South African Higher Education Research Articles

Critical literacies, imagination and the affective turn: Postgraduate students’ redesigns of race and gender in South African higher education

In this paper, we build on critical literacy scholarship and the affective turn, focusing particularly on the redesign process. A close and critical textual analysis of student responses to two assignments in the postgraduate education module Language and Literacy, Theories and Practices, enables us to trace the critical-creative-affective moves that students made when required to analyse and redesign university student recruitment advertisements. Students’ analyses and redesigns illustrate 1) how identification/disidentification with issues of power across gender, race, and (de)coloniality enable them to enter ‘relations of affective solidarity’ as a complex form of empathy, 2) the nuanced negotiations of affect in doing critical literacies across reading and redesign and 3) the ways in which affect surfaces differently for each student across contrasting genres and ‘revealed spaces’ (Boler, 1999).

Harnessing Artificial Intelligence for Advancing Sustainable Development Goals in South Africa's Higher Education System: A Qualitative Study

Artificial intelligence (AI) presents opportunities in transforming higher education system and contribute significantly to achieving Sustainable Development Goals (SDGs). This study seeks to leverage AI technologies to advance SDGs within South Africa’s higher education system. It examines AI technology adoption in South African higher education institutions and challenges, strategies, and potential future directions. This qualitative research employed the constructivist principle to unravel the dynamics of AI in advancing SDGs in South Africa. Lecturers from the Department of Information Sciences were the participants of the study. The participants were purposefully selected based on their experience and knowledge of AI technologies. In-depth interview and focused group discussion was employed to generate and estimate responses using thematic content analysis. The result revealed that participants used AI technology to increase students' learning and engagement so students would not doze in class. It was discovered that AI technology has increased the chances for collective learning. The study further proved that AI technology can improve personalized learning experiences of students with diverse learning styles and abilities. This has led to a more inclusive and interactive classroom environment where students feel more motivated and supported in their learning journey. Integrating AI technology into education has shown promising results in improving student outcomes and fostering a more collaborative learning atmosphere. Based on the results, it implies that harnessing AI would advance SDGs in South Africa’s higher education institutions. As such, we recommended that the South African government should formulate comprehensive national AI education policy guidelines for higher education to regulate and harmonize the usage of AI in the higher education system.

Access and success in higher education: fostering resilience in historically disadvantaged students in South Africa

PurposeThis qualitative study interrogates the barriers that historically disadvantaged higher education students in South Africa face when it comes to access and success. It specifically explores the challenges black students encounter in gaining epistemic access within the South African higher education system.Design/methodology/approachThis research draws upon empirical data collected from a mixed-methods research project conducted at six higher education institutions. It focuses on issues of epistemic access and success within humanities and sciences faculties. The dataset comprises interview transcripts involving 34 student and ten staff cases. Thematic analysis, aided by MaxQDA software, was meticulously conducted to extract and synthesise meaningful themes, crafting comprehensive narratives.FindingsThe study uncovers multifaceted challenges, including difficulties in understanding the admission process, financial barriers and language proficiency issues, faced by disadvantaged students when accessing universities and transitioning from basic to higher education. The research emphasises universities taking proactive measures, such as providing comprehensive early support, identifying at-risk students and collaborating with schools to prepare prospective students better. It advocates for the potential of resilience theory in addressing social justice issues related to access and success for these students. Furthermore, the study recommends developing inclusive curricula and underscores the need for universities to actively support disadvantaged students academically and socially.Originality/valueThis research departs from the conventional focus on physical access to universities, introducing a more comprehensive perspective that emphasises epistemic access as a pivotal aspect of higher education. Drawing on empirical data, it sheds light on the obstacles faced by disadvantaged students during the transition from high school to higher education while also exploring their resilience strategies.

Tourism Entrepreneurial Education and Intention Among Youths: A Case from KwaZulu-Natal in South Africa

This paper explores the relationship between entrepreneurial education (ED) and youths’ entrepreneurial intention (EI) towards starting tourism businesses. A structured questionnaire was used to collect data. The study used purposive sampling method of the non-probability sampling design to select 400 youths living in different regions of the King Cetshwayo District Municipality (KCDM), KwaZulu-Natal Province of South Africa. The methodology employed partial least squares - structural equation modelling (PLS-SEM) using SmartPLS software version 4.0.8.5 to assess the relationships among the construct variables. The results show a significant positive relationship between entrepreneurial education and entrepreneurial intention. Recommendations are offered to the KCDM decision-makers (business support offices), National Youth Development Agency (NYDA), as well as Tourism KwaZulu-Natal to encourage youth entrepreneurship. South African higher education leaders and policymakers can benefit from these findings.

Entrepreneurship Education in South Africa’s Higher Education Institutions:Iin Pursuit of Promoting Self-Reliance in Students

Purpose: Entrepreneurship Education (EE) has garnered increased attention in SouthAfrican higher education institutions due to its potential to foster self-reliance and jobcreation in a country grappling with high unemployment rates. This study examinesentrepreneurship education's role in promoting economic development and povertyalleviation in South Africa.Study design/methodology/approach: The study adopts a systematic reviewapproach to explore the effectiveness of entrepreneurship education in addressingunemployment, creating employment opportunities, and fostering economic growthin South Africa. The study seeks to identify key findings and insights regardingintegrating entrepreneurship education into teaching and learning practices in highereducation institutions by synthesising existing literature.Findings: The findings indicate that entrepreneurship education has the potential toaccelerate economic growth, reduce unemployment rates, and alleviate poverty trapsin South Africa. By equipping students with entrepreneurial skills and mindset,entrepreneurship education can empower individuals to establish and sustain smallbusinesses, thus contributing to economic development and poverty reduction.Originality/value: This study contributes to the existing literature by providinginsights into the role of entrepreneurship education in addressing socio-economicchallenges in South Africa. The findings underscore the importance of integratingentrepreneurship education into teaching and learning practices across all highereducation institutions to tackle unemployment and poverty in the country effectively.The study emphasises the need for concerted efforts from stakeholders in highereducation to prioritise entrepreneurship education to foster economic resilience andsocial upliftment in South Africa.

Challenging Neoliberal Global Capitalism in South African Higher Education Student Funding: A Decolonial Perspective

Challenging Neoliberal Global Capitalism in South African Higher Education Student Funding: A Decolonial Perspective

Factors affecting the retention of millennial academics

Orientation: South African higher education institutions (HEIs) face significant challenges in attracting and retaining younger-generation academics. This results in a critical shortage of a talented pool of scholars required for succession and the sustainability of HEIs over the longer term.Research purpose: This study aimed to explore the factors affecting the retention of millennial academics in South Africa.Motivation for the study: The retention of millennial academics is essential to the success of HEIs. Research on the factors affecting the retention of this cohort of academics is scarce despite their growing importance in sustainable HEI practice.Research approach/design and method: The study adopted a cross-sectional qualitative research approach using semi-structured interviews to collect the data. The sample included 14 millennial academics representing various public HEIs in South Africa. Thematic analyses were applied to analyse the data.Main findings: The findings showed that five factors should be considered to retain millennial academics: career and growth opportunities, work environment, rewards, leadership and work–life balance.Practical/managerial implications: The study concluded that an integrated talent retention strategy should be developed that, at a minimum include opportunities for career development, employee growth, healthy employee–employer relationships, employee support and market-related compensation to retain millennial academics.Contribution/value-add: This research contributes to the limited knowledge of the factors affecting the retention of millennial academics.

On the ‘demonic grounds’ of South African higher education: centering Black women and queer activists’ experiences in decolonization movements

Amidst the global wave of decolonization movements, the #RhodesMustFall (#RMF) movement in South Africa has echoed globally, connecting struggles against racism and colonial legacies such as Black Lives Matter movement in the U.S. to Change the Date campaign in Australia. This study focuses on the experiences of Black women and queer activists within #RMF, examining their role in disrupting hegemonic patriarchy and addressing gender-based violence. Using McKittrick’s (2006) demonic grounds as an epistemic framework, we delve into how Black women and queer activists navigate and resist ‘violent grounds’ spaces of historical oppression and violence – within their geographical and institutional contexts in South Africa. Our findings reveal how such violence is an empirical manifestation of the ‘demonic’ and how resistance materializes through counter-movements and oppositional politics in contested spaces. This research illuminates the intricate dynamics of resistance within the #RMF movement and highlights its significance as a microcosm of broader struggles for social justice, emphasizing the transformative power of marginalized voices in the global discourse on decolonization.

Online education and learning management system usage in a South African Economic and management faculty during COVID-19

The COVID-19 pandemic forced the rapid move of Higher Education from face-to-face to online formats worldwide; initially referred to as emergency remote teaching. As Higher Education transitions into a “new normal” of online and blended education, how educators had transitioned to online spaces at an historically Black and disadvantaged university in South Africa was explored; more specifically, how educators were using the Sakai learning management system (LMS)/virtual learning environment (VLE). This study investigated the instructional design and educational-soundness of online pedagogical practices. To this end, forty-eight (48) online undergraduate course sites from an Ecnomic and Management Sciences faculty were reviewed from nine departments and programmes, according to socio-constructivist and Universal Design of Learning (UDL) principles. It was found that Sakai LMS/VLE tool usage was skewed towards administrative, evaluative and management functions over pedagogical functions: communication (83%), evaluation (83%), content (71%), monitoring (67%), and collaboration (52%). While most courses included varied types of learning activities, they were dominated by traditional and passive approaches, and less inter/active approaches: acquisition (89%), practice (71%), production (64%), discussion (35%), collaboration (31%), and investigation (8%). The results from this study will guide future staff development initiatives to improve LMS/VLE instructional design and online educational practice. Future research includes qualitative exploration of both staff and student experiences. Implications for equity, social justice and transformation in South African Higher Education, and related contexts, are emphasised.

“Breaking Bread, Breaking Barriers”: An Ecological systems theoretical analysis of Food Insecurity in South African Higher Education Institutions

Food insecurity is an increasingly pressing issue in South Africa, affecting higher education institutions. The country’s prevalent poverty and unemployment rates, exacerbated by the economic impact of the COVID-19 pandemic, have led to reduced funding for higher education institutions. As a result, students’ well-being is compromised, with many experiencing hunger and difficulties in their academic progress. While existing literature addresses food insecurity in South African higher education institutions, a comprehensive understanding from a systems theoretical perspective is lacking. This study applies Bronfenbrenner’s ecological systems theory, a multi-level analysis framework, to examine the complexities of food insecurity in South African higher education institutions. The analysis explores the microsystem, mesosystem, exosystem, macrosystem, and chronosystem dimensions of food insecurity as a multidimensional challenge requiring holistic response strategies. Drawing on scholarly literature, news articles, and reports from governmental and non-governmental organisations, this qualitative research sheds light on the multifaceted nature of food insecurity challenges in higher education institutions, with a specific focus on student development. Insights from Bronfenbrenner’s ecological systems theory enhance the understanding of the barriers to student well-being and academic success and underscore the need for targeted interventions. The findings contribute to the literature on food insecurity as a complex problem and guide policy decisions, interventions, and initiatives.

STUDENTS’ PERSPECTIVES OF QUALITY EDUCATION AT A SELECTED SOUTH AFRICAN UNIVERSITY

This study aimed to investigate the perspectives of undergraduate students in the TME (Technology and Mathematics Education) department within the Faculty of Education at a South African higher education institution regarding the quality of education they receive. Quality education is vital for equipping students with the knowledge and skills necessary for their academic and professional growth. The research was framed by the Octet of Quality Theoretical Framework in Higher Education developed by Zaki and Rashidi. A qualitative case study approach was employed on ten Technology and Mathematics Education (TME) students to gather rich and in-depth data that would offer profound insights into the experiences of the students. Data collection was carried out through semi-structured interviews, and the interview responses were subjected to thematic content analysis. The primary findings of the study revealed several challenges, including limited access to resources as well as student support and involvement in curriculum. These challenges can hinder the attainment of quality education. In conclusion, it is evident that both students and academics require support to ensure the delivery of quality education. To bridge the gap in achieving quality education, this paper suggests that students' perspectives on quality education are multifaceted and necessitate focused attention from higher education institutions. By addressing these multifaceted concerns, institutions can take substantial steps toward enhancing the overall quality of education for their students.

Reconceptualising initial teacher education in South Africa: A quest for transformative and sustainable alternatives

Education serves as a catalyst for achieving Sustainable Development Goals (SDGs), and it is essential for education to keep pace with societal dynamics. This paper argues for the reconceptualisation of initial teacher education in South Africa to promote an alternative transformative and sustainable pedagogy. Questions arose regarding the compatibility of the current teacher education program in South Africa with the needs of today's learners. Therefore, it is important to assess whether South African higher education institutions provide adequate training for future teachers. The current teacher education programme has remained unchanged for many years, failing to adapt to the evolving educational landscape and instead adhering to traditional methods that were relevant in the past. Incorporating flexible, transformative pedagogies and technologies can enhance student learning and engage learners of the 21st century. Using a typological methodological design, this conceptual explanatory paper identifies six themes: program content, pedagogy, technological advancements, preparing teachers for inclusion, school-based experiences, and addressing anxiety. This paper contributes to existing knowledge by advocating for the reconceptualisation of teacher education programs, aiming to produce graduates who are equipped to address global challenges. Furthermore, it emphasises the need for an alternative transformative sustainable initiative to overhaul teacher education programs to align with modern societies' complexities and dynamics. Therefore, this paper calls for the reformulation of South Africa's initial teacher training to align with SDG 4 (quality education) and Agenda 2023, which underpin Africa's transformational aspirations for a better future for all. 

Balanced-integration: A dimension of supervision to support students navigating parenthood in pursuit of a PhD

This article explores the experiences of doctoral students juggling parental and professional roles. It proposes a balanced-integration approach in the reflective supervisor framework to tailor support. The research focuses on identifying challenges and evaluating the approach’s effectiveness, suggesting supervisors should serve as advocates for well-being and motivation. With the South African government’s National Development Plan aiming for a higher education sector that can produce more than 100 doctoral graduates per one million of the population by 2030, it is imperative to understand PhD student’s simultaneous identities as parents and professionals who must balance the demands of their studies, families and careers. The study advances a balanced-integration approach for supervising this demographic, with supervisors serving as advocates for the holistic well-being of these students, architects of personalised academic pathways, and catalysts for motivation inspired by family commitments. This approach adds a fifth dimension to Pearson and Kayrooz’s four factors of facilitative supervisory practice. The methodology is a descriptive quantitative study research design and a cross-sectional approach based on online surveys completed by 47 respondents from 13 South African higher education institutions and eight from abroad (n = 55).

Promoting student success in online post-graduate studies at a South African University: The role of professional and administrative support

Post-graduate online students studying in cohorts are expected to collaborate effectively with their peers and instructors in the virtual environment and are presumed to have the necessary skills needed for self-directed online learning. However, studies have shown that the low retention and success rates in online learning could be attributed to individual students experiencing a sense of isolation in a community of online students. Providing various non-academic support is as crucial for ensuring success as academic support services. More importantly, the support should acknowledge and address the unique set of skills, experiences, and expectations of the individual student in the community of online learners. This study aimed to ascertain whether professional and administrative student support that focused on the individual needs of the post-graduate student promotes retention and success in online studies. A qualitative case study at a business school at a South African higher education institution evaluated the professional and administrative support types, range and timing in promoting success in online post-graduate studies. This included the content analysis of key documents such as the self-evaluation report and the survey report on evaluation, impact and lifelong learning of a post-graduate qualification, followed by a focus-group session to ascertain staff perceptions of the professional and administrative services and resources in promoting success in online post-graduate studies. Using Simpson’s Proactive Motivational Support model (PaMS) as a lens, the study revealed a lack of motivational aspects of student support for online post-graduate students. Furthermore, the results affirmed the presumption of post-graduate students as a homogenous group prepared to succeed in online learning communities. Moreover, that limited provision was made to support online post-graduate students from remote areas and for those with disabilities. The study concludes that a more personalised approach to student support will motivate post-graduate students to become successful self-directed students in a community of online learners. Moreover, a focused school, college and institutional approach and an integrated inter- and intra-institutional collaboration are needed to enhance self-directed learning, foster a sense of belonging, and promote success in online post-graduate studies.

Leaving no one behind: Leveraging support to promote access with success in post-graduate studies

Postgraduate student enrolment at South African universities has increased significantly. While this is commendable, it has raised concerns about low success rates. Various scholars have identified under-preparedness, supervision challenges, mental health issues and funding, among other factors, that contribute to the post-graduate success crisis. We believe that post-graduate support services have a significant role to play in dealing with this success crisis. Therefore, in this article, we present a two-fold argument about post-graduate support in South African universities. Firstly, we argue that universities have prioritised support services aimed primarily at undergraduate students, with insufficient support at the post-graduate level, and this has negative implications for post-graduate students’ well-being, success and, ultimately, the knowledge-creating project in the South African higher education context. In so doing, we also highlight some of the gaps as potential areas of improvement in existing postgraduate support services. Secondly, we argue that improved support for postgraduate students requires well-coordinated and collaborative efforts between multiple stakeholders: supervisors, students and university support services, among others. In this way, this article contributes to the body of knowledge on access with success, illuminating the value of support in, and the intricacies of, post-graduate studies.

Cloud leakage in higher education in South Africa: A case of University of Technology

Background: Users with knowledge of an organisation can pose risks to Cloud Computing, including current and past employees and external stakeholders with access to the organisation’s cloud. These insiders may engage in intentional or unintentional disruptive behaviors, causing significant harm to the organisation. A study focused on insider threats in South African higher education examined the tactics used by cybersecurity leaders to enforce cybersecurity policies.Objectives: The goal of this study was to develop a comprehensive insider mitigation framework for cloud leakage in a South African University.Method: The study employed qualitative methodologies and a case study approach. Open-ended interviews were conducted to collect data from the participants. The collected data was coded and analysed using ATLAS.ti 22.Results: The study’s findings revealed that some of the major sources of cloud leakage are a lack of effective training, ineffective information security (IS) policy regulation, and the implementation of information security awareness workshops that provided advice on how information security should be managed in the university.Conclusion: Insider threats pose a serious risk to organisations. To mitigate this threat, it is crucial for organisations to establish strong security policies and closely monitor employee activities. By conducting a thorough assessment of insider threats, organisations can enhance their understanding of this dynamic threat and strengthen their defenses.Contribution: Although every employee is ultimately responsible for an organisation’s security, the most effective IS programmes demonstrate strong top-level leadership by setting a ‘tone at the top’ and promoting the benefits of IS through careful policy and guidance.

Use and Acceptance of Open Educational Resources in Library and Information Science Departments in South African Higher Education Institutions

Technology advancement has caused various changes in education, a phenomenon which demands academics to keep up with these changes. Covid-19 caused multiple educational challenges, as online teaching had to be adopted and implemented quickly. The scarcity of online teaching and learning resources has been one of the major problems in South African education. The establishment of open educational resources (OERs) came with some solutions during the trying times of the pandemic, where direct contact with other people was significantly reduced. OERs are educational materials in the public domain introduced with an open licence, such as digital textbooks, research papers, lecture notes, assignments, tests, projects, audios, videos, and animations. It emerged in this study that library and information science (LIS) departments have some awareness of OER. LIS staff employ OERs in their work. However, LIS students rarely utilise them in their studies. It was discovered that LIS departments experience challenges regarding the awareness of copyright, technological problems, quality assurance, and a lack of understanding OER. It can be concluded, based on the findings, that LIS departments were not fully prepared for the changes (moving to online learning) implemented in response to the pandemic. Thus, the study recommends that there should be improved OER awareness, academic staff training, workshops, adequate ICT infrastructure, and improvement of technical skills to increase the utilisation of these resources in LIS departments. This paper depicts an overview of OER and the involvement and opportunity it holds for library and LIS professionals.

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

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

Enabling and constraining causal powers for research and innovation in the South African higher education

This article highlights the critical importance of research and innovation in higher education, using South Africa (SA) as a case study. It analyses discourses that enable and constrain research and innovation. Margaret Archer’s social realist theory and stratified construct of structure, culture and agency is employed to understand various emerging transformation discourses exerting enabling or constraining causal powers for research and innovation. The interplay between structural, cultural, and agential milieus is investigated to better understand the urgency towards research and innovation. With this understanding, academics might locate their agency in the global and local contexts, create ideal conditions and build corporate agency for strengthening research and innovation. Universities with limited resources, should not reinvent what already exists, but should responsibly borrow key aspects that would thrive in their own contexts. However, it must be cautioned that no system of the world can exist as an end without deficits and flaws.

Creating a sense of “aliveness” in a SoTL CoP on a rural campus

The Scholarship of Teaching and Learning (SoTL), as a research-based inquiry into student learning, is a continuously evolving practice. SoTL, as a practice, guides academics in improving upon their teaching, which is based on their specific context and student cohort. However, since academics are ultimately specialists in their own fields, completing research based on higher education topics is most often unfamiliar territory; it can, however, be supported through SoTL communities of practice (CoPs). The principles of SoTL and of cultivating CoPs can play a key role in designing these CoPs for “aliveness”. In this action research study, feedback and outputs from the SoTL CoP members at a South African higher education institution indicate that to support researchers optimally, a flexible approach, embedded in an organised schedule and integrated with sound research practices, ensures a sense of “aliveness” for members that participate in the CoP.