South African University Research Articles

Transformative approaches to managing student unrest in a South African university

Higher education and training institutions in South Africa have experienced widespread student unrest and crises in recent years, particularly within universities. This issue has been attributed to strained relationships between students and university management. Therefore, it is imperative to address the conflict gap between students and management in order to promote peaceful university operations. This study employed qualitative research, utilising decoloniality theory and a transformative paradigm lens within a qualitative research approach and participatory research design. Data was collected through focus group discussions (FGDs), with participants selected using a homogeneous sampling technique. For this study, three management employees, three students (SRC members), three lecturers, and three security officers from the chosen university were selected as participants using the homogeneous sampling technique. Data analysis was conducted using Braun and Clarke's six-step thematic analysis. One of the key findings is that the lack of a proper structure to manage unrest and the failure to involve students in decision-making pose significant challenges in the management of student unrest. The potential solutions to these challenges include the establishment of appropriate structures, the involvement of stakeholders in decision-making processes, and the development of common ground among stakeholders. These solutions could effectively address the issue at hand. Furthermore, a major recommendation is to engage society in order to address student unrest comprehensively. The study concludes that applying principles of openness and integrity is crucial in building and maintaining trust among stakeholders, as trust has been identified as a significant factor in bridging the gap between them.

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.

Innovative Teaching and Learning

The Fourth Industrial Revolution (4IR) has brought about significant changes in higher education. Institutions are now required to adapt their teaching methods in order to meet the changing needs of the workforce. This study aimed to explore how educators perceive the impact of 4IR on higher education, the innovative teaching and learning strategies they have implemented, and the challenges they face in doing so. Semi-structured interviews were conducted with 12 educators from various disciplines at a South African university. The study revealed that educators have a comprehensive understanding of innovative teaching and learning within the 4IR framework. They recognize the importance of integrating technological advancements, such as artificial intelligence, automation, and data analytics, into their teaching methods. The study identified several innovative strategies that educators have adopted, including project-based learning, flipped classroom models, simulations, virtual reality, and interdisciplinary collaborations. These strategies prioritise hands-on learning, real-world applications, technology integration, and cross-functional experiences. They also foster essential skills such as critical thinking, problem-solving, creativity, and adaptability. However, the study also highlighted challenges faced by educators, including the need for continuous upskilling, finding a balance between theory and practice, overcoming resistance to change within institutions, and ensuring all students have equal access to technology. The findings highlight the importance of aligning higher education curriculum and pedagogical approaches with the demands of the 4IR. By embracing innovative teaching methods that leverage technology and promote essential skills, higher education institutions can effectively address the challenges and opportunities of the 4IR.

Towards the Intellectualisation of Indigenous African Languages Through University Language Policies in South Africa

Although the use of African languages as Languages of Teaching and Learning (LoTLs) at various academic levels and in various fields of knowledge has been gaining momentum, it is yet to be effectively implemented in some South African universities. Failure to implement the use of African languages as LoTLs has often been attributed to their lack of intellectualisation. Deploying Ruiz’s notion of language as a resource, this paper conducts a comparative analysis of language policies of two South African universities to establish how they enable the intellectualisation of indigenous African languages. Through a content analysis of the two universities’ recently revised language policies, the paper discusses the respective institutions’ commitment to the cause of language intellectualisation concerning African languages that have been selected for development as LoTLs. Universities that seek to implement the use of African languages as LoTLs need to come up with language policies that explicitly spell out their intellectualisation plans. The paper further argues that universities need not focus on language status planning only, but also on corpus planning to successfully implement the use of African languages as LoTLs.

The Effects of Workplace Bullying on Organisational Citizenship Behaviour and Turnover Intention in Selected South African Universities

The Effects of Workplace Bullying on Organisational Citizenship Behaviour and Turnover Intention in Selected South African Universities

South African university students’ use of mental health content on Instagram.

South African university students’ use of mental health content on Instagram.

Being a Postgraduate Nursing Student in Limpopo Province, South Africa: An Exploratory Study.

Research proficiencies for nurses include the ability to search for and evaluate evidence, disseminate findings, and apply findings to practice within the context of caring. Aim: This study explored the experiences of distant postgraduate nursing students in Limpopo Province, South Africa. Methods: The population consists of all students registered for postgraduation studies in a nursing programme at two South African universities in Limpopo Province. Purposive sampling was used to select 23 registered postgraduate nursing students. Data were collected through unstructured one-on-one interviews, including an audio recorder and field notes. The narrative data from interviews were analysed qualitatively through Tesch's open coding descriptive qualitative data analysis method. Results: Three main themes emerged: the reasons behind engaging in postgraduate studies, factors impacting postgraduate studies' success, and a description of challenges associated with conducting research. Conclusions: The students generally have varied experiences about whether or not completing a research project is a valuable learning experience. The relationship between a postgraduate student and their research supervisor is crucial to ensuring that the students advance consistently and complete their theses on time. The study will, therefore, assist HEIs offering postgraduate programmes in nursing in realising the challenges faced by students and coming up with strategies to combat the challenges.

‘I just want to get my degree and leave’: psychosocial experiences of black male students navigating a historically white South African university

ABSTRACT Literature abounds with Black male students’ accounts of racialised and gendered experiences at university, especially at historically white institutions (HWI). This research is typically geospatially located in the Global North with sparse attention paid to Black men’s experiences at HWIs in the Global South. We therefore explored Black male students’ psychosocial experiences at a South African historically white campus. Our qualitative study, informed by critical race theory (CRT), co-cultural theory (CCT) and microaggression theory (MAT) used a case study design in which focus groups and individual interviews were conducted with 20 Black male students. Interview transcripts were analysed thematically. Findings indicate students’ race-gendered microagressions that included stereotyping, criminalisation, and racial profiling. which impact negatively on students. Participants also shared positive experiences about the institution which included well-aligned administrative processes, quality of education and funding opportunities. Implications for institutional transformation in higher education are discussed.

Finding freedom: dance-making as a lifeline in times of crisis

ABSTRACT This study seeks to understand the impact of a new distance dance-at-home course on South African university students’ quality of life in the era of pandemic. The following research questions guided the enquiry: What were students’ experiences of this dance-at-home course? and How did participation in this dance-at-home course contribute to student wellbeing and connection, during a time of trauma and isolation? Since online streaming was not a feasible option at this Eastern Cape university, most of the course consisted of dance-making activities students could do alone or with their family members, at home. 48 students volunteered to participate in this study. Reflective journals, questionnaires, and interviews were used as data collection methods. Data revealed that participants in this dance-at-home course experienced a kind of freedom that was transformative and life changing, as it added to their quality of life during a period of trauma and isolation. Through dance-making at home, participants were able to find the freedom within, find the freedom to express their culture, find a lifeline in times of crisis, and find meaningful connection in times of isolation. Implications are that this course can be facilitated in refugee camps and spaces of war, assisting persons to find the freedom within, in times of crisis.

The Influence of Demographic Factors on Creativity Level of Undergraduate Agricultural Students

The purpose of this study is to establish the influence of demographic factors on the creativity level of undergraduate agricultural students. It seeks to understand how gender, status of family owned business, field of study, and place of upbringing affect the creativity level of these students. The research adopts a quantitative approach, using a self-administered questionnaire. The survey data, collected from 421 participants, is analyzed using structural equation modelling. Hypotheses are statistically tested to establish the relationships between demographic factors and creativity level of undergarduates students. The survey data for this research was collected through a self-administered questionnaire. The participants were undergraduate agricultural students from various South African universities. To statistically test the hypotheses and analyze the relationships between demographic factors and the creative level, structural equation modelling was used. The study reveals that all demographic factors do not significantly influence creativity level of agricultural students. This suggests that gender, status of family owned business, field of study, and place of upbringing are not reliable indicators to test creativity level of undergraduate agricultural students. This research adds to the existing creativity literature on entrepreneurship by providing insights into the role of demographic factors in shaping the creativity level of agricultural students. It contributes to an understanding of how these factors influence students' perception on their creative abilities. The findings highlight the grounds of not considering demographic factors when evaluating creativity in educational settings.

Making Sense of Legitimacy Across Universities: Ecocritical Ontological Perspective

This paper reflects on research methodological considerations of how legitimacy of publicly funded universitiesoccurs. From an ecocritical ontological perspective the paper uses a metaphor and sense-making techniques to shed light into effective modalities universities use to connect with local economies. The Milky way Galactic ecosystem metaphor is used not only to make sense of the ecocritical ontological stance taken to make sense of legitimacy but is used as a metaphor to make sense of the findings. The paper asserts that the legitimacy theoretical lens is particularly appropriate to probe universities’ legitimacy and connectedness to the local communities they are embedded in. The rationale behind this assertion is that legitimacy is only conferred to the extent the actions of an entity are perceived as desirable, efficient, proper, or appropriate by the ecosystem stakeholders. The theory is thus useful for examining connectedness of publicly funded universities to its local community. The paper argues that the university system that is delinked from local economic development is like a Milky way Galaxy delinked from its Galactic ecosystem. Against this backdrop, the paper juxtaposes Mondragon University, located in a rural part of Northern Spain with two South African universities embedded in poverty stricken rural South Africa. Mondragon University is presented as a hallmark of success when it comes to local community legitimacy. The paper is centered around the following question: (1) how does university legitimacy yield impactful local community outcomes? Using the Milky way Galaxy metaphor, the findings show a considerable variety in local community connectedness depending on bureaucratic arrangements of the universities. The findings also showed that alternative income sources, outside the public purse, just like the gravitational force in the galactic ecosystem, is the key force that determines legitimacy in a university setting. The paper contributes to business research methods by fusing metaphorical as well as sense-making research techniques to bring to sharp focus permeability of the university space to enable local economic development.

Shifts in Heteronormative and Gender Normative Perceptions among Students at a South African University: A Decade Later

Shifts in Heteronormative and Gender Normative Perceptions among Students at a South African University: A Decade Later

Poor Health Behaviour in Medical Students at a South African University: A Cross-Sectional Survey Study.

Personal health behaviours and lifestyle habits of health professionals influence their counselling practices related to non-communicable diseases (NCDs). There are limited data on the prevalence of unhealthy lifestyle habits among medical students and the impact of acquired health knowledge throughout the curriculum. The aim of this study was to determine and compare the prevalence of modifiable behavioural NCD risk factors of medical students in different academic years at a South African tertiary institution. A cross-sectional observational study of 532 consenting medical students was conducted. Participants completed five online questionnaires regarding lifestyle behaviours (physical activity, dietary habits, smoking, alcohol consumption and sleep). Lifestyle-related risk factors with the highest prevalence were poor sleep quality (66.0%), low levels of habitual physical activity (55.8%) and low-to-moderate diet quality (54.5%). There were no differences between academic years for all risk factors measured. Over 60% of the cohort had two or more NCD risk factors and this prevalence did not differ across the degree program with the acquisition of more health knowledge. Medical students have a high prevalence of poor sleep quality, low levels of physical activity and low-to-moderate diet quality, which does not appear to change over the course of their academic career. Sleep hygiene, regular physical activity and healthy nutrition should be targeted in intervention programmes and be more prevalent in the medical curriculum.

A South African case study on anatomical embalming for human body donation programmes with toxicological considerations

Body embalming, a practice with deep historical roots across various cultures, forms the backbone of contemporary human body donation educational programmes. In this study, we explored current embalming practices within six South African human anatomical dissection programmes, focusing on the use and volumes of key chemicals—formalin, phenol, and alcohol—and their associated health risks and potential toxicity. We measured and compared aspects of embalming practices such as the duration of body preservation and the annual intake of bodies. Variations in embalming practices and chemical ratios across different South African universities were found. However, the consistent use of formalin, phenol and alcohol were observed across all six programmes. Formaldehyde concentrations used in South African dissection programmes were within the generally acceptable international range. Regarding arterial embalming, South African dissection programmes showed widespread adherence to international embalming practices, with one programme using a substantially lower concentration of formalin. The dual nature of formaldehyde as both an effective preservative and a recognised carcinogen was underscored in relation to human health regarding chemical toxicity. Phenol, like formaldehyde, was consistently used as it is important for the inhibition of bacterial and fungal growth. Alcohol was also consistently used, but there was much greater variation in its volume across South African institutions. Our data showed a slight positive relationship between storage duration and the volumes of formalin and phenol in human embalming fluid. South African regulators enforce stricter exposure limits than those set by the World Health Organisation and various European agencies. While South African institutions operate within internationally acceptable ranges of chemical use that both maximise preservation and minimise toxicity, we acknowledge that these data are preliminary. Further investigation is encouraged to ensure embalming practices effectively protect all those involved and support the educational goals of human anatomical dissection programmes in South Africa.

Scaffolding African Language Intellectualisation: The Case of Sesotho and Setswana at a South African University

The call for the intellectualisation of African languages has become a topical agenda towards their use as languages of teaching and learning in institutions of higher learning in Africa. In their enunciation of language policies, South African universities are guided by the Department of Higher Education and Training (DHET)’s Language Policy Framework for Public Higher Education Institutions (LPFPHEI). The thrust of this paper is to interrogate how the language policy of one university in South Africa enables the intellectualisation of African languages. The study deploys Ruiz’s notion of language as a resource to examine the potential embedded within the university’s language policy to foster the intellectualisation of Sesotho and Setswana for use as LoTLs in a variety of disciplines. The university is one of the institutions of higher learning with the most recently revised language policy approved in 2022, hence its selection as the case study. The paper concludes that an enabling language policy that speaks to the linguistic realities, coupled with a variety of support structures within the university and also spelling out the implementation plan is what will result in the fruitful re-intellectualisation of African languages.

Physical Activity is Personal: A Mixed-Methods Study of Undergraduate Students at a South African University

Physical Activity is Personal: A Mixed-Methods Study of Undergraduate Students at a South African University

Investigating Pedagogical Competencies of Post Graduate Certificate in Education Students to Teach Accounting: A South African Case Study

This paper documents the pedagogical competencies of Post Graduate Certificate in Education (PGCE) students prepared to teach Accounting. There is an arguably perspective that students who tailored their teaching qualification through the PGCE programme are not competent to teach at a school level compared to students who did an Initial Teacher Education Bachelors degree. Further, there is an observation that school principals prefer to employ B.Ed. teachers than PGCEs underpinned by the thinking that the former are better prepared in terms of pedagogy. The Social Learning theory foregrounded this study and sought to respond to two questions: What are the pedagogical competencies of PGCE students to teach Accounting? How can pedagogical competency be enhanced in the PGCE programme? This study adopted a qualitative approach and a constructivist paradigm to understand the research phenomenon. Semi-structured interviews were conducted with three school mentors and thematic analysis was employed to analyse the data. The study found that PGCE students are pedagogically incompetent to teach Accounting since they possess insufficient subject knowledge, limited conceptualisation of teaching strategies, and PGCE students dawdle to complete Accounting content. Furthermore, pedagogical competency among PGCE can be enhanced through programme development splitting into two phases and content modules development. In light of the above findings, this study recommends that PGCE students must be provided continuous professional development which would act as a bridge to the perceived incompetency among PGCE students in South Africa. The study also concludes that the PGCE programme among universities must focus more on pedagogical competency through Social Learning theory as it can fully capacitate students to achieve the expected competencies in teaching. The study contributes knowledge and proposes suggestions to improve teaching training programmes, particularly PGCE among South African universities. Keywords: Accounting, PGCE Students, Pedagogical Competencies, Social Learning, Professional Development

First-Generation African Students in STEM Disciplines in South African Universities

ABSTRACT First-generation student (FGS) is a complex term, which has a wide diversity of individuals, this special group of students are the first in their families to attend universities and have unique struggles at universities. The research engaged in a qualitative way with FG African students and their experiences in pursuing their degrees in STEM disciplines. Underpinned by the theory of intersectionality, ten self-identified first-generation African students participated in semi-structured interviews. In which,five major themes were identified—motivation, resilience, toxicity, racism, and politics, and Black Tax. Furthermore, this study recommended structural programming, university policies, and increased faculty and staff diversity as strategies that will benefit all students and provide support for FG African student in STEM disciplines in South Africa.

Foucault, Governmentality and the Performance Management of Academics: A Case Study at a South African University

This article examines the power dynamics underpinning performance management at a selected South African university. It specifically employs Michel Foucault’s (1977) ideas on Governmentality to interpret the envisioning of performance management in this context at the level of Policy. Drawing upon Michel Foucault’s (1991) ideas on governmentality, a discourse analysis of Performance Management Policy documents is conducted with the goal of critically interrogating what is unquestionably a new academic subjectivity in the South African higher education sector- a subjectivity that is constantly controlled and regulated. We argue that performance management should take into stronger cognizance the matters of choice, voice, and multiplicity of roles within its discourses. There is much we can learn from governmentality theory if we hope to build more just and equitable societies going forward.

Micro language planning as a contested space: evidence from a South African university

ABSTRACT Micro language planning is often framed as democratic, transformative, inclusive, and therefore, less contested as it reproduces community consensus and support. This is contrasted with macro or top-down language planning which is power inflected and weaponised to serve interests of the dominant class. Through a theorisation of institutional language policies as products of micro language planning, this article analyses the language policy of one university in South Africa and reveals that, contrary to this widely held view, bottom-up language planning is also a site of struggle and contestation. In particular, we focus on specific language policy provisions that reveal the university’s underlying disposition towards multilingualism and linguistic identities. The analysis reveals multi-layered contestations on multilingualism and identity inherent in the university’s language policy. While the language policy purports to foster transformation by promoting multilingualism through the university’s ‘languages of choice,’ it is not exempt from the vagaries of essentialist identity politics and macro level language ideologies which legitimise English and Afrikaans. By identifying only four languages for promotion, the language policy envisages a kind of ‘exclusionary multilingualism’ that disregards the cosmopolitan character of the university and the identities marked by indigenous African languages left invisibilised by the language policy.