South African University Of Technology Research Articles

Towards effective web-based learning: An investigation of the management of learning management system at a university of technology

The effectiveness of web-based learning has garnered significant attention in the global educational landscape, with numerous studies providing invaluable insights to transform education through technology. These research endeavors have generated theoretical frameworks that underpin the implementation and utilization of technology for educational enhancement. However, despite the remarkable contributions of these studies, concerns persist regarding the adept management of web-based Learning Management Systems (LMS). Hence, this paper addresses this critical concern by conducting an analysis of LMS management at a South African University of Technology. Utilising a mixed-methods approach, this study combines qualitative interviews with lecturers and quantitative analysis involving students to comprehensively assess the management of web-based LMS. By triangulating these diverse data sources, this research offers a holistic perspective on LMS management, thereby enriching the understanding of this multifaceted field. The findings of this study indicate that the University of Technology has made significant strides in adopting and implementing web-based learning technologies via Think Learn Zone (TLZ) Moodle platform. However, certain challenges were identified. Notably, inconsistencies in lecturer training, concerns about accessibility, and the demand for enhanced technical support for students. Moreover, the study highlights that while the LMS serves as a pivotal tool for disseminating educational content, its effectiveness hinges on the synergy between administrative decisions and faculty practices.

Collaging together-apart: building trust and hope in social innovation and design pedagogies

ABSTRACT This article explores how relationships of care, trust and hope might be fostered in a social innovation design course at a South African university of technology. Rather than shy away from the challenges of our uncertain world, the paper proposes feminist pedagogical strategies that seek to nurture students’ capacity for trust and hope, rather than overwhelm and despair, through carefully curated collaborative-collage-making processes. By interweaving Bracha Ettinger’s theory of matrixial trans-subjectivity and Karen Barad’s agential realism, the generative role that arts-based practices offer social innovation design pedagogies is made explicit. The paper will show how collaborative artworking activated a co-affective encounter in which students and myself, rather than drowning in overwhelm, discovered new educational imaginaries and Hope-full renewals.

Exploring preservice teachers’ pedagogical content knowledge for teaching analytical geometry in multilingual classrooms

The narrative permeating higher education institutions globally is the intention to advance the quality of preservice mathematics teachers to gain better performance than mathematics school learners. In this article we report on a qualitative case study which explored the pedagogical content knowledge (PCK) of preservice teachers (PST) (n = 20) at a South African university of technology. These preservice teachers were provided with activity sheets with past examination questions in analytical geometry. Their written responses were analysed, and verification interviews were conducted. This was followed by an analysis of the preservice teachers’ lesson plans for teaching the topic to Grade 11 learners. The domains and subdomains of the Shulman’s PCK derived Mathematics Teacher’s Specialised Knowledge (MTSK) model were used as the theoretical framework. The study established that the PSTs had limited content knowledge, and knowledge for teaching analytical geometry at Grade 11 as their responses to the activities confirmed that they mostly had procedural understanding. The study was conducted in a context with multilingual PSTs who are training in multilingual classrooms.Contribution: The study will highlight the misconceptions and existing gaps in the PSTs’ knowledge for teaching analytical geometry in multilingual classrooms.

Academic integrity in the information age: insights from health sciences students at a South African University

PurposeAcademic integrity is vital to the success and sustainability of the academic project and particularly critical in the training of ethical and informed health professionals. Yet studies have found that cheating in online exams was commonplace during the COVID-19 pandemic. With the increased use of online and blended learning post-COVID-19, an understanding of student cheating dynamics is essential for developing effective strategies to combat academic dishonesty in the rapidly changing educational landscape.Design/methodology/approachThis study explored academic integrity and reasons for dishonesty from the perspective of health sciences students at a South African University of Technology (UOT) via the Fraud Diamond. To gain an in-depth understanding of the topic, a qualitative method was employed, and data were collected via focus group discussions with nine student class representatives. These data were analysed thematically using the Clarke and Braun approach.FindingsCheating during online assessment was common and innovative, with students manipulating others and exploiting friendships to facilitate dishonest practices. Student motivations for dishonesty included a lack of consequences and pressure due to a lack of time management, engagement and preparation.Practical implicationsThis study underscores the need for institutions to adopt an adaptable, multi-faceted approach that addresses student cheating opportunity, motivation and normalisation of dishonest practices whilst strengthening academic integrity policies and enforcement thereof.Originality/valueThe findings contribute valuable insights into the ongoing academic integrity crisis in higher education in the South African context.

Reforming higher education in South Africa by addressing gender inequalities

Introduction: South Africa has a unique history of racial inequality, which in turn contributed to gender inequalities in the country – also within higher education. Gender equality is one of the United Nations’ Sustainable Development Goals (SDGs). Higher education can contribute to this SDG by setting an example in the community for creating healthy and socially just conditions for their female staff and students. Methods: Female employees from all staff components (academic, support services, and operational staff) of a South African University of Technology participated in focus group discussions to determine their gender equality experiences. Facilitating questions were used to guide the conversations. Thematic analyses of the transcribed focus group discussions were conducted, and emerging themes were explored. Results: Some male colleagues prefer to work solely with other male colleagues, resulting in women being sidelined and feeling voiceless. Female employees reported being harassed by students and having difficulty managing professional and family life. They were also concerned about their future based on their gender. Services staff had positive experiences engaging with male students, staff, and supervisors. Conclusion and implications: It is imperative for higher education institutions’ growth and development and fulfilling their role in contributing to the SDGs that gender equality be prioritised. The unique traditional and cultural burdens of South African women in higher education should be taken into consideration when re-imagining gender equality. By aligning their efforts with the SDGs, universities can contribute to a more equitable and sustainable future, paving the way for transformative change within society.

Exploring Service Accessibility and Quality for Differently-Abled Students: A Qualitative Analysis at a South African University of Technology

This qualitative study investigates the service experiences of differently-abled students within the Financial Aid Department of a prominent South African University of Technology. Employing a semi-structured interview schedule aligned with the Service Quality model (SERVQUAL), five dimensions—tangibles, assurance, empathy, reliability, and responsiveness—are explored. The study unveils the significant challenges students face, including issues related to the location and accessibility of the department, staff approachability, and the reliability of communication systems. The discussion section draws on relevant literature to synthesise the findings, providing comprehensive insights into the intricacies of service delivery for differently-abled students. The study concludes with actionable recommendations for enhancing service quality and inclusivity, addressing the unique needs of this student demographic in the evolving landscape of South African higher education.

Unveiling challenges with e-learning faced by academic staff at a University of Technology after COVID-19 pandemic in South Africa

The global shift from traditional face-to-face learning to e-learning, spurred by the COVID-19 pandemic, has significantly transformed higher education (HE) landscapes. Many institutions in developing countries, unprepared for this shift, now find e-learning integral to the educational process. This study explores challenges faced by academic staff at a South African University of Technology (UoT) post-COVID-19. Utilising a phenomenological qualitative research approach, insights were gathered from academic staff through semi-structured interviews. Key challenges identified include insufficient infrastructure, limited training, technological proficiency gaps, student engagement issues, and concerns about academic dishonesty. Practical recommendations encompass infrastructure enhancement, digital training, blended learning strategies, improved student engagement, and measures to ensure academic integrity. These adaptable suggestions provide insights for institutions seeking to enhance e-learning environments, contributing to improved teaching and learning (T&L) outcomes in an evolving educational landscape. It was further recommended that future studies can explore long-term intervention effects, conduct comparative institution studies, and delve into innovative pedagogical approaches.

Unlocking the Potential of Hybrid Learning: Tourism Student Voices in South African Universities of Technology

This article examines the impacts the pandemic learning environment had on student learning and wellness, and how rethinking higher education (HE) design could bolster the improved student well-being. In the wake of Covid-19, academia is searching for some “normalcy” which requires a critical review of the suitability of current structures, as policy design struggles with the possibilities of a hybrid approach to pedagogic delivery. The body of knowledge on blended/hybrid learning design requires the student voice, in cold face experiences of pandemic-induced academic evolution, to get closer to discovering a model that benefits both teaching and learning. The unearthing of possible unrealised disruptions to the learning environment, affecting social, personal and cognitive presence. A sequential explanatory study that included the collection of quantitative survey data, and qualitative focus group interviews was conducted. The census enquiry of tourism management students at three universities of technology in South Africa was concluded online, as per remote learning requirements at the height of the pandemic. Study results indicate that remote learning during the Covid-19 pandemic impacted negatively on student learning and mental health at universities of technology (UOTs) in South Africa. Student data indicated that even through strict pandemic regulations, the university campus life morphed, and did not die. Students gravitated towards parts of the campus considered soothing, with proper internet access, arguing for a holistic, sustainable university architecture that bolsters learning and student support. HE institutions need to further consider the role and design of university architecture for hybrid/blended learning, with a user-focused perspective.

Investigating the Major Contemporary Issues facing First-year Students at a South African University of Technology

This qualitative research study investigated critical contemporary issues faced by first-year students at a University of Technology in South Africa. Drawing from interviews with five participants, the study illuminated three major challenges: academic pressures during the transition, financial constraints, and technology integration. The findings revealed that adapting to new pedagogical methods and academic expectations causes stress and a sense of inadequacy. Financial burdens stemming from tuition fees and living expenses hinder engagement while technology’s integration presents both opportunities and challenges, accentuating the need for digital literacy education. The study underscored the importance of comprehensive orientation programs, financial aid initiatives, digital literacy training, and peer mentoring to address these issues. Recommendations also encompass flexible learning pathways, holistic well-being support, and collaborative spaces. By recognizing and proactively addressing these challenges, higher education institutions can facilitate smoother transitions, foster inclusive environments, and ultimately enhance the overall first-year student experience. This research contributes valuable insights to guide policy development and support mechanisms, ensuring the academic success and holistic well-being of first-year students in the dynamic landscape of higher education. Keywords: First-year students, Contemporary issues, Higher education, Transition challenges, Academic pressures.

The student voice on integrative teaching and learning of academic literacy at a South African university of technology

Academic literacy skills are universally considered as a valuable and integral part of academic development in higher education, yet they often remain peripheral to or are completely absent from many qualifications. At the presently selected institution, there is little consensus on the most effective model to design for and implement as far as academic literacy is concerned, and whether this should be embedded within core curricula, or as a stand-alone, credit-bearing subject. Conspicuously absent in conversations on this matter however, is the student voice, which is what the present study seeks to draw on. An analysis of students’ reflections on an integrated model of learning and teaching of academic literacy was evaluated, where the skills are taught within the context of an academic discipline. The academic literacy component was embedded within a single course taught in a Biotechnology qualification. Upon completion of the learning activities, ten students were interviewed, and a questionnaire was administered to a further fifteen students, to gauge feedback on the usefulness of the integrated model of academic literacy. We report that the pedagogy improved and enriched the overall learning experience. Students reflected that the approach enabled better access to Biotechnology content and made the discourse of the discipline more explicit, as they unlocked academic literacy skills, compared to if an academic literacy course was taken alone. More broadly, the study highlights the need to draw on student reflection and experiences in the design and implementation of pedagogies and the value of remaining responsive to student voices.

Multilingual students’ linguistic repertoires as a resource: a case study of assessments in journalism studies

ABSTRACT This mixed-methods case study develops a monolingual-multilingual continuum that depicts how multilingual students draw on their linguistic repertoire as a resource when undertaking assessments in journalism education. Guided by Hult and Hornberger’s heuristic for considering language planning and policy as a resource, the central question the study seeks to answer is this: Which languages do students use for what kind of assessment and as what kind of resource in journalism studies? Data were collected from a previously disadvantaged South African University of Technology. The paper argues that academics must move away from thinking of multilingual assessments based solely on what students submit and instead consider the processes holistically, considering that activating these linguistic competencies occurs on a continuum. Using Grosjean’s complementary principle, the study explains why multilingual students use their linguistic repertoire differently based on mode of the assessment and resources they employ in the process of completing it. Further, drawing on Ruiz’s notion of language-as-resource shows that linguistic diversity should be viewed as beneficial in higher education and multilingual repertoires of students as a means of facilitating epistemic justice in a higher education sector that currently sees multilingual speakers as an impediment.

Can implementing the Balanced Scorecard enhance strategic management performance at one South African University of Technology? A theoretical perspective

South African (SA) Universities of Technology (UoTs) recently faced challenges related to funding constraints, rising access demand, and the need to improve strategic performance and competitiveness. The Balanced Scorecard (BSC) has been suggested to strengthen UoT`s strategic management. This qualitative literature analysis evaluates the benefits of adopting the BSC at one UoT.

The Blended Roles of Professional and Academic Staff in Universities of Technology: Are We Getting It Right?

Tensions between academic and professional staff are still experienced in universities of technology. The article focuses on the mobility and shifting boundaries which appear to be developing in regard to this working relationship at one South African university of technology. The mixed-methods exploratory research involved data gathered in 2018 and in 2021 from both academic and professional staff. The data included findings from staff whose work spans both roles and those who have moved from one role to the other. Findings indicate that professional staff are often drawn into performing teaching and research functions, and yet experience barriers which impede their academic progress. The article argues for more overt recognition and facilitation of this blending of roles, which would seem to be particularly appropriate for universities of technology. No current literature exists on this phenomenon in South African Universities of Technology and this article hopes to fill this gap and initiate this conversation.

An analysis of online learning and teaching at the Department of Electronic Engineering at a university of technology during the coronavirus pandemic in South Africa

The Department of Electronic Engineering at a South African University of Technology is currently conducting a research study to investigate the challenges associated with online teaching during the COVID-19 epidemic. Specifically, the study focuses on the perspective of educators in this context. In response to the outbreak, governments worldwide implemented nationwide lockdowns to curb the spread of the virus, leading educational institutions, including universities, to cease in-person instruction. This sudden shift disrupted the educational system, necessitating a rapid transition from traditional face-to-face teaching to online methods to fulfill the curriculum requirements. As faculty members encountered various difficulties in adapting to online teaching pedagogy, the research study concentrates on them as the primary participants. The research study provides recommendations that offer valuable guidance for improving the effectiveness of online teaching practices which may be applied outside of the pandmic to most online teaching pedagogies.

A Critical View On Doctoral Supervisor Capacity Development At A South African University Of Technology

Growing the number of doctoral graduates, increasing the capacity for study supervision, and enhancing the quality of research output and impact remain some of the many challenges for higher education institutions in South Africa – especially for universities of technology (UoTs). Study supervisors at UoTs often lack sufficient experience and capacity to guide doctoral students to timely and successful completion. This article explores one such case as an example of critically assessing the capacity, quality, and effectiveness of supervisory development at a UoT. Our valuational stance involves observing aspects of institutional support to grow supervision capacity, comparing research performance to peer universities in the UoT cluster and engaging the South African university system as related to relevant literature on doctoral supervision and graduation. The selected institutional case revealed that supervisory capacity and subsequent graduations have improved significantly over time. However, the challenge remains to graduate increasing numbers of doctoral students, hence the need for further enhancing supervisory capacity. The inquiry also points to the need for increasing throughput figures and graduation in meeting institutional targets. The UoT under scrutiny had introduced several strategies to capacitate doctoral supervisors, including promoting relevant supervisory skills, scientific writing and communication. It also promoted research dissemination, incentives to support research capacity development, and policies to enhance quality supervision. Since the range and scope of developmental actions and activities at the selected UoT were too broad to evaluate in one project, the focus was on one aspect of supervisor support, namely an institution-wide postgraduate supervision developmental programme. Programme results for the period 2017 to 2021 were critically evaluated, addressing two key dimensions: enhancing doctoral supervision capacity and trends in doctoral graduations. These dimensions are discussed against the background of relevant literature on supervisory capacity, peer UoT cluster trends in South Africa, as well as trends related to the whole public university system in South Africa. The article concludes with important lessons learnt from the institutional case and suggestions to enhance research into doctoral supervisor developmental interventions within an UoT context.

Prior entrepreneurship exposure and work experience as determinants of entrepreneurial intentions among South African university of technology students.

This study used the theory of planned behaviour to investigate the effects of prior entrepreneurship exposure and work experience on entrepreneurial intentions among students at a South African university of technology. Data was gathered using an online survey questionnaire and convenience sampling. The online survey was completed by 301 entrepreneurship diploma students from the Tshwane University of Technology, and the data were analysed using Smart-PLS 4. The findings of this study revealed that prior work experience has a positive and statistically significant relationship with subjective norms and an insignificant relationship with perceived behavioural control, attitude towards behaviour and entrepreneurial intentions. Prior entrepreneurship exposure had a negative but statistically significant relationship with entrepreneurial intentions, subjective norms, attitude towards behaviour and perceived behavioural control. The relationship between prior entrepreneurship exposure and entrepreneurial intentions was partially mediated by subjective norms, attitude towards behaviour and perceived behavioural control. The findings further revealed that perceived behavioural control, subjective norms and attitude towards behaviour had a positive and statistically significant relationship with entrepreneurial intentions. The study tested the effects of both prior entrepreneurship exposure and work experience on entrepreneurial intentions and its antecedents which have not been explored fully in previous research. Thus, the study advances the theory of planned behaviour as a model for testing the role of prior entrepreneurship exposure and work experience in the formation of entrepreneurial intentions in the South African context.

Reflection on Experiences of First-Year Engineering Students with Blended Flipped Classroom Online Learning during the COVID-19 Pandemic: A Case Study of the Mathematics Course in the Extended Curriculum Program

The shift to remote learning during the COVID-19 pandemic presented a unique challenge for higher education in developing countries such as South Africa, where resources are distributed unevenly. The Department of Chemical Engineering at a South African university of technology used a flipped classroom blended online learning approach in an engineering mathematics course. This study describes the transition of first-year engineering students from face-to-face learning to flipped classroom blended online learning. The Laurillard conversational framework for teaching learning was used to develop the five components of blended learning pedagogy, this allows students to discover, learn, practice, collaborate, and assess (DLPCA). The chosen assessment strategies made use of adaptive learning technology via the WebAssign platform to provide formative and summative assessments as well as timely feedback to each student. The authors examined the remote teaching and learning approach using three indicators: (i) learning—students’ learning experiences; (ii) assessment—students’ academic performance and integrity; and (iii) students’ challenges. The findings had a positive impact on students’ learning and performance in the mathematics course. The limitation to the study was that the data were collected only from one university of technology and were not compared with other universities in the country. The overall findings of this study indicate that students require time to adjust to online pedagogy to ensure a smooth transition.

Perceived Environmental Implications of Clothing Maintenance Among Consumers in Gauteng Province, South Africa

In 2018, global fashion produced 2.1 billion tonnes of greenhouse emissions. According to life-cycle assessments (LCA), the use phase in clothing life cycles is the most harmful to the environment. During the use phase, clothing maintenance is associated with high water and energy consumption and is the most polluting stage in the clothing life cycle. In addressing the environmental impact of the clothing and textile industry, the design and manufacturing phases overshadow the clothing maintenance/care phase. As part of their social responsibility, clothing companies do not concern themselves with how sold garments are utilised after purchase. A disconnect emerges between seller and buyer immediately after a garment is bought and leaves the retail environment. As a result, the clothing consumer assumes full responsibility for managing the environmental impacts that characterise the use phase. Yet, most consumers need to be equipped with the knowledge to empower them to understand the ecological implications. This study aims to establish the level of sustainability awareness among young consumers in a major South African university of technology concerning clothing maintenance and to establish whether environmental knowledge translates into sustainable practice. The study applied a quantitative research approach, using semi-structured questionnaires, to gather information related to the ecological impact of washing, drying, and ironing clothing, as well as washing detergents and fabric softeners. The findings show that most participants were aware of 'eco-fashion' as a general term related to environmental welfare but were unaware of how the activities involved in the care of clothing may affect the environment. Some participants demonstrated poor knowledge, and many did not relate clothing-care equipment and products such as detergents and fabric softeners to adverse environmental impacts. Few participants consulted fabric and care label instructions during laundering and ironing to avoid ecological damage. Most participants also did not understand the health and environmental dangers caused by dry cleaning processes. The research concludes that there is a generally low level of sustainability awareness among young consumers of clothing and a low rate of translation of sustainability literacy into sustainable action in the care and maintenance of clothing. The paper recommends that clothing manufacturers and retailers provide consumers with sustainable post-purchase information as part of their environmental responsibility.
 
 Received: 13 April 2022 / Accepted: 5 February 2023 / Published: 5 March 2023

Lecturers' perspectives concerning the variables that hinder critical thinking development in the classroom.

The need to train learners to think critically has been stressed and it has become a key concern among scholars in recent years. Although there is strong evidence demonstrating the benefits of critical thinking as well as proposals for its integration in schools, scholars are still looking for evidence demonstrating how teachers instill critical thinking in the classroom and the obstacles they face. Furthering this argument necessitated lecturers’ feedback on the obstacles to teaching critical thinking in the classroom. Data was collected from academics at a South African university of technology using interpretative phenomenological analysis approaches. The lecturers identified several obstacles that inhibited them from inculcating critical thinking in the classroom. The first one is time, according to the lecturers there is not enough time to inculcate critical thinking since the average lesson last for fifty minutes. The second is the large population of students. The third is the learners themselves who according to the lecturers are indifferent, unwilling to engage. Finally, the educational system according to the lecturers is based on rote learning and memorisation at all levels, which hinders creative, unique, and logical thinking. The findings of this study could have significant consequences for the auditing profession, as teachers are frequently pushed to come up with new approaches to help students improve their critical thinking abilities.

The use of theoretical frameworks by Master of Public Administration (MPA) graduates at a selected South African university of technology

Scholars contend that public administration, as a discipline, is still in its infancy and, more often than not, fumbles for its own identity. It is generally regarded as an amalgamation of various disciplines. It is therefore no wonder that scholars in public administration, more often than not, fail to locate their empirical research, in sound theoretical frameworks for research in public administration, in general. The core objective of the study was to determine whether Master of Public Administration (MPA) graduates, from a selected university of technology in South Africa, grounded their research in theoretical frameworks, rooted in the identified public administration domains. Desktop research was employed where purposely selected MPA dissertations were scrutinised, using content analysis. MPA qualifications generally comprise a range of modules in conjunction with the production of a mini-thesis. This has not been the case at the Cape Peninsula University of Technology (CPUT) since 2016. MPA graduates are required to produce a full dissertation only. The study intended to highlight the importance of conducting research that contributes to public administration theory development, especially at universities of technology. The study found that if CPUT wants to acquire a competitive edge in the international higher education landscape in general and in the field of public administration in particular, it must aspire to deliver MPA graduates who demonstrate the ability to grow the mass of theoretical knowledge in the discipline. The study recommends that theoretical frameworks, in the study domains associated with research in public administration be taught explicitly in the form of seminars in the absence of teaching them in formal credit-bearing modules, which is the case at CPUT.