices for OER advancement. Future research should investigate the availability of IoT in all South African higher education institutions.

A critical review of leadership styles in higher education institutions: Implications for employee commitment in South Africa

Purpose: This study critically examines the implications of leadership styles on employee commitment in higher education institutions in South Africa, addressing the challenges posed by rapid transformation in the sector. Methodology: A systematic literature review approach was adopted, synthesizing existing research findings from credible academic databases. Results: The study established that transformational leadership, focusing on vision-setting and employee empowerment, fosters trust and commitment. Conversely, transactional leadership, relying on contingent rewards, may inhibit creativity and long-term engagement. Theoretical contribution: This review contributes to the understanding of leadership dynamics in higher education, particularly in the South African context, by highlighting the relationship between leadership styles and employee commitment. Practical implications: The findings underscore the need for effective leadership development programs and organizational policies that cultivate staff commitment, potentially improving the performance of South African higher education institutions. Sustainable Development Goals (SDGs): SDG 4: Quality Education; SDG 8: Decent Work and Economic Growth; SDG 10: Reduced Inequalities; SDG 16: Peace, Justice and Strong Institutions

Re-Imagining Teaching and Learning at South African Higher Education Institutions in the Digital Landscape

The core purpose of teaching and learning in HEIs in South Africa is to provide high-quality education and training that prepares students for success and meets societal needs. HEIs must develop curricula that are rigorous, relevant, and responsive. In the past five years, there has been a significant shift towards focusing on individual institutions' teaching, learning, and research practices. This study aimed to re-imagine teaching and learning within the digital landscape of South African public HEIs and provide recommendations for developing assessments in this context. For this study, primary data was collected through the analysis of the 2021 annual reports and official websites of the 26 public universities in South Africa. Primary data was collected from the 2021 annual reports and official websites of the 26 public universities. Content analysis identified trends and uncertainties impacting teaching and learning. The findings revealed that South African HEIs had experienced a shift towards blended and hybrid teaching, driven by the goal of expanding access to education and improving teaching quality through digital technologies. Several recommendations were developed that educators can follow to ensure that assessments developed in the digital landscape are of high quality and uphold academic standards and integrity. These include that assessments must be designed in such a way that they promote accessibility and equity. Educators should develop their own pedagogical approaches to ensure that they adapt to their students' requirements and that evaluations ultimately help students meet the outcomes required by the various modules and qualifications. Educators should also look for ways to boost student involvement and motivation while creating online tests, as this will benefit the students. Educators are also encouraged to embrace continuous improvement in their own assessment practices, such as approaching assessment design as an ongoing process and iterating and improving depending on data and feedback.

Exploring Metacognitive Awareness and Metaliteracy Skills Towards Becoming a Self-Determined Postgraduate Student: A Case Study

Research and scholarly output are essential in the advancement of knowledge and society as a whole. In South Africa, the Council for Higher Education (CHE) requires that learning and teaching at higher education institutions (HEIs) must be informed by research done by universities. With high dropout rates these aspirations are not attainable. The question that this study addresses is: firstly, what motivates emerging researchers and postgraduate students to enrol for research and postgraduate programmes at a South African higher education institution, and secondly, what motivates them to complete their studies. Following a qualitative approach, this case study explores self-determination awareness among a group of master’s students in a supervisory context. It interrogates requisite metaliteracy competencies and the core metacognitive attributes underpinning human motivation. The aim is to ascertain how students doing research could be supported and developed to become self-directed and motivated to conduct and complete quality research. The value of the study lies in adding new knowledge to an under-explored area and to propose steps to close the current gap.

Enhancing Engagement in Business Communication Course Content Development through Stakeholder Mapping and Analysis at South African HEIs: A Review of Literature

The role of stakeholder engagement in higher education institutions has received attention from academics and industry practitioners. This paper thus aims to gain insights into the assumption of stakeholder mapping and analysis by South African higher education institutions in the course content development activities of business communication modules. Although stakeholders are assumed to form an integral part of decision-making in HEIs, questions have been raised about the efficacy of engagement initiatives that are directed towards them, and whether or not the said initiatives are delivered to the relevant constituents. Within the context of course content development, effective stakeholder engagement is the cornerstone of curating educational experiences that enhance the learning experiences of students. A desk research methodology was undertaken to explore data from existing studies that are centred on stakeholder analysis and mapping, in order to examine findings from studies that have investigated utilising this approach to enhance engagement with stakeholders for module development purposes. The researcher analysed articles, e-books, reports and websites, extracted from electronic databases such as Google Scholar, EBSCOhost and ResearchGate. The findings conveyed the value of involving stakeholders in course content development, they also highlighted the importance of stakeholder mapping and analysis in getting Higher Education Institutions to classify their stakeholders accordingly. This promotes an inclusive approach, ensuring that no one is left behind in conversations, relating to business communication course content development, it also ensures that the requirements of all stakeholders are fulfilled. Collaboration with stakeholders leads to the creation of effective business communication modules that meet contemporary workplace demands.

Contextualising the South African Higher Education Academic Interventions for Student Success: Challenges and Opportunities

South African Higher Education Institutions (HEIs) are increasingly feeling the pressure to produce graduates that contribute towards economic transformation, and sustainability through skills necessary to address the challenges of the Fifth Industrial Revolution (5IR). However, the rate of academic failures and high dropouts in South African Universities has been alarming. This study contextualized the South African HEIs’ Academic Interventions to uncover the challenges and opportunities HEIs face in their quest to advance student success throughout their academic and early professional career. To aid the study’s investigation on the institutional practices that inform the forms of academic interventions for Student Success, in South African Universities, this study’s main research question focuses on uncovering how the student success interventions conceptualisation within the context of the South African system of Higher Education are carried out. The objectives of the are multifaceted. Firstly, the study investigates how academic interventions address the challenges leading to the high drop-out rate in Higher Education Institutions. Secondly, the study employs a narrative literature review to uncover the challenges and opportunities to mitigate possible risks affecting the advancement of conducive and equitable prospects for effective student success interventions. Finally, the study contributes to the ongoing discourse on student success interventions in relation to the South African 1997 White Paper on Higher Education Transformation, which indicates an improved access to HEIs. However, this study’s findings uncover a deficit in interventions that mitigate drop-out rates. The paper argues for an enhanced collaboration to strengthen institutional best practices as a fundamental step to transform challenges into opportunities when responding to student success interventions, in South African HEIs.

Total rewards and work engagement in higher education institutions

Orientation: Rewards are integral to keeping employees happy, efficient and engaged in their work. Thus, the engagement of academic staff within higher education institutions has become a top priority for organisational productivity and competitiveness. Research purpose: This study investigated the impact of total rewards on work engagement among the academic staff at a South African higher education institution. Motivation for the study: Engagement of academic staff is vital as higher education institutions are influential in the country’s development. Literature, however, has shown that most studies on total rewards and work engagement focus on sectors such as financial institutions, the mining industry and others. However, few reports have been on total rewards and work engagement in higher education. Research design, approach and method: This study employed a cross-sectional survey design, following a quantitative approach. From a population of 100 academic staff, 74 respondents responded to a self-administered questionnaire. Main findings: The results show a positive relationship between two dimensions of total rewards (work-home integration and quality work environment) and work engagement. However, no relationship was found between base pay, benefits, performance and career management, and work engagement. From the five dimensions of total rewards, a quality work environment was the only significant predictor of work engagement. Contribution: The study provides theoretical contributions through new literature and possible recommendations. The study may guide management in developing a rewards strategy that can promote staff work engagement.

Retraction notice: Talent development practices and processes in learning organisations: evidence from South African higher education institutions

Retraction notice: Talent development practices and processes in learning organisations: evidence from South African higher education institutions

Governance and Leadership in Advancing Entrepreneurial Universities: Exploring Awareness and Change Dynamics in South Africa

This research explores the role of awareness, as framed by the ADKAR (Awareness, Desire, Knowledge, Ability, and Reinforcement) change management model, in driving the transformation of South African higher education institutions (HEIs) into Entrepreneurial Universities (EnU). The study focuses on the critical question of whether raising awareness of entrepreneurship among academics can catalyse transformative changes within universities, fostering an entrepreneurial mindset and practices across the institution. In the context of South Africa’s socio-economic challenges, such as high unemployment and inequality, entrepreneurial universities are seen as key drivers of innovation and economic development. The research findings underscore that awareness, the foundational step of the ADKAR model, is essential for initiating the entrepreneurial shift within HEIs. Academics who are aware of the importance of entrepreneurship are more likely to engage in activities that promote innovation, student entrepreneurship, and industry collaboration. However, the study also highlights that awareness alone is insufficient for a full institutional transformation. Leadership commitment and active involvement are critical in moving beyond awareness to implement sustainable entrepreneurial initiatives. Without strong leadership that aligns institutional governance structures and policies with entrepreneurial objectives, the entrepreneurial agenda may struggle to gain traction. The research concludes that while raising awareness among academics is a necessary first step, leadership at universities must also be equipped with the skills and understanding to champion entrepreneurship at an institutional level. Comprehensive leadership training, continuous evaluation of entrepreneurial initiatives, and fostering cross-departmental and external collaborations are essential for sustaining momentum towards the full realisation of Entrepreneurial Universities in South Africa. This study contributes to the broader discourse on entrepreneurship in higher education by providing insights into the specific challenges and opportunities facing South African universities as they navigate the path towards becoming entrepreneurial institutions.

Digital Pedagogical Approaches for Preparing South African Matric Teachers for Higher Education

South African Higher Education Institutions (HEIs) are undergoing a digital revolution, facing challenges from social, historical, and cultural diversity and low schooling backgrounds. Incorporating digital technology into teaching and learning has become essential, yet a notable digital divide persists. Students with Information Communication Technology (ICT) skills perform better in higher education compared to those from resource-restrained or marginalized communities, such as Pinetown, Durban, South Africa. This research aims to equip learners and teachers in South Africa to adapt to the rapid pace of technological change while examining the pedagogical approaches of matric teachers in digitally preparing matric learners for HEIs. A quantitative research approach was utilized to collect primary data from a sample of 363 teachers across 25 high schools in Pinetown, selected based on Krejcie and Morgan’s (1970) methodology, ensuring an appropriate representation for the population of 1,300. A high response rate was achieved, facilitated by a pilot phase that clarified the research subject for participants. In addition to primary data, relevant secondary literature was also utilized. The findings revealed that a majority of teachers prefer problem-based and project-based pedagogical approaches and acknowledge the benefits of an online learning environment. These results indicate that most teachers are capable of digitally preparing matric students for higher education. Therefore, problem-based and project-based teaching and learning approaches should be emphasized in the field of digital technology. It is also recommended that teachers and lecturers in HEIs utilize online platforms to enhance the curriculum. Keywords: Digital pedagogy, Higher Education, Digital divide, ICT skills, South African education, Problem-based learning, Project-based learning

Harmonisation outcomes after insourcing services in South African higher education institutions

Orientation: The study was conducted in two higher education institutions that underwent insourcing and harmonisation of conditions of employment for support services.Research purpose: This study aims to determine how harmonisation shapes outcomes among support service labour in selected higher education institutions and to develop a management framework to harmonise conditions of employment following insourcing.Motivation for the study: The study capitalises on organisational complexities in higher education institutions that experienced insourcing of support services employees to address concerns assumed to be premised on historical exclusionary and exploitative employment practices. The study documents the experience and perceptions of institutional stakeholders in creating new knowledge on harmonisation following insourcing.Research approach/design and method: Employing a qualitative approach, 16 interviews were conducted with selected multi-level management and personnel directly involved in a harmonisation.Main findings: The study found tangible and intangible aspects, processes and other psychological perspectives on implementing harmonisation across employment levels. Furthermore, it was found that an efficient and effective harmonisation framework is required. Effective harmonisation for inclusion was viewed as being compromised by factors such as government intervention, and a lack of policy, framework and legislation to guide the process.Practical/managerial implications: Practical recommendations are provided for implementing harmonisation strategies following insourcing across employment levels in South African higher education institutions.Contribution/value-add: The study contributes to novel theory on harmonisation after insourcing and provides a management framework for harmonisation of conditions of employment.

Towards breaking linguistic imperialism in teaching and learning in South African universities: A decolonial perspective

The elevation of English as the primary language of teaching and learning in South African higher education institutions defies the South African constitutional and other statutory obligations and their aspirations to promote the development of African languages as intellectual languages for teaching, learning and research. Thus, English hegemony must be teased out as part of the decolonial agenda that seeks to introduce pedagogical practices which break the coloniality of language and linguistic barriers to epistemic access to higher education. This conceptual paper problematised linguistic imperialism in South African universities and the hegemony of English over African languages. It employed decolonial tools to theorise the challenges and opportunities to negotiating a multilingual, Afrocentric approach to a democratised pedagogy in South African higher education. It concludes that deep introspection and complicated conversations are required on the intersectionality of decolonisation, multilingual pedagogical practices, and the English hegemony, which, in turn could map some way forward for the transformation of the self as a stakeholder, and the system at large as transformative tools. This, if consistently adhered to, could promote epistemic access in the teaching and learning of students, especially those who use English as an additional language in the predominantly English medium policy driven higher education contexts.

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.

Memification of Students’ Experiences at South African Universities: A Critical Examination of Meme Value within UCT Just Kidding and Wits Just Kidding Memes

Memes are considered a communication tool that allows groups of individuals to form a community and express themselves through three semiotic resources: visuals, text and humour. They provide new references that contribute to the construction of identities. This is especially true within university student communities. In this study, we use two students’ meme pages in South Africa, UCT Just Kidding (@uctjustkidding) and Wits Just Kidding (@witsjustkidding), as case studies to investigate how students use memes to highlight their everyday experiences and the values attached to these memes. We also explore how memes portray significant issues affecting students’ development and progression within the broader South African higher education institutions. Using semi-structured interviews conducted with 7 meme creators and administrators, textual and visual analysis of 14 memes from both pages and Marx’s labour theory of value as a theoretical framework, we argue that students use memes to communicate and raise awareness on salient issues affecting them. We, therefore, underscore memes as a powerful tool for constructing social, political, economic and cultural realities among university students in particular and communities in general.

Lecturers’ perceptions of the influence of AI on a blended learning approach in a South African higher education institution

In this study, the researchers explore lecturers’ perspectives on the impact artificial intelligence (AI) has on blended learning within the context of South African higher education. AI is transforming traditional teaching and learning by enabling academic institutions to offer computerised, effective, and objective educational processes. The research was conducted to address the growing need to understand lecturers’ viewpoints on how AI can enhance educational practices and overcome existing challenges in blended learning environments. To investigate this phenomenon, the researchers applied the Substitution, Augmentation, Modification, and Redefinition (SAMR) model as theoretical framework for the study. Their qualitative research undertaking employed a singular case study design focusing on 15 lecturers from the College of Education at a selected academic institution, to arrive at an in-depth understanding of lecturers’ experiences and perceptions of how AI is integrated in blended learning. The researchers examined both the benefits and challenges associated with a blended teaching and learning mode, in the context of AI integration. The data collection process involved semi-structured focus group interviews that allowed for in-depth discussions to be conducted. This was complemented by detailed document analysis to analyse the course materials and teaching methods used by the lecturers. Homogeneous, purposeful sampling was applied to select participating lecturers who shared specific characteristics relevant to the study. Data analysis involved coding through the induction method, which helped to reveal relevant codes that were subsequently categorised. The study also included a comprehensive literature review of recent research findings, which were correlated with the collected data. The findings underscored the critical need for supportive measures, such as management backing, enhanced training opportunities, professional development initiatives, reliable technological infrastructure, improved internet connectivity, and additional time allocation, for the successful implementation of blended learning which integrates AI. This study contributes valuable insights into, and discussions on, the implications of adopting AI in a hybrid learning environment.

Students and Transition From Face-To-Face to Online Learning in South African Higher Education Institutions: Lessons from Covid-19

Students and Transition From Face-To-Face to Online Learning in South African Higher Education Institutions: Lessons from Covid-19

Enhancing South Africans universities engagement during student recruitment through social media marketing

ABSTRACT Social media platforms are popular amongst young people and offer excellent platforms to communicate with this target market. Communication between higher education institutions and potential new students is the focus of this research. This paper explores students’ perceptions of the use of social media marketing in student recruitment done by South African higher education institutions. The aim is to suggest guidelines for the formulation of social media marketing strategies to improve influence on students in the selection of an institution. A qualitative research methodology is employed, using a multimethod approach to data collection, including a conceptual analysis and focus groups. Grade 11 and 12 students, selected from school’s representative of the five different school quintiles, are included in the research sample. Ten guidelines evolved from the data with the most prominent being engagement, relationship building and an increase in the use of creative visual content to disseminate practical application information.

Challenges with measures used for assessing research impact in higher education institutions

Internationally, there has been a push for the prioritisation of research impact beyond its scholarly contribution. Traditionally, research impact assessments have focused on academic impact and quantitative measures, at the expense of researchers for whom research impact cannot be quantified. Bibliometric indicators and other quantitative measures are still the most widely used method for evaluating research impact because these measures are easy to use and provide a quick solution for evaluators. Conversely, metric indicators fail to capture important dimensions of high-quality research. Hence, in this study, we explored challenges with metric indicators. We adopted a case study of the University of Cape Town and used document analysis, a questionnaire survey to collect data from academics and researchers, as well as semi-structured interviews with a sample of academic and research staff. The findings highlight common challenges with quantitative measures, such as bias and discipline coverage, and the ability of measures to drive researchers’ behaviour in another direction. We propose the adoption of responsible research metrics and assessment in South African higher education institutions for more inclusive and equitable research impact assessments.

The Implementation of Artificial Intelligence in South African Higher Education Institutions: Opportunities and Challenges

The Implementation of Artificial Intelligence in South African Higher Education Institutions: Opportunities and Challenges

Assessing the integration of AI competencies in undergraduate public administration curricula in selected South African higher education institutions

There is an increasing call to include Artificial Intelligence (AI) competencies in academic disciplines such as Public Administration, which are not obviously related to Science, Technology, Engineering and Mathematics (STEM). However, the literature on the integration of AI in non-STEM curricula in South African higher education institutions (HEIs), especially in Public Administration curricula, is limited. To address this lacuna, this research assessed the integration of AI competencies in undergraduate Bachelor of Administration (BAdmin) curricula in three HEIs randomly selected from the six offering such a programme. The chosen qualitative research approach focused on human and technical competencies. The findings show that AI competencies are not adequately integrated into the Public Administration curricula of the assessed HEIs in the form of core modules supporting AI competencies. These competencies are only loosely supported by elective (optional) modules. This general AI competency gap in the Public Administration curricula of the assessed South African HEIs must be bridged to achieve a digital public sector by introducing focused AI competency training into the BAdmin curriculum. This will help to create a public sector workforce equipped to handle the opportunities and challenges presented by AI, and maximise the potential of this transformative technology.