South African Higher Education Institutions Research Articles

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

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.

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.

Staff perspectives on transformational needs at a South African higher education institution

Staff perspectives on transformational needs at a South African higher education institution

Types of shop stewards in a South African higher education institution and their varying challenges

ABSTRACT The main role of shop stewards, whether part-time or full-time, is to act as workplace representatives for trade unions. However, they face several challenges while fulfilling their roles, more specifically shop stewards in the higher education sector due to marginalisation and politicisation in the sector. This study employs qualitative research methods to explore these challenges and proposes effective solutions for shop stewards. The study involved interviews with 15 shop stewards from a higher education organisation. After analysing the data, the findings revealed that part-time shop stewards get challenged by role overload and face the risk of career suicide. On the other hand, full-time shop stewards are challenged by the prolonged working hours. Similarly, both types of shop stewards experience work-family and interpersonal conflicts. South African labour legislation needs to be relooked at to accommodate the dual roles of part-time shop stewards and reduce the hostility they encounter from line managers or employers. Moreover, shop stewards need to develop on self-and others’ awareness skills, and create own awareness with workplace policies so that they carefully navigate between their two roles without any major ramifications like disciplinary hearings. These findings provide new information on shop stewards challenges by type in the higher education sector.

Challenges of Incorporating Sustainable Development Goals Into South African Higher Education Curricula

This paper highlights several challenges that the adoption and implementation of the seventeen United Nations Sustainable Development Goals (SDGs) pose for South African Higher Education institutions’ (HEIs) curricula design. It also reflects on the experiences of some institutions who have embraced SDGs in their teaching and learning, research, management (governance and operations), and public engagement strategies (Sustainable Development Solutions Network, 2017). SD4 seeks to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. This paper is intended to contribute to policy debates on issues that are seemingly being given little attention in curriculum design, in the advance towards the target 2030 date for achieving SDGs. The research is motivated by the absence of guidelines and frameworks from South African education governing bodies regarding SDGs, leading to knowledge and capacity gaps that frustrate academics who are increasingly being required to include SDGs in their courses. The author uses a qualitative methodology (document review) and focuses on literature published between 2019 and 2023 on the implementation of SDGs into South African curricula. This study recommends that private HEIs be included in the development of SDG governing frameworks and policies. It also recommends that HEIs develop a South African ranking system to track progress towards SDG attainment.

Exploring Curriculum Transformation in Higher Education Institutions: A Critical Analysis of Equity and Social Justice Perspectives

This paper addresses the imperative of curriculum transformation within higher education in South Africa to confront and mitigate structural inequalities and promote equitable access and outcomes. Drawing upon Fraser's multi-dimensional framework for social justice, the study critically examines the efficacy of curriculum interventions, particularly Education Development initiatives in South Africa. Fraser's framework enables assessing how these interventions address justice dimensions: redistribution, misrecognition, and representation. The analysis reveals that existing interventions predominantly adopt an affirmative rather than transformative approach, primarily focusing on redistributive justice while neglecting misrecognition and representation issues. The study underscores the necessity of embracing a transformative paradigm in curriculum development within South African higher education institutions. A transformative approach necessitates a fundamental reframing of the curriculum, involving reassessing the scale of existing challenges, interrogating underlying assumptions shaping curriculum norms, and re-evaluating the delineation between 'mainstream' and 'other' students. Moreover, it advocates for revisiting the appropriateness of the curriculum for a diverse and pluralistic society. In conclusion, the paper advocates for a comprehensive reframing of the South African higher education curriculum, emphasising the imperative of transformative practices. It proposes recommendations for reformulating the curriculum to address better social justice issues, including embracing inclusivity, challenging prevailing norms, and fostering a curriculum that reflects the diversity and complexities of contemporary society.

The liminal space: academic literacies practitioners’ construction of professional identity in the betwixt and between

Research on third space practitioners in higher education has gained traction since the mid-2010s. However, less research has been done on academic literacy practitioners as third space practitioners, and their often-marginalised positioning at many South African higher education institutions. This is despite their integral role in student success, and the fact that many South African academic literacy practitioners support the academic literacies development of thousands of students. At the same time, many also negotiate problematic binaries in terms of institutional conceptualisations and positionings of academic literacies development. This article explores how academic literacy practitioners construct their professional identities and manage the complex tensions that are often an inherent part of these professional identities. Using qualitative data, this research explores which institutional structures and cultures surround academic literacy practitioners, and what constraining or enabling effects these have on how they perform their roles and construct their professional identities. The findings highlight that research helps academic literacy practitioners establish a professional identity and legitimise the value of academic literacies development work. Participants also spoke about the importance of communities of practice and collaboration in shaping their professional identities. Although this paper focuses on South Africa, the findings will likely be useful in other contexts where academic literacy practitioners negotiate problematic binaries while trying to construct professional identities.

Storytelling for personal connection: A pedagogical strategy to localise fashion education

The 2015 student protests, #RhodesMustFall and #FeesMustFall, gave rise to the call to decolonise curricula and end the dominance of Western ideologies in South African higher education (HE). The argument put forward in this paper is the need to shift from a traditional approach to a humanised pedagogical approach, wherein students frame knowledge around individual experiences to construct personal and shared understanding. Although limited scholarship around decolonising South African fashion HE exists, such scholarship does not focus on storytelling and circle learning as pedagogical strategies. To address this research gap, narrative humanism, referred to in this research as storytelling, and circle learning are put forward as pedagogical strategies to integrate student identities for personal connection in South African fashion HE. This paper aims to explore the affordances of storytelling and circle learning to decolonise South African fashion HE. Through qualitative action research, two teaching and learning interventions, termed the pilot and main studies, were designed and applied with fashion students at a South African HE institution. Data collection entailed semi-structured student questionnaires, artefacts, and a reflective research journal. To analyse the data, content analysis was employed. The findings reveal that, irrespective of cultural lived experiences or diverse backgrounds, storytelling afforded a decolonised approach in terms of inclusivity, collaboration, and a safe environment for socially engaged dialogue and peer feedback. Similarly, circle learning seemed to reduce teacher-student power relations and contrasted traditional modes of delivery. Circle learning appeared to encourage meaningful, engaged participation, affording a progressive pedagogical strategy to accommodate student and teacher voices in open dialogue. This paper contributes to the scholarship of teaching and learning in that storytelling and circle learning are suitable pedagogies to decolonise fashion education in the Global South.

Insights into leadership practices in South African Higher Education

Orientation: The complexity of higher education highlights leadership’s significance. Effective leadership ensures quality education and institutional survival, with senior academics (specifically, professors and associate professors) greatly influencing reputation and research. Exploring senior academics’ leadership experiences is therefore crucial.Research purpose: This study aimed to explore senior academics’ experiences of leadership behaviours at a South African higher education institution, extracting their experiences of positive and negative behaviours.Motivation for the study: Senior academics play significant roles, with vital teaching, research, and reputation contributions to the quality of the university’s educational service. Despite numerous leadership studies, none have explored senior academics’ experiences in South Africa.Research approach/design and method: In this study, a qualitative descriptive design was employed to investigate the experiences and perspectives of 14 senior academics. The participants were selected using stratified random and snowball sampling techniques.Main findings: Participants experienced positive, effective behaviours and negative, destructive behaviours, highlighting the complexity of leadership experiences through contrasting experiences. Positive, effective leadership behaviours include constructive engagement, compassionate support, psychological safety and enabling growth. Negative, destructive leadership behaviours include poor communication and collaboration, eroding integrity and regard, unresolved issues, depersonalisation and toxic practices.Practical/managerial implications: Understanding experiences and implementing recommendations could incorporate positive leadership behaviours into competency frameworks for human resources practices. Awareness of the leadership ethos dichotomy can potentially establish a unique and characteristic leadership culture.Contribution/value-add: This study provides senior academics’ leadership behaviour perspectives and produces lists of positive and negative leadership practices.

Barriers preventing the optimal use of e-books: A South African undergraduate perspective

Background: South African academic libraries are spending large amounts of money annually to provide users access to e-books. In many of the South African Higher Education Institutions (HEIs) undergraduate students form the largest part of the institutional cohort. It is therefore crucial to understand what factors influence the optimal use of e-books by undergraduate students and what possible interventions can be applied to ensure optimum use.Objectives: This article aims to identify the main factors that prevent the optimal use of e-books by undergraduate students at a South African university.Method: For this study, pragmatism was used as the philosophical paradigm, with sequential mixed methods using questionnaires and focus groups.Results: The findings of this study revealed that while e-books can be regarded as an accepted source of information among undergraduate students, there are still several barriers impacting the optimal use of e-books by undergraduate students.Conclusion: This study identified five significant barriers that negatively influence the optimal use of e-books and provides possible solutions to improve the usage of e-books.Contribution: The results of this study will contribute towards the lack of information available on the usage of e-books in the South African context.

Self-Perceptions and Benefits of Psychological Resilience Among Women Academics in the Context of Working in South African Higher Education Institutions (SA-HEIs): A Mixed-Method Approach

Higher education institutions (HEIs) globally heavily depend on the resilience of academic staff members to achieve excellence in teaching and learning. The extant scholarly work on resilience seems to take the relationship between workplace environmental factors (WEFs) and the adverse experiences of resilience among women academics for granted. Using South Africa as an example, this research mainly focused on the WEFs acknowledged as the primary sources of adversity and the overall perceptions and experiences of resilience among women academics in South African HEIs. This research employed a mixed methods sequential explanatory design comprising an online quantitative survey of 135 women academics, and individual in-depth/semi-structured qualitative interviews of 27 women academics. The aim of this article was to illustrate how resilience can shape the way women academics interpret and respond to adversity. More specifically, the mixed-method findings presented in this article thought to document the perceived experiences of PR among women academics in South African Higher Education institutions (SA-HEIs), with a particular focus on the University of KwaZulu-Natal (UKZN) which is located in the province of KwaZulu-Natal in South Africa. The findings unpack how four building blocks of psychological resilience (BBPRs)—neuroticism, mindfulness, self-efficacy, and coping—moderated the effects of WEFs-related adversities; and provide insights into the impacts of human resources management practices (HRMP) on women academics’ resilience. We conclude that a higher self-reported level of resilience is not necessarily indicative of positive experiences of WEFs amongst women academics in South African universities.