South African Public Universities Research Articles

Leveraging community engagement to contribute to Sustainable Development Goals 8 and 11

The aim of this study was to determine the ways in which academic libraries in South Africa use community engagement as a strategy to advance the United Nations’ Sustainable Development Goals – specifically Sustainable Development Goals 8 and 11 – in the context of the study. It followed a multi-methods approach to interview and hold focus group discussions with heads of libraries and librarians, respectively, in South African public university libraries. It was found that the libraries advance these Sustainable Development Goals in various ways, such as by employing library student assistants and interns from different backgrounds, and by serving as employers themselves. Furthermore, the libraries serve as custodians of local culture and heritage by curating, digitising and preserving local collections for posterity. However, collaborative efforts between the libraries and other heritage institutions, such as museums, archives and galleries, are few and far between, which is deemed a missed opportunity for more meaningful cultural and heritage impacts for these institutions. More collaborations and partnerships between these institutions are recommended, especially with regard to the digitisation of cultural heritage collections. Therefore, a clarion call is made for libraries to think more expansively about their role and consider including sustainable thinking as part of their mission in line with the American Library Association. The results demonstrate that libraries are uniquely positioned to advance the Sustainable Development Goals.

Assessing students’ perceptions and preferences for Blackboard at a South African public university

This study examines students’ perceptions and preferences for Blackboard at a South African public university. When the South African government, driven by COVID-19, announced the closure of schools in March 2020 for high school learners, home-schooling became the only option despite challenges such as lack of internet access, family support and computer access. This paper argued that learners were not prepared for home-schooling, which would negatively affect those in rural areas. It would be worse when they enrol for higher education as most universities in SA had adopted online learning. A quantitative research approach was used, and a sample of 370 first-year students was selected. The result showed that most first years found Blackboard easy and very easy to use. Moreover, the results show that despite this, some students preferred face-to-face learning more than Blackboard. This suggests that whilst Blackboard had its appeal, students still found comfort in familiar learning systems, especially considering that they had used such systems for most of their learning lives.

Student Entrepreneurship Support at South African Public Universities: An Ecosystem Perspective

Student Entrepreneurship Support at South African Public Universities: An Ecosystem Perspective

Barriers to and enablers for the success of postgraduate students in social work

ABSTRACT All over the world, higher education institutions (HEIs) are concerned about low enrollment, delayed completion rates, non-completion, and the subsequent smaller number of graduates of Master’s and doctoral programmes. This is also true for the postgraduate students in Social Work at a South African public university, with statistics showing a high dropout rate and extended completion times. The poor throughput rate of the postgraduate programme in Social Work motivated the exploration of barriers to and enablers for student success in this programme. This was done through a qualitative descriptive design, using an online questionnaire with open-ended reflective questions. The collected data was uploaded to Atlas.ti 9 and analyzed by means of inductive thematic analysis. The findings of this study indicated barriers pertaining to supervision, personal challenges, and the distance-learning delivery mode of academic programmes. External factors and enablers that impacted the success of postgraduate students were also identified.

A Case of Parenting Students: Experiences of Financial Struggles and Support in South African Public Universities

A Case of Parenting Students: Experiences of Financial Struggles and Support in South African Public Universities

Research data management competencies of researchers in selected public universities in South Africa

PurposeIn today's global and competitive corporate environment characterised by rapidly changing information, knowledge and technology (IKT), researchers must be upskilled in all aspects of research data management (RDM). This study investigates a set of capabilities and competencies required by researchers at selected South African public universities, using the community capability model framework (CCMF) in conjunction with the digital curation centre (DCC) lifecycle model.Design/methodology/approachThe post-positivist paradigm was used in the study, which used both qualitative and quantitative methodologies. Case studies, both qualitative and quantitative, were used as research methods. Because of the COVID-19 pandemic rules and regulations, semi-structured interviews with 23 study participants were conducted online via Microsoft Teams to collect qualitative data, and questionnaires were converted into Google Forms and emailed to 30 National Research Foundation (NRF)-rated researchers to collect quantitative data.FindingsParticipating institutions are still in the initial stages of providing RDM services. Most researchers are unaware of how long their institutions retain research data, and they store and backup their research data on personal computers, emails and external storage devices. Data management, research methodology, data curation, metadata skills and technical skills are critically important RDM competency requirements for both staff and researchers. Adequate infrastructure, as well as human resources and capital, are in short supply. There are no specific capacity-building programmes or strategies for developing RDM skills at the moment, and a lack of data curation skills is a major challenge in providing RDM.Practical implicationsThe findings of the study can be applied widely in research, teaching and learning. Furthermore, the research could help shape RDM strategy and policy in South Africa and elsewhere.Originality/valueThe scope, subject matter and application of this study contribute to its originality and novelty.

A study of doctoral time-to-degree in selected disciplines at South African public universities

Scholarship on doctoral success highlights differences in timely degree attainment between disciplines. However, research on doctoral education in South Africa is limited to identifying general factors that affect the successful completion of a doctoral degree with very little reference to differences across disciplines. This study’s objective is to compare time-to-degree, as the number of years between a doctoral student’s commencement year and graduation year, across selected disciplines as well as to identify factors, above and beyond that of disciplinary field, which are explanatory of shorter time-to-degree. The study investigates the role of selected student demographics (such as commencement age, gender, race, and nationality), institutional (type of higher education institution), and situational factors (such as part-time or full-time enrolment) in predicting doctoral time-to-degree. Results of multiple linear regression models indicate that mode of enrolment is the strongest predictor of completion time with part-time students recording a statistically significantly longer time-to-degree when compared to full-time students. A student’s discipline, nationality, and institution are also identified as statistically significant predictors of time-to-degree while gender, race, and age are not. However, the interaction between commencement age and enrolment mode is indicated to be a strong predictor of doctoral completion time. Although shorter completion times can be considered an indicator of efficiency at doctoral level, it is imperative to consider wider contextual factors in thinking about this issue.

Investigating green initiatives at South African public universities

Purpose: All institutions of higher learning including public universities in South Africa must participate in green programmes in order to be considered socially responsible. This requires a better understanding of the green environment and green initiatives. Hence, the primary objective is to identify and investigate the existing green initiatives implemented at South African universities.
 Design/Methodology/Approach: The study investigated five key green initiatives: 1) Renewable energy generation and consumption. 2) Water-saving technology and consumption. 3) Waste management. 4) Sustainable buildings. 5) Personnel training and awareness creation. A five-point Likert scale collected data across 18 criteria measuring the five green initiatives. University managers completed and returned 149 questionnaires but only 144 were usable.
 Findings: The data has marginal reliability (α=0.412), acceptable sample adequacy (KMO=0.531) and significance at the 95% confidence level (p≤0.05). The results show that universities implement 20-25% of their green initiatives. The exploratory factor analysis identified seven factors explaining a cumulative variance of 56.14%. They are: 1) Recovering natural resources and recycling. 2) Supportive infrastructure. 3) Reallocation of resources. 4) Conservation of natural resources. 5) Leadership involvement and improved communication. 6) Improved technology.7) Efficient use of financial resources.
 Conclusion: This research contributes to the "going green at universities" of knowledge in South Africa. It is valuable to students, researchers, communities and the department of education in their pursuit to implement green initiatives at universities.

Academic Writing Needs of International Psychology PhDs in a South African University

"The paper examines the academic writing experience amongst international psychology PhD students at a South African public university. The paper also discusses the challenges of academic writing and the support structures of academic writing. Sixteen (16) international students studying at PhD level in psychology were selected by purposive sampling from a public South African university in KwaZulu-Natal. Drawing from generated by iproposalss, findings suggest that participants experienced academic writing challenges in drafting PhD proposal, supervisor’s feedback and plagiarism. Academic writing challenges were aggravated for international PhD students from non-native English-speaking countries. Findings also suggest that university support structures such as academic writing retreats improved the academic writing of participants and exposed them to the rigors of academic writing. Keywords: academic writings, PhD doctoral program, analytical, research, and communication skills"

Revenue Strategies that Encourage Graduates’ Funding Initiatives in South African Public Universities

As a result of the increasing unemployment rate amongst youth in South Africa, this study sought to investigate revenue generating strategies aimed at sustaining universities financially in the long run whilst focusing primarily on placing graduates in employment opportunities emanating from business start-ups or business partnerships led by universities.Under the theme of developing university revenue strategies that create graduates’ work opportunities, two research questions aimed to address the role of universities in supporting graduates’ business start-ups. The study examined how university-led graduates’ initiatives could serve as a significant contributor to the university’s third income strategy, whilst simultaneously reducing youth unemployment, which is currently one of the biggest challenges in the South African economy. The focus was on all twenty-six South African public universities using secondary data that was already publicly available. A positivist epistemology, using a quantitative research method, was used when statistically testing the first key research question which was conducted by demonstrating the strength of statistical association between two variables through applying the Pearson’s correlation test. Thereafter, in the second research question forecasting technique determined how universities can realize benefits aimed at generating extra revenue from investment contributions made towards graduates’ investment initiatives through forecasting anticipated targeted Returns on Investments. Key findings demonstrated that there was a significant association between each university’s net profit and the graduates produced, and the funding subsidy from the South African government in higher education also confirms this practice. The forecasting approach using the Excel Solver equation was possible to apply in addressing the target return on investment. This implied providing positive guidance in solidifying executive decisions to strategize allocating a university profit proportion as the basis of financing capital resources supporting university-led graduates’ initiatives for creating work opportunities. Keywords: Revenue, Funding, South Africa, Publica Universities.

Sustainable Lessons Learnt from the Attitudes of Language Instructors toward Computer-Assisted Language Teaching

Technology has significantly influenced the educational field, including language teaching. However, some language instructors hold negative attitudes toward technology, particularly computer-assisted language teaching (CALT), which may affect the advancement of language teaching. This study examines the attitudes of language instructors toward CALT in some South African public universities and identifies sustainable lessons that could promote the use of CALT. The study employed a quantitative research approach using content analysis and surveys to comprehensively investigate language instructors’ attitudes toward CALT. Surveys provided the required information about the attitudes of language instructors toward CALT, and content analysis and descriptive statistics were used to analyze the data and identify sustainable lessons from the attitudes of the language instructors toward CALT. Descriptive statistics were used to summarize the survey results. The analysis revealed that some language instructors have negative attitudes toward CALT, suggesting that institutions require a fundamental approach to advance the use of CALT. Sustainable lessons learned from the attitudes of language instructors toward CALT are identified, and recommendations are made about how to implement effective CALT on a personal and institutional basis. This study highlights the importance of a positive attitude toward CALT and developing a fundamental approach to using CALT in language teaching. The sustainable lessons learned from this study could inform and advance language teaching practices that employ CALT, inform future research, and promote effective language teaching practices that use CALT.

Differing priorities: International research collaboration trends of South African universities, 2012-2021

This study analyses international research collaboration (IRC) trends of South African public universities during the 2012-2021 period. While previous studies have explored IRC trends between South Africa and the rest of the world, there is a gap in literature when it comes to the analysis of institutional IRC trends. Using bibliometric data from Scopus, we analyse the internationally coauthored scholarly output of 24 public universities. Our focus is on the annual and overall institutional IRC trends; a comparison of IRC trends between different institutional types; and an analysis of institutional IRC trends broken down by world regions. Our findings show that the inequalities rooted in colonial and apartheid policies continue to be evident in South African higher education, and that most of the scholarly output through IRC is produced by historically white institutions (HWIs). The findings highlight that HWIs prioritise IRC with the Global North while neglecting research collaboration with the African continent and Global South. On the other hand, even though research output at historically black institutions (HBIs) is low, these institutions prioritise intra-Africa and South-South IRC. Our findings highlight the need for the government to move beyond the policy rhetoric and implement programmes that would enable HBIs to develop capacity to produce scholarly output through national and international collaboration. The government also needs to develop incentives for universities which are contributing to the expansion and strengthening of IRC within the African continent and Global South, in line with the national higher education and research priorities.

Big Data Analytics Artefact for Outcome-Based Funding Prediction in South African Public Universities

This study designed a big data analytics artefact for the prediction of outcome-based funding (OBF) in South African public universities. Universities in South Africa (SA) are subsidized based on their performance known as OBF that is measured depending on the outputs from teaching, research, and engagements. OBF metrics are well documented; however, public universities fail to achieve the targets for higher scores. These failures are attributed to poor decision-making resulting from limited analysis of the voluminous data generated. This study used design science methodology to develop a big data analytics artefact for prediction of OBF outcomes. The artefact was evaluated for prediction using machine learning training and tested with data collected from South African universities. Findings indicated that for better prediction using big data analytics, system characteristics, size, structure, top management support, market, infrastructure, and government regulations factors play a significant role.

A conceptual model to measure and manage the implementation of green initiatives at South African public universities

IntroductionThe growing need for environmental awareness accentuated the importance of green and sustainable business practices. This is also true for universities that modernly expanded their green training and research to engage in green operational practices.MethodsThis article summarises the main principles and factors of implementing green initiatives. Firstly, a generic theoretical approach conceptualizes implementing green initiatives at universities. The investigation analyses existing and current green initiatives at the universities, considers the benefits and barriers of implementing green initiatives, and develops a theoretical model for implementing green initiatives at South African public universities. An adapted conceptual model consisting of twenty significant literature antecedents (p ≤ 0.05) and 13 latent variables (factors) could be hypothesized. This model was tested empirically with reliable data (α = 0.749) from a five-point Likert scale questionnaire administered to 144 responding green managers at eight selected South African public universities.ResultsAlthough the regression model explains satisfactory variance (R2 = 0.862; R2 adjusted = 0.841), only five of the 20 antecedents in the theoretical model are significant. They are Cost of green products (r = 0.527; p ≤ 0.05), Lack of awareness and training (r = 0.435; p ≤ 0.05), Managerial attitude and commitment (r = 0.369; p ≤ 0.05), Digitisation (r = 0.552; p ≤ 0.05), and Management Committee (r = 0.451; p ≤ 0.05). Further analysis revealed that the data possess embedded intelligence. Resultantly, 13 factors were identified, explaining a cumulative variance of 61.8%. However, only six factors are reliable and, therefore, usable (α ≥ 0.57). They are F1: Convenience and efficient workflow, F2: Personnel cooperation, F3: Efficient use of resources, F5: Learning and improvement, F6: Delegation of authority, and F7: Improved management attitude. Cumulatively, the six usable factors explain a cumulative variance of 45.5%.DiscussionThe model aspires to demonstrate and measure the implementation of green initiatives at public universities. Although the theoretical model is detailed, the empirical study showed that not all of the antecedents are usable for measuring and managing the implementation of green initiatives at South African public higher institutions. This study validated five of the antecedents and six factors for immediate use. The model's unvalidated antecedents and unreliable factors require empirical revalidation before operationalizing it fully. Researchers and scholars exploring this avenue of green initiatives implementation models can also benefit from this article.

A timely, deeper, and complex analysis of dysfunctionality in South African public universities

A timely, deeper, and complex analysis of dysfunctionality in South African public universities

#FeesMustFall# movement in the post-apartheid era: legitimacy battle for leaders

PurposeUnderpinned by institutional legitimacy, this study explores how South African public university senior managers struggled to maintain legitimacy during an unplanned radical change process.Design/methodology/approachGioia's grounded theory analysis approach is employed to analyse interviews with 37 senior managers of public-funded universities in South Africa.FindingsThis study's findings show that a change without proper planning severely damages institutions in all aspects of leadership's normative, empirical, moral and pragmatic legitimacy.Research limitations/implicationsThis study contributes to the literature on legitimacy by illustrating the importance of institutional legitimacy during unplanned social change and the factors that negate legitimacy.Originality/valueThough other legitimacy models have been well developed, they do not apply to such unplanned social change in organisations. This study shows a different angle of the legitimacy crisis under unplanned social change conditions.

Data literacy training needs of researchers at South African universities

Purpose The aim of this study was to determine data literacy (DL) training needs of researchers at South African public universities. The outcome of this study would assist librarians and researchers in developing a DL training programme which addressed identified needs. Design/methodology/approach A survey research method was used to gather data from researchers at these universities by convenience. Online questionnaires were distributed to public universities through library directors for further distribution to researchers. Findings The results indicate low levels of DL training at the respondent South African public universities with most researchers indicating that they had not received any formal training on DL. A few researchers indicated that they would welcome DL training. Research limitations/implications This study was exploratory in nature and data was received from eight universities, which is not representative of all the 26 public universities in South Africa. Nonetheless, the low DL confirmed by the majority in the realised sample is indicative of the need to further investigate the subject. Practical implications Librarians and research support personnel should collaborate on the development of DL training courses, workshops and materials used by researchers at institutions of higher learning to enhance DLs on campus. Originality/value This study may be novel in South Africa in investigating the DL training needs of researchers at several universities and contributes to the growing body of literature on research data management

International research collaboration between South Africa and rest of the world: An analysis of 2012–2021 trends

South African higher education policies have since 1997 called for the expansion of research collaboration with the African continent and Global South. In this article, the authors’ analysed South Africa’s international research collaboration trends and patterns during the 2012–2021 period. Focusing on co-authored scholarly publications, the authors’ analysed bibliometric data from Scopus, highlighting the countries South African public universities have collaborated and produced knowledge with, and the parts of the world they have neglected in the past decade. The findings highlight the growth of South Africa’s international research collaboration and the expansion of the number of countries universities collaborate with. While the past decade has seen a growth in research collaboration with Brazil, Russia, India, China and Nigeria, South African universities continue to be largely Eurocentric and prioritise collaboration with the Global North while sidelining research collaboration with the African continent and Global South.Contribution: The findings presented in this article contribute to an understanding of South Africa’s international research collaboration footprint during 2012–2021 and highlight which parts of the world should be prioritised by universities in the expansion of research collaboration in the future.

Institutional commitment to community engagement in South African academic libraries

The paper sought to examine institutional commitment to community engagement (CE) in South African public university libraries. The research approach adopted was qualitative using three methods, interviews with Library Heads (LHs), focus groups discussions with Librarians and content analysis of the libraries' strategic plans. Data were collected, analysed and interpreted thematically using ATLAS.ti and according to the objectives of the study. Findings revealed that most libraries in South Africa reflect CE in their strategic objectives. However, having CE in the strategies objectives does not often translate to its funding and assessment by the universities. This points to a dissonance between policy and implementation. The study recommends that South African academic libraries should strive to utilise more quantitative and qualitative methods to assess their CE initiatives. Similar to other main functions of universities, such as teaching, learning and research; government should consider introducing a competitive funding model for the CE mandate to stimulate practical, academic and research interest in this niche.

Institutional Forums

Chapter 3 of the Constitution of South Africa makes provision for cooperative system of governance between the three tiers of government: national, provincial and local. In higher education this provision finds expression through the Higher Education Act 101 of 1997 and institutional statutes. Cooperative governance of public universities pivots around key institutional actors as part of democratisation of institutional governance. Cooperative governance is an important twentieth-century governance innovation for South African public universities. In juxtaposing university governance and public accountability, democratisation has been identified as a crucial ingredient in broadening the processes of decision making, promoting greater participation and ensuring inclusion of black “bodies” in university governance. One of the cooperative governance structures of South African public universities is the institutional forum (IF). Born in the crucible of student activism in the 1980s, IFs have had a mixture of success and failures since their first implementation in 1998. They were conceived as agents for social justice and democratisation in the driving of transformation of public universities. This paper examines extant literature on the evolution, functions and challenges of the IF in driving institutional transformation and concludes by suggesting further areas for research.