South African 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

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

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

Financial technology in a South African banking institution to achieve strategic sustainability

Purpose: The aim of this article was to better understand the alignment of banking business models with disruptive technologies.Design/methodology/approach: An explorative study was used to uncover participants’ views of technology adoption in a particular banking institution in South Africa. Data were collected via semi-structured interviews with 12 participants. Employing a qualitative approach, interpretive techniques were used to decode, describe and translate themes and concepts of certain phenomena.Findings/results: Disruptive technologies offered by Fintechs are generally embraced, provided they are fit-for-purpose and deliver a value proposition to drive client-centric growth. Partnering with Fintechs plays a pivotal role in alignment between business and information technology, enabling banks to leverage technology to reach broader markets. This enables scalable growth, which is vital to sustainability.Practical implications: The study assists South African financial institutions in aligning business models to continuously evolve with disruptive shifts in technology, and leverage technologies offered by Fintechs to maintain market relevance and grow competitive advantage in a sustainable manner.Originality/value: It is especially pertinent to banks in South Africa and other developing nations, as it highlights important implications for partnering with Fintech companies. In addition to validating the Improved Technology Acceptance Model framework, it reveals more factors to consider when partnering with Fintechs. The results contribute to the literature on the adoption of disruptive technologies, as well as relations between banks and Fintechs, in order to improve partnerships between these entities.

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

From high-school sciences to university accounting in South Africa: how prior learning affects students’ success

Enrolling students in accounting programs based on their proficiency in English, Mathematics, and Accounting is a prevalent practice in many South African institutions of higher learning. However, certain institutions admit students into accounting programs based solely on their proficiency in English and Mathematics. This study posits that such students encounter challenges in acclimating to the accounting science milieu, consequently impeding their academic success. The research draws from the assessment of 112 first-year BCom (Bachelor of Commerce) Accounting Sciences students during the 2023 academic year. The findings affirm that students enrolled based on competency in Accounting, English, and Mathematics outperform those enrolled solely based on English and Mathematics competency. This underscores the necessity for further investigation into the determinants of success among students in accounting programs. Nonetheless, the study corroborates that self-determination and proactivity are significant contributors to success, notwithstanding students' lack of prior exposure to accounting principles.

The practicality of long-term blended teaching and learning at a South African institution

Background: The rapid revolutionisation of technology and other factors such as the recent COVID-19 pandemic, prompted higher education institutions to consider the possibility, necessity and implications of officially adopting a blended teaching and learning approach on a long-term basis.Aim: This research aimed to explore the practicality of a long-term blended teaching and learning model at a South African higher education institution.Setting: This research was conducted at a selected South African higher education institution.Methods: The article adopted a qualitative case study approach, and one-on-one semi-structured interviews were conducted. The data collected was then analysed using thematic analysis.Results: Although the institution was generally ready for blended teaching and learning during the pandemic, best practices such as further training and development for both lecturers and students on the pertinent systems and technology are imperative if a long-term blended teaching and learning is to be successful. There were also concerns regarding external, technological, and socio-economic issues that could hinder a successful long-term blended model.Conclusion: While the research revealed the institution’s overall ability to swiftly transition from face-to-face, to distance online and blended teaching and learning approaches during the COVID-19 pandemic, it also revealed that work still had to be done to fully prepare the institution for formalised blended teaching and learning in the future.Contribution: This research builds on limited research on blended teaching and learning at South African contact higher education institutions and adds new theory regarding some best practices for successful blended teaching and 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.

Transgender-Specific Differentiated HIV Service Delivery Models in the South African Public Primary Health Care System (Jabula Uzibone): Protocol for an Implementation Study.

Almost 60% of transgender people in South Africa are living with HIV. Ending the HIV epidemic will require that transgender people successfully access HIV prevention and treatment. However, transgender people often avoid health services due to facility-based stigma and lack of availability of gender-affirming care. Transgender-specific differentiated service delivery (TG-DSD) may improve engagement and facilitate progress toward HIV elimination. Wits RHI, a renowned South African research institute, established 4 TG-DSD demonstration sites in 2019, with funding from the US Agency for International Development. These sites offer unique opportunities to evaluate the implementation of TG-DSD and test their effectiveness. The Jabula Uzibone study seeks to assess the implementation, effectiveness, and cost of TG-DSD for viral suppression and prevention-effective adherence. The Jabula Uzibone study collects baseline and 12-month observation checklists at 8 sites and 6 (12.5%) key informant interviews per site at 4 TG-DSD and 4 standard sites (n=48). We seek to enroll ≥600 transgender clients, 50% at TG-DSD and 50% at standard sites: 67% clients with HIV and 33% clients without HIV per site type. Participants complete interviewer-administered surveys quarterly, and blood is drawn at baseline and 12 months for HIV RNA levels among participants with HIV and tenofovir levels among participants on pre-exposure prophylaxis. A subset of 30 participants per site type will complete in-depth interviews at baseline and 12 months: 15 participants will be living with HIV and 15 participants will be HIV negative. Qualitative analyses will explore aspects of implementation; regression models will compare viral suppression and prevention-effective adherence by site type. Structural equation modeling will test for mediation by stigma and gender affirmation. Microcosting approaches will estimate the cost per service user served and per service user successfully treated at TG-DSD sites relative to standard sites, as well as the budget needed for a broader implementation of TG-DSD. Funded by the US National Institutes of Mental Health in April 2022, the study was approved by the Human Research Ethics Committee at University of Witwatersrand in June 2022 and the Duke University Health System Institutional Review Board in June 2023. Enrollment began in January 2024. As of July 31, 2024, a total of 593 transgender participants have been enrolled: 348 are living with HIV and 245 are HIV negative. We anticipate baseline enrollment will be complete by August 31, 2024, and the final study visit will take place no later than August 2025. Jabula Uzibone will provide data to inform HIV policies and practices in South Africa and generate the first evidence for implementation of TG-DSD in sub-Saharan Africa. Study findings may inform the use of TG-DSD strategies to increase care engagement and advance global progress toward HIV elimination goals. DERR1-10.2196/64373.

Leveraging Artificial Intelligence to Combat Money Laundering and Related Crimes in the South African Banking Sector

Abstract Money laundering and related financial crimes, such as fraud and terrorism financing, pose a significant threat to the integrity and stability of South African financial markets. This article explores the application and use of artificial intelligence (AI) to detect and prevent money laundering in South African banking institutions. The implementation of big data technologies, data processing analytics and AI could enhance the detection and prevention of money laundering activities in South Africa's banking sector. AI should be carefully utilised to improve the detection of suspicious activities and the accuracy of financial intelligence, and to combat evolving money laundering techniques. The article also examines the benefits and challenges of implementing AI as an anti-money laundering (AML) measure in the South African banking sector. These include the need for quality data, integration with existing regulatory systems, regulatory compliance and ethical considerations. The article highlights the potential use of AI in transaction monitoring, customer due diligence, outcomes-based risk assessment and the improved detection of suspicious transactions. This could be done by utilising AI to enhance the effectiveness and efficiency of AML measures. The importance of effective coordination between banking institutions, regulatory authorities and law enforcement bodies is also highlighted as a key component of leveraging AI to combat money laundering and related financial crimes in South Africa's banking sector.

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

Evolution in online learning: Implications for South African higher educational institutions in post COVID-19 era

Evolution in online learning: Implications for South African higher educational institutions in post COVID-19 era

The social and emotional effects of bullying on learners in learning institutions in South Africa

Bullying is a significant concern for learners in South African educational institutions, and it requires immediate attention and intervention from interested parties, such as social workers. This form of violence is prevalent during the school years and involves aggressive behaviour towards victims. The phenomenon of bullying attracts local and global interest from social scientists, who use it as a term to describe its social and emotional effects. The concept is associated with mental health problems, a decline in school performance, school dropout, contemplation of suicide, suicide, and other complex social problems. Social workers are well-versed in the concept of bullying due to their involvement with the issue. The study utilized qualitative research, employing purposive sampling, and thematic analysis to analyze data from a sample of 21 social workers linked to schools. The research design employed was exploratory in nature. The study utilized face-to-face, semi-structured interviews as a means of data collection, with an interview guide serving as the instrument. Prior to collecting data, the researcher obtained permission from participants and sought their consent for audio-recording. Ethical considerations, such as informed consent, debriefing, beneficence, confidentiality, and avoiding harm, were closely followed. The study drew on two theoretical frameworks, namely the ecological and strength-based approaches. Keywork: Bullying, effects, emotional, learning, social, social workers.

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.

Decolonisation and South African Psychology research 30 years after democracy

On the occasion of 30 years of South African democracy, we reflect on the current state of Psychology research in South Africa. We conducted a situational analysis of all papers appearing in the South African Journal of Psychology ( SAJP) and abstracts in PsycINFO with the keyword ‘South Africa’ over the last 5 years and compared the results with a previous review that used the same methodology. Findings show an increase in papers using ‘hard’ science approaches and a decrease in systems-oriented theories. Assessment remains a major topic. While COVID-19 and climate change featured, there remains a lack of or low focus on several key psycho-social issues experienced by South Africans. People living in poorer provinces and young and older people are under-represented in knowledge production. Collaborations or comparisons with other African or South American countries have decreased. Positively, production is being spearheaded by South African scholars or people affiliated with South African institutions. Using a decolonising lens that foregrounds epistemic justice, we conclude that substantial work remains to be done for knowledge production in South African Psychology to fulfil the decolonising imperative of distributive epistemic justice.

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.

Unpacking Challenges within South African Institutions of Higher Learning in Addressing Student Grievances: A Literature Review

The persistent episodes of violence have been a thorn in the flesh of many South African institutions of higher learning. This predicament has tarnished the reputation of these institutions and compromised the overall quality of education provided. Employing a qualitative narrative literature review as the methodology and the theory of anomie, this paper examines and delineates the challenges confronted by higher learning institutions in addressing student grievances. The findings reveal many factors motivating student grievances and subsequent campus protests. These factors encompass administrative and managerial deficiencies in handling student grievances, inadequacies in managing student financial challenges, distorted perceptions among students regarding their rights and responsibilities, and substandard student accommodation and learning facilities. The discourse presented herein aspires to influence a transformation in the operational frameworks of higher learning institutions. The researchers envisage that their insights will diminish instances of violence and catalyse policy shifts to mitigate student exclusion.

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