South African Higher Education Institutions Research Articles

The use of technology to facilitate teaching and learning in studio-based spaces in the aftermath of COVID-19

Education technology has become increasingly important in South African higher education institutions. However, the efficacy of these technological innovations has not been unanimously acknowledged in the departments of Applied Design and Multimedia at CPUT. Lecturers and students have experienced difficulty in integrating education technology systems into all facets of studio-based learning. Aim: This study investigated the role of education technology tools in arts education and the extent, to which learning management systems (LMSs), such as Blackboard, are used in studio-based teaching and learning environments at CPUT. Methods: Owing to the exploratory nature of this study, the researcher adopted a qualitative approach in the form of a multiple case study as the study’s research design. Data analysis was used to analyse the data that was obtained from the interviews and relevant supporting documents. Results: The findings revealed that several lecturers were reluctant to make extensive use of education technology systems due to their perceptions of the primacy of traditional face-to-face teaching methods. Implications: The findings may provide vital information for education technologists, policy makers, and curriculum and instructional designers looking to benefit from education technology in the current fourth industrial revolution. Recommendation: The study recommends extensive use of education technology tools in discipline-specific settings, such as studio-based spaces, and close collaboration between lecturers and instructional designers when developing education technology systems for studio-based courses. The study also concluded that the e-learning system, used at the time of the study, needed to be optimally designed to meet the needs of studio-based disciplines. It is highly likely, that failure to do so would preclude the possibility of successfully integrating future technological innovations into studio-based teaching and learning environments in the post-COVID-19 era and a debilitating failure to prepare students to work in technologically advanced environments would be an inevitable consequence.

Assessing the Enactus Global Sustainability Initiative’s Alignment with United Nations Sustainable Development Goals: Lessons for Higher Education Institutions

Various institutions across the world encourage young people to get involved in community development initiatives and set up small businesses that contribute to the sustainability of society. There is a growing body of literature suggesting that Enactus International is a key stakeholder in this endeavor, as university students’ transformational innovations are developed and exported through Enactus-established collaborations. However, further investigation is required to identify how this phenomenon works. Previous studies have not explored Enactus student teams’ sustainability practices in relation to global goals, and most were limited to the context of a particular institution. As a result, this article examines the relationship between the Enactus sustainability initiative and the United Nations Sustainable Development Goals, thus identifying critical lessons for South African higher education institutions as well as HEIs in other nations facing comparable circumstances. A focused review methodology is used in this analysis to assess the Enactus global sustainability initiative’s alignment with the SDGs, which involves a comprehensive search of the Web of Science and Scopus databases to identify relevant articles. As the year 2030 approaches, the authors warn that university stakeholders’ resistance to change and knowledge gaps about sustainability practices, as well as other limiting factors identified in this study, may impede the attainment of Sustainable Development Goals in the country. This study intends to encourage higher education institutions as change agents, stimulating them to take the lead in overcoming obstacles to the attainment of the SDGs by 2030. The study illuminates cogent approaches necessary for HEIs to create a more sustainable world. It specifically highlights the multidisciplinary perspective and collaborative opportunities offered by SDG-driven organizations.

The Fusion of Talent Management and Knowledge Management: An Odd Couple or Happy Nuptial

The purpose of this paper is twofold, firstly, to explore the factors that affect the retention of knowledge workers in South African higher education institutions; secondly, to show how talent management can benefit knowledge management practices. The mixed-methods design was employed to collect and analyse the quantitative and qualitative data. Stratified and purposive sampling techniques were used to select 347 respondents from three South African universities. Questionnaires and interviews were used to collect the data from 277 participants. The Statistical Package for the Social Sciences was used to analyse the quantitative data, while the qualitative data was analysed using NVivo (version 12.0). The quantitative and qualitative findings confirmed that work-life balance, promotion and employer-employee relationship positively impact the retention of knowledge workers in South African higher education institutions. This study provides a deeper understanding of how universities could leverage employee promotion, employer-employee relationship and work-life balance to retain knowledge workers in the competitive business environment. The study demonstrates that factors of talent management such as promotion, employer-employee relationship and work-life balance, are viable tools for retaining knowledge workers to position higher education institutions at the cutting edge. These factors can benefit knowledge management practices. The study expands on the limited research on employee retention strategies, talent management and knowledge management.

Temporary academics in South African higher education institutions: Their lived precarity experiences

Temporary academic appointments are increasingly prevalent in higher education institutions across the globe. The lived experiences of temporary academic staff within South African higher education institutions were explored. Twenty-six temporary academic staff (females = 69%, black = 75%, white = 25%, other = none) participated in semi-structured interviews on their lived employment experiences. Six themes emerged from the thematic analysis: (1) negotiating desire versus despair; (2) living in limbo, (3) stunted career growth, (4) disillusionment and emotions of exploitation, (5) marginalised as an outsider, and (6) dehumanised work experience. The temporary academics stated a desire for fair human resource support, recognition, and being valued for their contribution to the academy similar to their permanent/full-time counterparts. These findings indicate that employment precarity for temporary academics should be addressed with employment practices and policies to improve their quality of work life.

In(ex)clusion of transgender students in South African higher education institutions

This study aimed to critically assess the current state of transgender student inclusion in South African universities, highlighting the challenges, progress and potential areas for improvements that exist. This article highlights the complexities of legal identity, self-determined identity and the recognition of transgender identity in South Africa. Using photovoice and drawings as data collection tools, this study explored the lived realities of seven transgender university participants in a society that upholds heteronormative values and practices. Purposive and snowball sampling approaches allowed us to identify participants for the study among a population that would otherwise be difficult to reach.Contribution: The findings of this study are discussed under themes that are evocative of the students’ experiences of exclusion practices in their institutions of learning. We argue that South African universities should focus not only on increasing diversity but also on creating inclusive environments that support the success and well-being of all student populations, in this case, transgender students.

Exploring Conceptions of ‘Number Sense’ Evident in Pre-service Programmes for Primary School Teachers: A Review of Texts Used Across 11 University Programmes

This paper examines the conceptions of ‘number sense’ as promoted in pre-service primary mathematics education courses at 11 South African Higher Education Institutions through the texts used by academics or prescribed for students. While all the participating institutions agree that the development of primary school learners’ ‘number sense’ is central to their mathematics methodology courses and that there is an overwhelming amount of research and literature on ‘number sense’ nationally and internationally, their conceptualisations of the nature of ‘number sense’ vary. Teacher educators, who develop pre-service teacher education courses, were asked to provide the texts, used to underpin the 11 universities’ mathematics education modules in the Bachelor of Education (Foundation and Intermediate Phases) and Post Graduate Certificate in Education (Foundation and Intermediate Phases) programmes. These texts were analysed drawing on Whitacre et al.’s emphasis on three ‘number sense constructs’ identified as Innate Number Sense, Early Number Sense and Mature Number Sense. The results show that there is no common language of description for ‘number sense’ across the 11 universities. This research implies that there is a need to develop a consistent understanding of ‘number sense’ and how it is developed across institutions.

Being at home: Race, institutional culture and transformation at South African higher education institutions by P. Tabensky & S. Matthews (Eds.) (2015). Pietermaritzburg, South Africa: University of KwaZulu-Natal Press.

Being at home: Race, institutional culture and transformation at South African higher education institutions by P. Tabensky & S. Matthews (Eds.) (2015). Pietermaritzburg, South Africa: University of KwaZulu-Natal Press.

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

Purpose The purpose of this paper was to identify talent development practices and processes that enhance professional and career growth of employees in South African higher education institutions (HEIs). Design/methodology/approach A quantitative study was carried out to investigate the subject matter. A structured questionnaire was used to collect the data from 265 academics in three South African HEIs. The Statistical Package for the Social Sciences, version 27.0, was used to analyse the data. Cronbach’s alpha coefficient and factor analysis were used to test the reliability and validity of the measuring instrument. Pearson’s correlations and regression analysis were used to interpret the relationship between the independent and dependent variables. Findings The results of the Pearson correlation test established a strong positive influence of training development, coaching and mentoring and career development on talent development. On the other hand, linear regression results indicated that training and development, coaching and mentoring and career development made a strong contribution to the model. Research limitations/implications The scope of the study only applied to South African HEIs, making the generalisation of the findings to be limited because of the differences in an organisational context. Hence, future research should focus on different industries. Practical implications The study contributes to understanding how talent development can be leveraged to assist academics in HEIs to improve their professional and career goals. The findings suggest that HEIs must invest in talent development to help academics acquire the skills, knowledge and competencies required to perform their tasks. Originality/value This paper sheds more light on talent development practices and processes that enhance academic skills, knowledge and competencies in HEIs. Moreover, the study expands on the findings of prior studies concerning talent development in learning organisations.

Decolonisation, knowledge construction, and legitimation at African universities in the 21st century: Relevance of François Lyotard

The Fallist movement in South Africa, among other points, called into question the relevance of maintaining aspects of colonial heritage, especially as they relate to knowledge construction at South African higher education institutions. The issues of transformation and knowledge decolonisation also came into the limelight with some students calling for the decolonisation/Africanisation of science as a system of knowledge, hence #ScienceMustFall. These issues can be placed in the wider context of the argument that African centres of learning are founded on colonial epistemologies and forms of education. It is notably a reality that impedes the project of proper transformation and decolonisation at African centres of learning. Utilising desktop methods, this article engages the debate on knowledge decolonisation at African universities in the 21st century. Based on Francois Lyotard's postmodern views, the article theorises a possible philosophical grounding for knowledge decolonisation. It argues for openness to subjectivity in the enterprise of knowledge construction, and for the integration and mainstreaming of African knowledge systems at African universities.

Promoting Critical Thinking through Socratic Questions in Health Sciences Work-Integrated Learning

Critical thinking is an essential skill that needs to be developed in students to provide quality support, care and well-being for their patients. It is an important skill that includes critical decision-making, evaluating the situation, communicating and participating in the decision-making. These skills are aligned with the 21st century work skills required for efficient and quality outputs. The Socratic question technique has been found to be an effective approach to promote and enhance students’ critical thinking during their work-integrated learning. This study aimed to explore students’ experiences of Socratic questioning to promote their critical thinking skills during the work-integrated learning of an acupuncture programme at a South African higher education institution. This study used a qualitative case study design embedded within an interpretivist paradigm. The research setting was a public university in Gauteng province. The purposive sampling technique was used to invite participants. Six (6) participants voluntarily agreed to participate. The data collection instrument was text-based interviews. Data were analysed inductively whereby themes were identified and analysed. Trustworthiness and its relevant principles were adhered throughout the study. The findings of this study revealed that students acknowledged the value of Socratic questioning in work-integrated learning to improve critical thinking. They further agreed that the technique gave them the opportunity to be self-reflective. However, participants indicated that there is a need for academics to be thoroughly familiar with Socratic questioning to add value to their learning. More time should be allocated for Socratic questioning during work-integrated learning. This study concluded that Socratic questioning was essential and pertinent to promote students’ critical thinking during work-integrated learning. There is a need to provide training for academics and clinical instructors to be knowledgeable on how to utilise Socratic questioning methods appropriately. Further studies are recommended to be conducted at international levels with different research approaches.

CHALLENGES MITIGATING AGAINST EFFECTIVE ADOPTION AND USAGE OF E-LEARNING IN CURRICULUM DELIVERY IN SOUTH AFRICAN UNIVERSITIES

The advent of the Fourth Industrial Revolution has brought about a significant transformation in the global education system. The incorporation and usage of diverse educational technologies facilitate the acquisition of knowledge in a tangible, effortless, and enjoyable manner, concurrently stimulating students' motivation to engage in the learning process. The advent of the COVID-19 pandemic has brought to light the importance of Information and Communication Technology (ICT) in the realm of education. The objective of this study is to investigate the implementation of e-learning in the context of higher education in South Africa, with a focus on challenges against effective adoption and usage of e-Learning in curriculum delivery. The significance of e-learning in revolutionising pedagogy through the usage of diverse learning technologies and online platforms for instruction, learning, and evaluation is undeniable. However, several obstacles have impeded the efficient integration of ICT in South African Higher Education Institutions. The research employed a systematic literature review methodology, drawing from diverse sources. Diverse educational institutions have reportedly encountered distinct obstacles in their efforts to successfully incorporate information and communication technology (ICT) into their instructional methodologies. The challenges that impede the efficiency of learning technologies include insufficient ICT resources, inadequate ICT skills, and power outages, among others. Consequently, the research suggests implementing tactics to improve the usage of information and communication technology (ICT) for electronic learning (e-learning) in academic establishments, in order to tackle the obstacles.

Embedding Sustainable Mathematics Higher Education in the Fourth Industrial Revolution Era Post-COVID-19: Exploring Technology-Based Teaching Methods

Higher Education Institutions have adopted technology-based teaching methods to prevent the spreading of the contagious coronavirus (COVID-19). In the Fourth Industrial Revolution (4IR) era, technology-based teaching methods are indispensable for scaffolding teaching, learning and assessment. Mathematics is an important discipline in education, and provides a basis for problem solving, critical thinking and analytical skills, which is important to consider when focusing on sustainability. Thus, to add knowledge to the field about integrating technology-based teaching methods in mathematics, Higher Education environments during and post-COVID-19 need to be interrogated. This added knowledge is be valuable in the 4IR era post-COVID-19 for sustaining mathematics in Higher Education. This study explored participants’ experiences, views, implications and suggestions for technology-based teaching methods for mathematics. These participants (N = 45) were postgraduate students and mathematics school teachers at the research site in KwaZulu-Natal, South Africa. The research location for this qualitative study was a South African Higher Education Institution, and the study was conducted during the COVID-19 pandemic. The Community of Inquiry theoretical framework and the Substitution, Augmentation, Modification and Redefinition (SAMR) theoretical model guided this study. Participants were invited to two interactive online workshops. At these workshops, participants were introduced to different technology-based teaching methods. Then, they were invited to individual online interviews. The findings of this study suggest important experiences, views and suggestions for using technology-based teaching methods in Higher Education mathematics contexts in the 4IR era. These findings provide important implications and further research possibilities for embedding sustainable mathematics in Higher Education in the 4IR era, post-COVID-19.

Network DEA efficiency of South African higher education: evidence from the analysis of teaching and research at the university level

ABSTRACT The performance of a university depends on departmental activities in a network framework. The university is efficient only if these departments are efficient in their operations. The connection between departments is fundamentally complicated and should be scrutinised to offer more suitable ways for more enhancement. However, to our knowledge, no single study exists which assesses the performance of South African universities in a network structure accounting for the effects of exogenous factors on the overall and structural efficiencies. Our study employed the network-based DEA method to examine the performance of South African higher education institutions in a network structure of teaching and research for the period 2009/10–2016/17. The findings reveal that the efficiency of teaching activities is 0.942, while the efficiency of research operations is 0.782. The network-based performance of South African universities is 0.844, strongly associated with research efficiency. The findings also reveal that the percentages of staff with PhD and Master’s degrees and professional staff, student fees, personnel grant, and government funding influence the efficiency of research activities. A definite need for government organisations and other higher education-related stakeholders should incorporate these findings to strategies for National Development Plan 2030 targets.

Technology and collaboration as strategic drivers shaping higher education

Strategic drivers are the most powerful agents of change not only altering industries, but also the strategic landscape of South African Higher Education Institutions (HEIs). Within this volatile, uncertain, complex and ambiguous (VUCA) world, technology and collaboration and its interrelatedness seems most profound for HEIs. Therefore, exploring the impact of technology and collaboration as strategic drivers would allow South African HEIs to serve its socio-economic purpose more effectively. In support of this aim, an interpretive paradigm, employing qualitative methods, was pursued. A qualitative survey design was utilised whereby semi-structured interviews were conducted with 17 research participants occupying senior management positions at seven public and one private South African HEI. Data were analysed in applying conventional content analysis with the assistance of Atlas ti. The results confirmed technology and collaboration as strategic drivers and to be critical for South African HEIs. Especially the importance technology was emphasised by the coronavirus disease 2019 (COVID-19) pandemic, while technology also render collaboration more accessible for HEIs. To this end, South African HEIs have to rethink strategy post COVID-19 in using technology to enhance technology integrated teaching and learning practices within the realm of the fourth industrial revolution (4IR). Furthermore, to also collaborate nationally and internationally to ultimately develop the higher education sector.

Fourth Industrial Revolution Tools to Enhance the Growth and Development of Teaching and Learning in Higher Education Institutions: A Systematic Literature Review in South Africa

The Fourth Industrial Revolution (4IR) has been the subject of discussion, and in most cases, it has been seen as a danger to jobs and conventional methods of doing things. Concerns over the preparation of the South African educational systems for 4IR have been raised as a result. Many industries still lack advanced understanding of 4IR, but the concept is already gaining ground in a variety of economic areas. As a result, academics, business professionals, and legislators are paying closer attention to 4IR. The researchers were inspired to look at how 4IR techniques were applied in South African higher education institutions to advance the growth and development of teaching and learning by this obvious knowledge gap. To investigate how 4IR technologies improve the growth and development of teaching and learning in South African higher education institutions, this study used a systematic literature review (SLR) methodology. A search procedure, research key words, inclusion and exclusion criteria, and quality assessments of chosen literature were used in conjunction with the SLR approach. This study found that some South African higher education institutions have successfully adopted 4IR technologies for virtual and contact instruction. The research further saw that academics and support staff utilised various 4IR tools. This is done through a virtual or hybrid classroom, artificial intelligence, and the internet of things, with different devices to send students messages, schedule Zoom classes, and provide feedback and educational resources. However, the study made some recommendations that academics can use to make sure that 4IR is effectively integrated to support the expansion and improvement of teaching and learning in higher education institutions. Future research directions were suggested, and the study came to the conclusion that South Africa could change the direction of the management of the education sector by implementing various 4IR tools in higher education institutions.

Fourth Industrial Revolution Tools to Enhance the Growth and Development of Teaching and Learning in Higher Education Institutions: A Systematic Literature Review in South Africa

The Fourth Industrial Revolution (4IR) has been the subject of discussion, and in most cases, it has been seen as a danger to jobs and conventional methods of doing things. Concerns over the preparation of the South African educational systems for 4IR have been raised as a result. Many industries still lack advanced understanding of 4IR, but the concept is already gaining ground in a variety of economic areas. As a result, academics, business professionals, and legislators are paying closer attention to 4IR. The researchers were inspired to look at how 4IR techniques were applied in South African higher education institutions to advance the growth and development of teaching and learning by this obvious knowledge gap. To investigate how 4IR technologies improve the growth and development of teaching and learning in South African higher education institutions, this study used a systematic literature review (SLR) methodology. A search procedure, research key words, inclusion and exclusion criteria, and quality assessments of chosen literature were used in conjunction with the SLR approach. This study found that some South African higher education institutions have successfully adopted 4IR technologies for virtual and contact instruction. The research further saw that academics and support staff utilised various 4IR tools. This is done through a virtual or hybrid classroom, artificial intelligence, and the internet of things, with different devices to send students messages, schedule Zoom classes, and provide feedback and educational resources. However, the study made some recommendations that academics can use to make sure that 4IR is effectively integrated to support the expansion and improvement of teaching and learning in higher education institutions. Future research directions were suggested, and the study came to the conclusion that South Africa could change the direction of the management of the education sector by implementing various 4IR tools in higher education institutions.

Metaphor drawing as decolonial research and feminist care among Black women academics in selected South African higher education institutions in times of crises

abstract The global COVID-19 pandemic and devastating floods in parts of Southern Africa in 2022 intensified the competing gender role expectations for women academics in the home and workplace, with negative consequences on their effective participation and success in their institutions. This article explores the value of participatory visual methodology generally, and metaphor drawing as feminist decolonial praxis and a research as social change approach to develop a community of practice among a group of 20 South African Black women academics. Participants drew animal metaphors to reflect on their experiences of COVID-19 and the gendered impacts of the neoliberal policies and processes in universities during crises. The participants exhibited and shared their reflections in a workshop format. These were audio-recorded, transcribed and thematically analysed using decolonial feminist care as a conceptual lens. Two main themes highlighting women’s vulnerabilities and strengths emerged. Metaphor drawing as a decolonial method has the potential to generate counter-narratives that disrupt pathologising discourses about women academics’ experiences and capacities. The drawing workshop (and previous ones) contributed to generating deep relationality and sociality in the group, with care embedded deeply in the various interactions and formations that arose throughout the workshop and the project.

The Fourth Industrial Revolution Adoption: Challenges in South African Higher Education Institutions

The fourth industrial revolution (4IR) adoption in South Africa in higher education institutions (HEIs) has yet to be consistent. Despite the extensive literature on the possible contributions of technology to learners’ development, there is a lack of knowledge on barriers to the higher education sector's adoption of the fourth industrial revolution (4IR) to support teaching and learning. The most highly ranked universities in South Africa have somewhat embraced the 4IR, representing only a fraction of the 26 public universities in the country. The study identified factors hindering the adoption and diffusion of 4IR technologies in South Africa’s HEIs. To address this knowledge gap, we relied on the diffusion of innovation theory as a guide. Using a qualitative approach, we collected data using documentary reviews and analyses of authoritative sources to conceptualise and contextualise 4IR. The findings revealed that 4IR adoption is not only about perceptions but is also influenced by material obstacles like conflicting global views on the 4IR, complexity in conceptualising 4IR, and the digital skills gap in HEIs, among other factors. To address these obstacles and realise the value of 4IR in HEIs, institutions must understand the educational scope associated with 4IR. This can be achieved by conducting more empirical research on the implications of 4IR on the education sector. To address the digital skills gap, institutions must design detailed skills plans to respond to their respective institutions' technological needs, redesign their pedagogical approaches by extending current practices to 4IR, and implement change management.

Preparedness and Response to COVID-19 Disruptions and Learning Challenges for Students with Disabilities in South Africa: A Systematic Review

The present study utilised the systematic review method to report on the learning challenges faced by students with disabilities as a result of inadequate preparedness for COVID-19 and the response to the pandemic in the context of institutions of higher education in South Africa. The studies reviewed indicated that, although there were variations between institutions, South African higher education institutions were inadequately prepared for COVID-19 and, as a result, the response to the pandemic involved emergency remote teaching. For students with disabilities, it was revealed that the limited support and the changes to the way learning was taking place in institutions posed challenges during the pandemic. Limited access to content knowledge was an issue even before COVID-19, and this was exacerbated during the pandemic. Conclusions reached showed that there were challenges imposed by the pandemic in addition to those that existed before, which were only exacerbated and magnified by COVID-19. Practical ways are suggested in which anticipative and transformative resilience could be utilised by all stakeholders in institutions of higher education, to pre-prepare for pandemics. Ways of applying a universal design for learning in the “new normal” to enhance learning for all students, including those with disabilities, also contributed in a practical way to the conclusions.

Students' experience of peer-interaction in a blended learning course at a South African higher education institution

Students' experience of peer-interaction in a blended learning course at a South African higher education institution