Universities In Africa Research Articles

Comparative and International Education as a Way to Strengthen Internationalisation in Teacher Education Programmes at Universities in Africa

Comparative and International Education as a Way to Strengthen Internationalisation in Teacher Education Programmes at Universities in Africa

Stakeholder perspectives on the need for professional education and competence in pharmacovigilance in Zambia: A cross-sectional survey

Background: Knowledge and skills in pharmacovigilance (PV) are required to mitigate adverse events associated with medicine use which are among the leading causes of morbidity, mortality, and healthcare costs. This study explored the local perspectives and needs for PV education in Zambia. Methods: A mixed-methods study utilising a descriptive cross-sectional survey with an embedded desk review was conducted from November 2021 to December 2022 in Zambia. The quantitative survey used a self-administered questionnaire distributed to 150 participants drawn from key stakeholder groups identified. Qualitative information was extracted from the respective university websites for the desk review. Results: Out of 150 targeted participants, 144 (96%) responded to the survey. The majority (92.4%) affirmed the need for formal PV education programmes locally. Most (95.8%) perceived that training professionals in PV would add value to strengthening the health system. Furthermore, 45.1% preferred a postgraduate diploma and a master’s degree in PV. About half (48.6%) preferred an interprofessional training approach. Only 6/1207 (0.5%) of the universities in Sub-Saharan Africa offered PV education programmes. Conclusion: This study underscored the pertinent need for formal PV education programmes and identified the type of education, expected competencies, and suggested educational strategies to guide curriculum development. These findings serve as a starting point for developing programmes to consolidate PV practice in Zambia and beyond.

Ethical Issues in Artificial Intelligence Adoption in African Higher Education Institutions in Nigeria

Purpose: The aim of the study was to investigate the ethical issues in artificial intelligence adoption in African higher education institutions. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Ethical concerns surrounding the adoption of Artificial Intelligence (AI) in African higher education institutions reveal key findings from recent studies. These include issues of data privacy, transparency in AI algorithms, and ethical implications in decision-making processes. Universities in Africa implementing AI technologies must navigate challenges such as ensuring ethical data handling and maintaining transparency in AI systems. Unique Contribution to Theory, Practice and Policy: Ethical frameworks in AI adoption, critical theory & ethics of care may be used to anchor future studies on the ethical issues in artificial intelligence adoption in African higher education institutions. Embed ethics education into AI courses and training programs across African universities. Equip students, educators, and AI developers with the knowledge and skills to identify, analyze, and address ethical dilemmas associated with AI technologies. Develop and enforce clear, context-specific AI ethics policies and regulatory frameworks at national and institutional levels. These policies should outline guidelines for data management, algorithmic transparency, and ethical review processes.

“Going beyond the call of duty”: academic agency and promoting transformation for sustainability in higher education

Purpose In the past decade, against increasing global inequality, higher education has grappled with increased demands for social justice, transformation and decolonisation. While a lot of research in South Africa has focused on the (im)possibilities of fostering racial, gendered, socio-economic and cultural change, the connection of such change to questions of sustainability has been less explored. The purpose of this paper is to specifically explore the agency of academics to foster transformative initiatives for sustainability within the context of institutions historically serving under-represented populations. Design/methodology/approach Using a qualitative methodology, this paper highlights the importance of considering sustainability in processes of transformation. This paper is specifically interested in how academic faculty and those in assigned leadership positions view their agency in relation to promoting transformation for sustainability at the institutional level. Drawing on data generated from semi-structured interviews with 13 participants at an historically Black university in South Africa, this paper details academics' and leaders’ experiences and perceptions of their agency. Findings This study reveals the adverse interactional dynamics within higher education institutions, which negatively impact academics’ participation as key agents in change processes. Positional and identity challenges faced reveal the persistence of colonial and apartheid legacies of racism, sexism, Afrophobia and xenophobia – which casts a shadow on possible trajectories of transformation and sustainability. This has serious implications for the common good, given South Africa's regional import for knowledge production and decolonisation within universities; its key role in the African 2063 Agenda; and the wider global Sustainable Development agenda. Originality/value This study highlights insufficient engagement with the sustainability of transformation efforts within the context of South Africa. This study also emphasises the relation between transformation imperatives and racial, socio-economic, gender and epistemic justice imperatives of sustainable development.

Perspectives from the Local Community on Strategies for Community Transformation in Uganda’s Public Universities

Several Universities in Sub-Saharan Africa (SSA) rarely have a clearly defined strategy for transforming communities. This is partly because some are still built on colonial models, which place a strong focus on theory, rote learning, and memorisation, where learners duplicate the content during examinations with little or no impact on the community. As a result, the surrounding communities continue to grapple with high levels of poverty, illiteracy, poor housing, disease, and poor-quality health and hygiene. This study explores the strategies Gulu University is using to transform the post-conflict community of Gulu City, northern Uganda. A cross-sectional research design was used involving 390 households. Self-administered questionnaires were employed to collect data on community perceptions of the operationalisation of the different strategies employed by Gulu University to transform the community. Descriptive statistics was used to determine the most outstanding strategies and their associated variables, while chi-square test was performed to assess the relationship between community perception of the existence of Gulu University and the strategies of community transformation. Findings revealed that, first, Gulu University’s strategy of knowledge application has been perceived by the surrounding community to have worked well by increasing employment opportunities, providing young people with opportunities for meaningful livelihood activities, reducing crime, and fostering enterprise development in the surrounding community. Second, the strategy of partnerships and community projects has paid off by providing scholarships to help community members further their education. However, there is still more to be done in terms of knowledge generation strategy through skill training, knowledge transmission strategy through technology transfer, primary health care, better farming engagements, and innovative business services, as well as partnerships and community projects strategy via enterprise development. Furthermore, findings indicated that there was a significant association between community perceptions of transformation and the existence of Gulu University. The findings highlight potential areas of focus for Gulu University and other Ugandan universities for formulating policies that higher institutions of learning can employ to transform communities. Besides, future research should explore the dimensions of community transformation that influence the role of higher institutions of learning in transforming communities

Reimagining Nigeria's educational system: Improving academic performance through high stakes standardized testing.

This 328-page book titled "Reimagining Nigeria's Educational System: Improving Academic Performance Through High Stakes Standardized Testing" discusses the beginnings of the Nigerian educational systems, its current challenges, and the possibility of improving its performance through high stakes standardized testing. The author, Professor Joseph A. Balogun, is a Nigerian-American academic, and a retired Professor of Physiotherapy at Chicago State University, USA. He previously lectured at the Obafemi Awolowo University in Ife-Ife, Southwest Nigeria and has had a distinguished academic career spanning over forty years. He introduces the book by reminiscing on the glorious education system of Nigeria in the 1970s and 1980s. This is followed by the discussion of the current dismal state of the Nigerian educational systems where the best Nigerian Universities barely appear among the ten best universities in Africa.

Universities and the Right to Think in Africa1

Studies of academic freedom have mostly focussed on Europe and North America. Yet, any consideration of the societal crises in Africa cannot ignore the collapse of its universities and the very concept of academic freedom on the continent. Much had been expected of the universities. In Africa, the early post‐independence universities took off on internationally competitive and solid foundations—thanks to the heritages and traditions bequeathed them by the colonial powers that established them. In these societies, the expectations associated with the formation and performance of the universities have their foundations in the historical evidence furnished by the definitions of success in the West. However, the postcolonial orientations of the universities in Africa have proceeded along different pathways. Ideas taken from one milieu to another can develop in unpredictable ways and may satisfy needs other than those served in their places of origin. Institutions transplanted from one society can be influenced by the practices prevalent in the receiving societies. The forces acting upon such interactions are complex. The resultant transformative impacts are also unpredictable. An appreciation of context is therefore compelling. This article discusses the crisis in Nigeria's political economy and its impact on the public universities.

A systematic review of the determinants of successful entrepreneurship education across universities in South Africa

A systematic review of the determinants of successful entrepreneurship education across universities in South Africa

Awareness, attitudes and perceptions of students towards leisure noise in Durban, South Africa.

Young adults are exposed to high noise levels in leisure venues, which increases their risk of hearing loss, and can affect their quality of life. The aim of this study was to describe the young adults' awareness, attitudes and perceptions towards leisure noise at a university in South Africa. A descriptive cross-sectional study design with quantitative methods of data was considered for this study. Students from first to fourth years in the Education Department of a local university in Durban, South Africa, who were aged 18 years old - 25 years old were invited to participate in an online survey. Of the 462 participants, most had a general awareness on noise and hearing loss but lacked knowledge on the negative effect of loud noise, with 95.2% using personal listening devices, followed by visiting restaurants and gyms, and 48.3% being unsure if noise can damage hearing permanently. They were unaware of methods to reduce their exposure to noise. A significant relationship between awareness of noise and attitudes (p= 0.029) indicated that the higher the level of awareness regarding leisure noise, the better their attitude and behaviour, thus the lower the risk of hearing loss. The results highlight the need for implementing the World Health Organization (WHO) noise regulations and providing education for this age group to prevent irreversible hearing loss through exposure to leisure noise.Contribution:A national study is recommended to increase research evidence.

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.

Examining the Triggers, Signals, and Implications of Corporate Implosion: Lessons and Intervention Strategies for Private Universities in Africa

Corporate implosion, characterized by sudden organizational collapses and significant financial repercussions, necessitates a comprehensive understanding of its triggers, signals, and potential intervention strategies. This paper employs a literature review and synthesis approach to delve into existing corporate implosion research specifically focusing on defining triggers, early signals, and viable rescue mechanisms. The study investigates triggers contributing to corporate implosions, focusing on financial mismanagement and leadership failures. It underscores the intricate interplay between internal and external elements in the context of organizational failures. Through thoroughly examining existing literature, the paper aims to contribute to a deeper understanding of the dynamics leading to corporate implosions. Furthermore, this research extends its scope to explore the closure of private universities, particularly within the African context. The analysis highlights industry-specific factors that contribute to the closure of private universities, encompassing aspects such as market demand, program relevance, financial stability, governmental regulations, economic conditions, demographic shifts, and technological advances. By broadening the investigation to include private universities in Africa, the study offers insights into the unique challenges faced by educational institutions in the region. Ultimately, the findings of this study are intended to inform decision-makers and stakeholders in private universities about the multifaceted nature of challenges that can lead to closures. Recognizing these triggers and signals is crucial for implementing timely and effective interventions to safeguard the stability and sustainability of private universities in Africa.

Universities and Artificial Intelligence

The general objective of the research was to determine the advances related to the universities and artificial intelligence. The specific objectives of the research are to identify the universities that invest the most in artificial intelligence and the best global universities for artificial intelligence. Methodology, in this research, 42 documents have been selected, carried out in the period 2018 – 2024; including: scientific articles, review articles and information from websites of recognized organizations. Results, AI is becoming increasingly important in all areas of human activity, which is why standards are being established for its proper use. Education is an important aspect in the development of people, which is why it must be invested at an international level. Innovation is very important for any type of organization and especially for universities. Conclusions, artificial intelligence is gaining more followers in university higher education, due to its important contribution. In addition, some principles have been formulated to guide its development. The top global university is the MIT – Massachusetts Institute of Technology (The United States of America); the top university in Latin America and the Caribbean is the Universidade de São Paulo (Brazil); the top university in Europe is the University of Oxford (United Kingdom); the best university in Asia is the Tsinghua University (China); the top university in Africa is the University of Cape Town (South Africa); the top university in Oceania is the University of Melbourne (Australia). The university that invests the most in artificial intelligence was Johns Hopkins University. The best global universities for artificial intelligence were Tsinghua University, Nanyang Technological University, Chinese University of Hong Kong, Stanford University, University of California – Berkeley and Massachusetts Institute of Technology.

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.

Preface

We are very pleased to introduce the proceedings of 2023 International Conference on Mechanical, Aerospace and Electronic Systems (MAES 2023). The conference was held from November 24 to 26, 2023, which is co-sponsored by University of Johannesburg, South Africa and University of South Africa, South Africa. MAES provided opportunities for discussions about methods, technologies, systems, and best practices in the different areas of mechanical, aerospace and electronic systems from different places around the world. This conference provides opportunities for the delegates to exchange new ideas and application experiences in hybrid format, to establish business cases or research relations and to find global partners for future collaboration. The proceedings of MAES 2023 cover a range of topics, including, but not limited to applied mechanics, automation, CAD/CAM/CAE, computational fluid dynamics (CFD), aerodynamic’s fundamental concepts, aerodynamics, aerospace robotics and mechatronics, aerospace systems and technology, advances in aeronautics and astronautics, aerospace defense systems, aerospace materials, aerospace propulsion systems, etc. On behalf of the Organizing Committee, a special thanks goes to the keynote speakers that shared their research ideas with us. Thanks are also extended to the authors of the papers selected for presentation and publication. Thanks are as well extended to the paper reviewers and the members of the organizing committee for their contribution and commitment to putting together a conference program that hopefully participants have found beneficial to advance their professional endeavor. List of Conference Committee is available in this pdf.

Intergrating the performance management system of a university in South Africa with its strategic plan

Intergrating the performance management system of a university in South Africa with its strategic plan

Career success, collegiality, and the intentions of early career academics to stay in the academic profession

ABSTRACT This article examines the relationship between the career success of early career academics (ECAs), collegiality, and their intentions to stay in the academic profession. Two different surveys were developed and administered to ECAs (n=68) and other academics (n=219) from a public university in South Africa. The data were analysed using bivariate correlation and hierarchical multiple regression analysis. The results revealed that career success factors that include career advising (research and teaching and learning), learning and development, rewards and recognition, and socialisation strengthen the intentions of ECAs to stay in the academic profession. Additionally, collegiality demonstrated a strong moderation effect on the relationship between career advising on research, teaching and learning and the intentions of ECAs to stay in the academic profession. The article further discusses the implications of the results in relation to how career success and collegiality reinforce the intentions of ECAs to stay in the academic profession.

Assessment of teaching strategies and learning style preferences of lecturers and oral hygiene students at a higher education institution in South Africa

Lecturers and students at tertiary institutions have different teaching strategies and learning styles (TS&LS) and it is essential to align these strategies and styles to ensure that students understand the concepts they are taught. This study was conducted to assess and compare the TS&LS preferences among lecturers and undergraduate oral hygiene students at a university in South Africa.

African Knowledge Production Incubators: Approaching Indigenous and Decolonized Social Work from the Ground Up Through Stories of Our Lived Experiences

ABSTRACT Six social work academics from five universities in South Africa embarked on an African Knowledge Production Incubators project using PALAR methodology. We acknowledged the imperative to decolonise social work curricula in South African universities with the goal of centering African knowledges. This article reports on our project’s first objective viz. telling stories of our lived experiences of being an African. Our stories reflected the richness in the traditions and rituals we inherited from our ancestral and local knowledge holders and wisdom bearers. The key learnings translated into guidelines for the extended incubation and the decolonization of the social work curriculum.

Student disciplinary policies at a distance and online university in South Africa

Academic integrity is at the core of the academic project and is threatened if universities and the academics and students in them, do not take the quest of achieving academic integrity seriously. If other universities, businesses, and the general public lose trust in a specific university due to a perceived lack of academic integrity in the institution and its qualifications, this creates a threat to the sustainability of the university. In this paper I evaluate the student disciplinary policies and codes of a distance education university against the core elements of an exemplary academic integrity policy (Bretag, Mahmud, Wallace, Walker, James, Green et al., 2011). The five core elements identified by Bretag et al. (2011) are access, approach, responsibility, detail, and support. The university’s policies were evaluated against these elements and rated on whether each one has been achieved or not. This analysis is done at the policy level and also encompasses the policy experiences of this university during COVID-19, by unpacking how these policies played out when a major challenge was applied to them. Apart from the policy analysis, this paper is based on 10 months of fieldwork undertaken during 2021 when 28 people were interviewed; an analysis of policies; and an analysis of five years’ worth of records from student disciplinary procedures. I argue that the five elements for effective student disciplinary policies need to be present for the institutionalisation of academic integrity to occur.

South African Higher Education: Transformation or/and Decolonisation?

Transformation is the christened name of institutional activities seeking to change South Africa ‘into the opposite of apartheid’, including in higher education (HE). However, transformation failures meant that students at universities in South Africa, through several #MustFall movements, protested around their misgivings about ‘transformation’ and advocated for a decolonial turn. Decolonisation, therefore, has become the preferred name for change to some sections of HE, thereby creating a conflict with ‘transformation’. Our study collected responses on the meaning of transformation and decolonisation and their capability to change the hegemonic structure and Western institutional culture in universities. The qualitative study was anchored in Fomunyam’s social transformation theory and used semi-structured interviews to collect data from 11 participants from a South African university. They were analysed thematically (reflexively). Findings depicted opinions favouring both transformation and decolonisation to achieve changes required in HE. The liberal and linguistic nature of transformation means it can be manipulated for different agendas and research purposes. Meanwhile, decolonisation, anchored in histories of Africa’s oppression, is specific about recentring Africa in the universities. In conclusion, it is vital to exercise caution to avoid ‘decolonial fatigue’ which would make decolonisation a rhetoric just like transformation.