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1
Cloete, Nico, and Johan Muller. "South African higher education reform: what comes after post-colonialism?" European Review 6, no. 4 (October 1998): 525–42. http://dx.doi.org/10.1017/s1062798700003653.
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Since the fall of the apartheid regime South African higher education has begun to undergo a process of fundamental transformation. First-world universities, which were beneficiaries (however unwilling) of past racial inequalities, have had to adapt to the urgent needs of what is a post-colonial and, for the majority of its citizens, a third-world society. South Africa, therefore, provides a particularly sharp example of the encounter between a higher education system established within the European tradition, in terms of both its institutional and its academic culture, and a society in the process of radical change. This encounter has been mediated through the work of the National Commission on Higher Education which attempted to produce a compromise that would enable South African higher education to be both ‘Western’ (in terms of academic values and scientific standards) and also ‘African’ (in terms of its contribution to building the capacities of all the people of South Africa). The tension between the university's claims to represent universal knowledge and the counter-claims that ‘local’ knowledge traditions should be accorded greater respect, therefore, is much sharper than in Europe.
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Coquery-Vidrovitch, Catherine. "Access to Higher Education in French Africa South of the Sahara." Social Sciences 10, no. 5 (May 17, 2021): 173. http://dx.doi.org/10.3390/socsci10050173.
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This article examines the evolution of the educational situation in French West Africa (FWA) and French Equatorial Africa (FEA) from the onset of colonization until independence. Our central theme is the tragic deprivation endured by the public school system, especially in FEA, which handed over primary education to Catholic missions and slowed down secondary education; in FWA, only one university was belatedly created in Senegal (1958). The education of girls remained non-existent. The article is based upon a large number of mostly unpublished doctoral works, a handful of published studies, and half a century of personal inquiries, conducted mainly in Gabon, Congo and Senegal. This paper establishes a connection between the lack of political skills based upon Western standards of the colonized peoples on the eve of independence to the training of their civil servants which was drastically limited to secondary school education and the major hurdles involved in obtaining French nationality except for the residents of the Four Communes of Senegal. At the time of independence, only a few thousand colonized people had reached the level of university that was being established in the early 1950s; even fewer received scholarships to study in France. This shortage of trained personnel in administration and education required massive recourse to French “coopérants”, whose presence would only gradually diminish from the 1970s.
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van Jaarsveldt, Lisa C., Michiel S. de Vries, and Hendri J. Kroukamp. "South African students call to decolonize science: Implications for international standards, curriculum development and Public Administration education." Teaching Public Administration 37, no. 1 (August 7, 2018): 12–30. http://dx.doi.org/10.1177/0144739418790779.
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The decolonialisation of the higher education curriculum and free higher education were two of the burning issues during student protests that erupted across universities in South Africa at the end of 2015. Although the president announced free higher education in December 2017, the country can scarcely afford it, with many universities already feeling financial constraints. The call for decolonialisation of the curriculum by students (which was viewed negatively by the public) refers specifically to books, theories and learning content that still predominantly reflect the thoughts of Western colonial powers. Students required a bigger focus on indigenous (African) knowledge to be incorporated into the South African curriculum. This, however, is the opposite of current international trends, where curricula are developed to meet international or even global standards that are set by international accreditation agencies in Public Administration, such as the National Association of Schools of Public Affairs and Administration and the International Commission on Accreditation of Public Administration Education and Training Programs. Therefore, this article investigates not only the direction the discipline of Public Administration is taking with regard to international standards and the curricula, but also to specifics of governance in developing countries. Are there reasonable arguments to support the demand for changes to the content of this discipline and is there a need to adjust curricula to concede to the wishes of the protesting students for the decolonising of science? This article found that international scholarly requirements, specific national conditions for governance and the demands uttered by students in the development of curricula at South African universities are at odds, particularly in the study of Public Administration.
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Mwanawina, Ilyayambwa. "Regional Integration and Pacta Sunt Servanda: Reflections on South African Trans-Border Higher Education Policies." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 19 (December 12, 2016): 1. http://dx.doi.org/10.17159/1727-3781/2016/v19i0a1662.
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The underpinning essence of being part of a regional organisation such as the Southern African Development Community (SADC) is to achieve development through integration. Regional integration thus becomes the bedrock from which the treaties governing SADC and its member states are to be interpreted. The SADC Treaty and its various protocols articulate that members should eliminate obstacles to the free movement of people, goods and services. This should include the progressive reduction of immigration formalities in order to facilitate the freer movement of students and staff for the specific purposes of study, teaching, research and any other pursuits relating to education and training. Relying on international law principles such as pacta sunt servanda, this article establishes that though South Africa has made much progress in meeting most of the SADC obligations relating to migration and education, there are still grey policy areas that fall short of SADC standards and regional commitments. It also appraises the role of the SADC Council of Ministers, the Parliamentary Forum, the Tribunal and the National Committees in addressing these areas.
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Bhana, Anrusha, and Sachin Suknunan. "The impact of ethical leadership on employee engagement within a South African public higher education institution." Problems and Perspectives in Management 17, no. 4 (December 25, 2019): 314–24. http://dx.doi.org/10.21511/ppm.17(4).2019.26.
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Ethical leadership has become a fundamental building block amongst the corporate organizations globally. However, minimal research evidence was found from a higher education institution (HEI) perspective, including the evidence from a South African higher education setting. Due to the lack of research linking the ethical leadership`s style and employee`s engagement (EE) at higher education institutions, it becomes important to find out if ethical leadership can positively promote the EE, which, in turn, can promote various other benefits at the institutions. Therefore, this study aims to examine this from the perspective of ethical leadership style and its impact on the EE. This study focused on a large HEI (Higher Education institution) based in KwaZulu-Natal (South Africa). Quantitative data collection employed the probability sampling targeting 420 employees. Questionnaires were used as data collection tools and obtained a response rate of 312 (74%). The results show that the average mean value for EE (M = 2.87) was weak in comparison to the measurement standard of 3.00, which implied a lack of EE between leadership and employees. In addition, the results indicate that ethical leadership can positively influence the EE (M = 4.27), thus, indicating the need for more ethical leadership at this institution. Furthermore, the current lack of employee`s engagement by leaders that do not exhibit the ethical leadership style can result in employees` disengagement at the institution.
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Mooya, Manya Mainza. "The education and professional practice of valuers in South Africa: a critical review." Property Management 33, no. 3 (June 15, 2015): 245–74. http://dx.doi.org/10.1108/pm-04-2014-0021.
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Purpose – Uniquely among the built-environment professions in the country, professional valuers in South Africa until recently did not require to have a university degree. The vast majority of professional valuers therefore, especially at senior levels, hold the national diploma as the highest academic qualification. There is evidence to suggest that many regard this state of affairs as unsatisfactory. Given the foregoing, the purpose of this paper is to answer two interrelated questions, first, whether South African trained and educated valuers were “competent” and met industry standards, and, second, whether the South African valuation curriculum met international norms. Design/methodology/approach – Empirical data for the study were obtained by way of a survey of valuers registered on the South African Council of the Property Valuers Profession (SACPVP) database and a case study of the University of Cape Town’s valuation curriculum. The survey involved the mailing of an online questionnaire, using the “Survey Monkey platform”, to 2,062 individuals, representing the total population of valuers registered with the SACPVP, across all registration categories. A total of 324 individuals, or 15.7 per cent of the target population, responded to the survey. Findings – Results from the study on the first question showed that it was professional status and length of experience, rather than academic qualifications, which correlated with competence. In addition, the results suggest that there are grounds for concern regarding proficiency in at least some of the valuation methods across the board. Further, the study revealed significant levels of dissatisfaction amongst employers with the general competence of valuers under their supervision. On the second question, the study concludes that the South African valuation curriculum did not meet international norms in terms of certain criteria. Practical implications – The paper recommends a review of the South African valuation curriculum; to allow for a differentiation between the different academic levels, to facilitate a more conceptual approach at the higher levels, and to close the identified gaps in knowledge and skill-sets arising from both a deficient curriculum and a changing industry landscape. Originality/value – At a time when attempts are being made to improve standards in the South African valuation profession, the study makes a critical contribution, by identifying areas where the national curriculum is deficient, both in terms of industry requirements and relative to international norms.
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Krause, M. W., M. J. Viljoen, and M. J. Bezuidenhout. "An introductory article on the concept of programme development in physiotherapy training." South African Journal of Physiotherapy 55, no. 4 (November 30, 1999): 20–23. http://dx.doi.org/10.4102/sajp.v55i4.577.
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The move to an outcomes-based education and training system in South Africa presents higher education and training institutions with a challenge to review their curricula and to adapt to changes brought about by the new education and health care dispensations. Key aspects of the move to outcomes-based education and training as contained in the South African Qualifications Authority (SAQA) Act, information regarding the National Qualifications Framework (NQF) and other matters informing curriculum review are addressed. The Department of Physiotherapy of the University of the Orange Free State has just completed the first phase of restructuring its education and training programme in order to submit the qualification for registration on the NQF. The rationale behind the shift to an outcomes-based, student-centred curriculum and the key features of the programme are briefly discussed, as this is the first step towards the registration of unit standards/qualifications, a process which all education and training institutions will have to embark upon soon.
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Chux Gervase Iwu. "Socioeconomic Implications of Examination Fraud and Assessment Irregularities in South Africa’s Higher Education Sector: A Futuristic View." Journal of Social and Development Sciences 10, no. 3(S) (January 10, 2020): 39–46. http://dx.doi.org/10.22610/jsds.v10i3(s).2984.
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This paper, based on scholarly as well as documentary evidence, intends to highlight thesocioeconomic implications of fraud and assessment irregularities in South Africa’s higher education. Highereducation institutions serve nation building purposes and as such it is expected that what they produceshould be of high standard in order to further this purpose. Lately, owing to the rise in assessmentmalpractices across South African institutions of higher learning, calls have been made by business andsociety for ways to deal with this. This paper asks a few questions related to what constitutes fraud andassessment irregularities and the sources of these. The paper also points out what these portend for highereducation in South Africa while at the same suggesting some recommendations. This paper contributes to theliterature on the growing concerns of educators and researchers regarding high levels of examinationmalpractice and assessment irregularities within higher education sector globally, but in particular SouthAfrica.
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Zewdie, Samuel Abera, and Vissého Adjiwanou. "Multilevel analysis of infant mortality and its risk factors in South Africa." International Journal of Population Studies 3, no. 2 (December 31, 2017): 43. http://dx.doi.org/10.18063/ijps.v3i2.330.
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The study analyzed infant mortality and its risk factors in South Africa. It aimed to examine infant mortality in the country by taking into account the hierarchical nature of the problem and investigate the with-in country variation in modeling. In addition to the usual individual level risk factors of infant mortality, living standard, mother’s education, and income inequality were defined at municipal level, while HIV prevalence was fixed at province level. A multilevel logistic regression model was then fitted with Bayesian MCMC parameter estimation procedure using the 2011 South African census data. Most of the demographic and socioeconomic variables identified at individual level were found significant. More remarkably, the result indicated that communities with better living standard and women's education were associated with lower infant mortality rates, while higher income inequality and HIV prevalence in the communities were associated higher levels of infant mortality. The changes in infants’ odds of death were estimated to be 26%, -21%, 13% and 8% respectively for HIV, women’s education, income inequality and level of the living standard. In addition, unobservable municipal and province level random effects significantly affected the level of infant mortality rates.
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O., Omoruyi, and Chinomona E. "Modeling the Factors that Influence Employee Attitude and Service Delivery Behavior among Higher Education Professionals." Journal of Economics and Behavioral Studies 8, no. 5(J) (October 30, 2016): 146–58. http://dx.doi.org/10.22610/jebs.v8i5(j).1439.
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Good and well calculated service delivery is very essential for the smooth running of institutions and for life long learning of students. Looking at factors that lead to employee attitude and service delivery bevaviour helps the higher education professionals to build a strong positive relationships with peers, students, staff and university leaders. This paper will look at remuneration, professional development and Information Communication Technology (ICT) efficiency as factors that contribute to positive employee attitude and good service delivery behaviour. Efforts by higher education institutions to improve the quality and standards of education professionals have progressed through the use of various forms of student feedback and methods of evaluation in an attempt to understand what matters to students’ and educational professionals regarding their educational experience. Structured questionnaires were distributed to university professionals, which include all university staff like Deans of faculties, Heads of departments and lecturers at one University of Technology (UoT). A quantitative method using Smart PLS was employed to test the relationships among the four hypotheses. The positive relationship between the four proposed hypotheses validatesthat remuneration; professional Development and ICT efficiencyare instrumental strategy to stimulating employee attitude and service delivery behavior of employees.Practically, the study build on a new direction towards research based on consumer behaviour by opening up a discussion on the importance of marketing practices in the development and improvement of service delivery behaviours in one UoTs in South Africa. Based on the findings, recommendations will be made to both the university policy makers and the university professionals for efficacy reasons. The proposed study is expected to have practical and theoretical implications to policy makers for the university and university professionals. In addition, it will provide added insights and added new knowledge to the existing body of literature hitherto not studied extensively in South Africa and UoT in particular.
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Motlhabane, Abraham. "UNPACKING THE SOUTH AFRICAN PHYSICS-EXAMINATION QUESTIONS ACCORDING TO BLOOMS’ REVISED TAXONOMY." Journal of Baltic Science Education 16, no. 6 (December 15, 2017): 919–31. http://dx.doi.org/10.33225/jbse/17.16.919.
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The quality and standard of South African examination questions for the grade 12 examination have become an important issue for the South African education system. So far, the focus of empirical research has been on factors that lead to poor performance in the Physical sciences as well as the alignment of the grade 12 Physical Sciences examination with the core curriculum in South Africa. On the contrary, this research paper focuses on a different aspect: the weaknesses and the strengths of the Physics examination questions. It addresses the question of how the Physics examination questions cover higher and lower order level questions in the Bloom’s revised taxonomy. To answer this question, the Physics examination questions of the year 2014 and 2015 were analysed using Bloom’s revised taxonomy of learning objectives. The examination questions were codified and the frequencies and percentages of occurrence of different learning objectives were calculated. The results show that third level cognitive skills were more prevalent than other ones. Furthermore, examiners asked questions that require application and few questions requiring the recall of knowledge. Keywords: physics examination, revised Bloom’s taxonomy, quality of education.
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Lubbe, Ilse. "Towards a global model of accounting education – a South African case study." Journal of Accounting in Emerging Economies 10, no. 4 (September 7, 2020): 601–20. http://dx.doi.org/10.1108/jaee-01-2020-0017.
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PurposeThe purpose of this paper is to provide a contextual analysis of the professional accounting education system of South Africa (SA).Design/methodology/approachThe paper uses the Global Model of Accounting Education (Watty et al., 2012) to describe the accounting education system of SA, which is then compared with similar case studies of Australia, Japan and Sri Lanka. Information about the SA accounting education system is contextualised from multiple sources, using data triangulation.FindingsSeveral similarities between the SA accounting education system and that of Australia are found, such as the role and involvement of the professional bodies in the accreditation processes, with less similarities with that of Japan and Sri Lanka. The comparisons illuminate the economic development of each country and the level of involvement in the education programmes by the profession. Specific challenges in SA include the entrance hurdles to higher education and emphasis on an accounting degree.Practical implicationsThe application of the Global Model of Accounting Education helps to identify the similarities in the global accounting arena and illuminates the uniqueness of the SA accounting education system. This study illustrates the establishment of an accounting education system that aligns with the International Education Standards (IESs).Originality/valueThe study contributes to the discussions around challenges in accounting education, specifically those associated with accreditation and a strong controlling relationship between academe and the profession.
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Bidandi, Fred, Anthony Nforh Ambe, and Claudia Haking Mukong. "Insights and Current Debates on Community Engagement in Higher Education Institutions: Perspectives on the University of the Western Cape." SAGE Open 11, no. 2 (April 2021): 215824402110114. http://dx.doi.org/10.1177/21582440211011467.
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This study investigated the insights and current debates on community engagement in higher education institutions with specific reference to the University of the Western Cape (UWC) in South Africa. The article argues that although community engagement seems to present some challenges, it has become an integral part of higher education in South Africa and beyond. The article examines community engagement in higher education institutions and evaluates its contributions based on the research question. The article evaluates community engagement from the perspective of the UWC, community, and students. Data were collected through semi-structured with key informants. In total, 12 participants participated in the interviews. Thematic analysis was used to analyze the data. The results of the study show that community engagement is dependent on institutions’ relationships built between particular communities, which are easily lost if the people involved change. The results also show that community engagement has become a requisite for promotion and policy development. However, it reveals that issues of Memorandum of Understanding (MOU) often take time affecting students and researchers. Moreover, the findings indicate that there is no standard procedure for community engagement as departments, individual lecturers, and students have unique and different interests.
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Moloi, Tankiso. "A cross sectoral comparison of risk management practices in selected South African organizations." Problems and Perspectives in Management 14, no. 3 (September 6, 2016): 239–45. http://dx.doi.org/10.21511/ppm.14(3-1).2016.10.
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This paper examines the manner in which risk is governed in certain selected sectors of the South African economy. To extract the statement deemed as a proxy of risk management practices in the certain selected South African organizations, the disclosure risk measurement instrument was developed. This instrument was used as a gauging tool for the information disclosed in the integrated/annual report. Risk practices statements were formulated using the governance of risk chapter of the King III Report on Corporate Governance, applicable to all organization regardless of manner or form of incorporation and the Public Sector Risk Management Standards, applicable to South Africa’s public service organizations. The results obtained indicated a high level of risk management practices by the JSE listed companies. This could be attributed to the fact that the King Code has been incorporated as part of the JSE listings requirements. This paper further theorized that the high level practices in JSE listed companies could be attributable to the high level of scrutiny by shareholders in companies where they have vested interest. With regards to the National Government Departments and the South Africa’s higher education institutions, a lot of work still has to be done to embed key risk practices in these respective organization’s internal processes. Keywords: Higher Education Institutions (HEIs), Enterprise Risk Management (ERM), Johannesburg Securities Exchange (JSE), National Government Departments (NGDs), Risk Disclosure Index (RDI). JEL Classification: M4
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Zvereva, Ekaterina, Nataliya Belenkova, and Irina Kruse. "From the Economic Union to the Harmonisation of Higher Education in the BRICS Countries: The Experience of RUDN University." Space and Culture, India 7, no. 5 (May 8, 2020): 60–69. http://dx.doi.org/10.20896/saci.v7i5.671.
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Since 2009 when Brazil, Russia, India, and China (South Africa since 2011) joined in the international organisation aimed at the economic development of the countries, and gain financial stability, the relations between the countries too boosted via political and cultural cooperation. The new economic, political and social environment has a high demand for competent specialists ready to work in various national agendas and interrelated frameworks of the BRICS. In this context, it is argued that professional training in the countries under discussion should be correlated as it provides grounds for quality assurance in education that contributes to the nations’ sustainable development, safety, and human rights provision. This situation determines the topicality of the issue. The objective of this research is to study the higher educational environment in the BRICS countries and to compare some aspects of professional training. In doing so, the study aims to present the experience of RUDN University as one of the BRICS university network members. The hypothesis states that the harmonisation of higher education systems within regional organisations can contribute to the enhancement of both international standards and individual learning paths, thus fostering youth rights for education in line with quality standards and individual preferences. To accomplish the objectives of the study, it uses the following methods - the review of the current research, formal document and online resources on higher education in the BRICS countries; the survey of the undergraduates, graduates, and postgraduates on their motivation to academic mobility, and collaboration in the frameworks of BRICS higher education. The data has been analysed employing the methods of statistical processing, qualitative and quantitative methods. The findings of the current research include the outcomes and findings on the harmonisation of higher education in the frameworks of BRICS higher education. The study will contribute to further development of BRICS countries education and the harmonisation of higher education.
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Vilborn, Piret, Andre Uys, Zarah Yakoob, and Tanita Cronje. "Evaluation of radiation awareness among oral health care providers in South Africa." South African Dental Journal 76, no. 3 (April 30, 2021): 122–28. http://dx.doi.org/10.17159/2519-0105/2021/v76no3a1.
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The aim of this study was to assess the awareness of oral health care providers and dental students regarding radiation safety, protection and legislation pertaining to dental radiography in South Africa. An online questionnaire consisting of 20 structured multiple-choice questions was distributed among final year students and oral health care providers. The mean, median, standard deviation (SD) and frequencies were determined statistically to compare the number of correct answers for each responder group. In total, 189 questionnaires were analysed. The average number of correct answers was 11.6 out of 20 (58%) for all responders. Dental students presented with the highest percentage (66%) of correct answers. Higher radiation awareness was evident among the respondents who had undertaken continued education courses. Radiation awareness among oral health care providers in South Africa needs improvement. Greater emphasis should be placed on dental radiology courses to increase the knowledge and awareness. However, there is no officially established benchmark of radiation awareness in South Africa.
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Kimani-Murage, Elizabeth W., Kathleen Kahn, John M. Pettifor, Stephen M. Tollman, Kerstin Klipstein-Grobusch, and Shane A. Norris. "Predictors of adolescent weight status and central obesity in rural South Africa." Public Health Nutrition 14, no. 6 (February 28, 2011): 1114–22. http://dx.doi.org/10.1017/s1368980011000139.
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AbstractObjectiveTo investigate predictors of adolescent obesity in rural South Africa.DesignCross-sectional study. Height, weight and waist circumference were measured using standard procedures. Overweight and obesity in adolescents aged 10–17 years were assessed using the International Obesity Taskforce cut-offs, while the WHO adult cut-offs were used for participants aged 18–20 years. Waist-to-height ratio of >0·5 defined central obesity in those at Tanner stages 3–5. Linear and logistic regression analysis was used to evaluate risk factors.SettingAgincourt sub-district, rural South Africa.SubjectsParticipants (n 1848) were aged 10–20 years.ResultsCombined overweight and obesity was higher in girls (15 %) than boys (4 %), as was central obesity (15 % and 2 %, respectively). With regard to overweight/obesity, fourfold higher odds were observed for girls and twofold higher odds were observed for participants from households with the highest socio-economic status (SES). The odds for overweight/obesity were 40 % lower if the household head had not completed secondary level education. For central obesity, the odds increased 10 % for each unit increase in age; girls had sevenfold higher odds v. boys; post-pubertal participants had threefold higher odds v. pubertal participants; those with older mothers aged 50+ years had twofold higher odds v. those whose mothers were aged 35–49 years; those in highest SES households had twofold higher odds v. those in lowest SES households.ConclusionsIn rural South Africa, adolescent females are most at risk of obesity which increases with age and appears to be associated with higher SES. To intervene effectively, it is essential to understand how household factors influence food choice, diet and exercise.
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du Plessis, Colleen. "Massification and diversification in tertiary language education: evaluating the parameters for a successful outcome." Sociolinguistica 34, no. 1 (November 25, 2020): 195–215. http://dx.doi.org/10.1515/soci-2020-0012.
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AbstractIn response to trends such as internationalization, migration and the knowledge economy, universities globally are under pressure to open their doors to as many students as possible. In South Africa, massification of higher education has two additional dimensions to the above. Firstly, it has to provide a forum for creating a socially inclusive society. Further to this, it has to compensate for the inferior standard of basic education. Together these factors compound the number of diversity variables that require management, particularly as far as language and academic literacy imperatives are concerned. This chapter examines how massification is unfolding at one institution of higher learning in the country and how it fuels systemic problems in a particular teacher training programme. What distinguishes the students in this undergraduate course from those in other programmes is that they constitute the future educators responsible for literacy development in the first years of schooling, precisely where literacy levels are deplorable and of critical concern. The study considers relevant policies, institutional support and curricula, before scrutinizing student performance. Two main findings emerge: Successful massification of higher education is highly dependent on quality basic education in which language instruction and the development of academic literacies are foregrounded at school level. This in turn requires comprehensive teacher training programmes that are attentive to sociolinguistic realities and theoretical underpinnings of language learning.
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Peltzer, Karl. "Conjoint alcohol and tobacco use among tuberculosis patients in public primary healthcare in South Africa." South African Journal of Psychiatry 20, no. 1 (April 30, 2014): 6. http://dx.doi.org/10.4102/sajpsychiatry.v20i1.482.
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<p><strong>Objective.</strong> To determine the prevalence of, and factors associated with conjoint alcohol and tobacco use among tuberculosis (TB) patients in South Africa (SA).</p><p><strong>Methods.</strong> In a cross-sectional survey, 4 900 (54.5% men, 45.5% women) consecutively selected TB patients (including new TB and new TB retreatment patients) from 42 public primary care clinics in three districts in SA were assessed using various measures (including those for alcohol and tobacco use), within one month of anti-TB treatment.</p><p><strong>Results.</strong> Overall, 10.1% (15.5% among men; 3.4% among women) were conjointly hazardous, harmful or dependent alcohol users and daily or almost-daily tobacco users. The proportion of daily or almost-daily tobacco users among hazardous, harmful or dependent alcohol users was 48.9%, (53.3% among men; 26.4% among women). Those with hazardous, harmful or dependent alcohol use had significantly higher odds of having anxiety and/or depression (odds ratio (OR) 1.37; confidence interval (CI) 1.13 - 1.65) and exhibiting daily or almost-daily tobacco use (OR 5.94; CI 4.33 - 5.87). The mean ± standard deviation alcohol use disorders identification test (AUDIT) score among conjoint hazardous, harmful or dependent alcohol users and daily or almost-daily tobacco users was significantly higher (17.1±6.1) than among hazardous, harmful or dependent alcohol users who were not current tobacco users (15.4±5.6) (<em>p</em><0.001). In multivariate analysis, male gender, coloured ethnicity, lower education and greater poverty, TB retreatment patient status and non-adherence to anti-TB medication were associated with a greater risk for conjoint alcohol and tobacco use.</p><p><strong>Conclusions.</strong> A high prevalence and several risk factors for conjoint alcohol and tobacco use were found among TB patients. The findings of this study call for dual-intervention approaches to alcohol and tobacco use.</p>
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Chikafu, Herbert, and Moses J. Chimbari. "Levels and Correlates of Physical Activity in Rural Ingwavuma Community, uMkhanyakude District, KwaZulu-Natal, South Africa." International Journal of Environmental Research and Public Health 17, no. 18 (September 16, 2020): 6739. http://dx.doi.org/10.3390/ijerph17186739.
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Physical activity, among others, confers cardiovascular, mental, and skeletal health benefits to people of all age-groups and health states. It reduces the risks associated with cardiovascular disease and therefore, could be useful in rural South Africa where cardiovascular disease (CVD) burden is increasing. The objective of this study was to examine levels and correlates of physical activity among adults in the Ingwavuma community in KwaZulu-Natal (KZN). Self-reported data on physical activity from 392 consenting adults (female, n = 265; male, n = 127) was used. We used the one-sample t-test to assess the level of physical activity and a two-level multiple linear regression to investigate the relationship between total physical activity (TPA) and independent predictors. The weekly number of minutes spent on all physical activities by members of the Ingwavuma community was 912.2; standard deviation (SD) (870.5), with males having 37% higher physical activity (1210.6 min, SD = 994.2) than females (769.2, SD = 766.3). Livelihood activities constituted 65% of TPA, and sport and recreation contributed 10%. Participants without formal education (20%), those underweight (27%), and the obese (16%) had low physical activity. Notwithstanding this, in general, the Ingwavuma community significantly exceeded the recommended weekly time on physical activity with a mean difference of 762.1 (675.8–848.6) minutes, t (391) = 17.335, p < 0.001. Gender and age were significant predictors of TPA in level 1 of the multiple regression. Males were significantly more active than females by 455.4 min (β = −0.25, p < 0.001) and participants of at least 60 years were significantly less active than 18–29-year-olds by 276.2 min (β = −0.12, p < 0.05). Gender, marital status, and health awareness were significant predictors in the full model that included education level, employment status, body mass index (BMI), and physical activity related to health awareness as predictors. The high prevalence of insufficient physical activity in some vulnerable groups, notably the elderly and obese, and the general poor participation in sport and recreation activities are worrisome. Hence we recommend health education interventions to increase awareness of and reshape sociocultural constructs that hinder participation in leisure activities. It is important to promote physical activity as a preventive health intervention and complement the pharmacological treatment of CVDs in rural South Africa. Physical activity interventions for all sociodemographic groups have potential economic gains through a reduction in costs related to the treatment of chronic CVD.
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Landman, Christina. "FAITH–BASED COMMUNITIES AND POLITICS IN DULLSTROOM-EMNOTWENI: LOCAL STORIES OF IDENTITY." Oral History Journal of South Africa 1, no. 1 (September 22, 2016): 45–57. http://dx.doi.org/10.25159/2309-5792/1594.
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A majority of the black community of Dullstroom-Emnotweni in the Mpumalanga highveld in the east of South Africa trace their descent back to the southern Ndebele of the so-called ‘Mapoch Gronden’, who lost their land in the 1880s to become farm workers on their own land. A hundred years later, in 1980, descendants of the ‘Mapoggers’ settled in the newly built ‘township’ of Dullstroom, called Sakhelwe, finding jobs on the railways or as domestic workers. Oral interviews with the inhabitants of Sakhelwe – a name eventually abandoned in favour of Dullstroom- Emnotweni – testify to histories of transition from landowner to farmworker to unskilled labourer. The stories also highlight cultural conflicts between people of Ndebele, Pedi and Swazi descent and the influence of decades of subordination on local identities. Research projects conducted in this and the wider area of the eMakhazeni Local Municipality reveal the struggle to maintain religious, gender and youth identities in the face of competing political interests. Service delivery, higher education, space for women and the role of faith-based organisations in particular seem to be sites of contestation. Churches and their role in development and transformation, where they compete with political parties and state institutions, are the special focus of this study. They attempt to remain free from party politics, but are nevertheless co-opted into contra-culturing the lack of service delivery, poor standards of higher education and inadequate space for women, which are outside their traditional role of sustaining an oppressed community.
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Makwembere, Sandra, Obert Matarirano, and Nobert Rangarirai Jere. "Lecturer Autoethnographies of Adjusting to Online Student Interactions during COVID-19." Research in Social Sciences and Technology 6, no. 2 (September 10, 2021): 148–68. http://dx.doi.org/10.46303/ressat.2021.16.
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In 2020, the COVID-19 pandemic pushed South African historically disadvantaged institutions, that had not yet reached advanced levels of technology use in teaching and learning, to find immediate solutions to salvage the disrupted academic year. Interactions with students, which had predominantly been face-to-face, shifted to various online platforms for lecturers to adopt emergency remote teaching approaches. Most of the lecturers were unprepared or incapacitated to make the shift to online environment. Studies have looked at the online teaching and learning experiences of students and lecturers during the COVID-19 pandemic but very few have taken an autoethographic approach to their inquiry and situated experiences in historically disadvantaged institutions. In this article, as lecturers, we use autoethnographies to provide an account of adjusting to interacting with students online during national lockdowns at a historically disadvantaged institution. The Social Cognitive Theory (SCT) was applied to guide the study. This reflexive approach is valuable, as it captures professional encounters and reflections needed to understand the effects of rapid changes to teaching and learning in response to the pandemic. Given the education disparities that already existed between South African higher education institutions before COVID-19, the article contributes to the discourse on how historically disadvantaged institutions can advance higher standards of teaching and learning to serve students better. Our reflections point to the personal, technical and structural challenges of maintaining regular online interaction. Our findings show that different approaches and techniques were applied to adjust to virtual teaching and learning. As teaching and learning methodologies have the potential to ingrain social inequalities, we made recommendations on how to improve online interactions with students from historically disadvantaged contexts.
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Masaiti, Gift, Kennedy Mwila, Cecilia Kulyambanino, and Tommie Njobvu. "Faculty productivity in Zambian higher education in the face of internationalization: Unpacking research, publication and citation at the University of Zambia." Scholarship of Teaching and Learning in the South 5, no. 1 (April 28, 2021): 66. http://dx.doi.org/10.36615/sotls.v5i1.153.
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This paper is based on a study that aimed at examining and interrogating the extent of faculty productivity in Zambia in terms of research, publication and citation with specific reference to the University of Zambia (UNZA). The paper invokes the Network Theory of Internationalisation of Higher Education founded by Johanson & Mattsson (1988).The research design used in this article is a convergent parallel mixed-methods design. The sample size total was 254, of which 244 were academic staff and 10 were key informants from management. Qualitative data was analysed according to emerging themes, while quantitative data was analysed using descriptive and inferential statistics. The findings of this paper seem to suggest that faculties at UNZA were highly involved in research (applied and basic) at 75%, but with poor incidences of transforming research into publication and innovation. Only 38% of respondents published articles annually (increasing to 62% within two years) in local and international journals. While respondents who had published books in the last two years was as low as 19.5%. UNZA productivity output in terms of citation was relatively poor, below the expected standard of h-index and citation index of a flagship university which has a track record of more than 40 years of operation as a fully-fledged comprehensive university. Results primarily showed that the UNZA had an average h-index of 4.50 and a citation index of 156.87 which are significantly lower than the world averages of 17.50 and 971, respectively. The paper finally argues that, UNZA like most of the flagship and comprehensive universities in Africa, are quickly transforming from a teaching university into a research university based on the influence of the global North whose research agenda is central – at the expense of teaching. In order to improve on research productivity, this paper recommends that UNZA deliberately identify relevant industries, and global and regional partners to genuinely collaborate with as a way of leveraging resources and expertise. There is also a growing desire by universities in the global South to work closely together as way of improving their own productivity capacity in terms of research, publication, citation and redefine the concept of internationalization to fit the global South.
Key words: Faculty, Productivity, Research, Publication, Citations, University of Zambia
How to cite this article: Masaiti, G., Mwila, K., Kulyambanino, C. & Njobvu, T. 2021. Faculty productivity in Zambian higher education in the face of internationalization: unpacking research, publication and citation at the University of Zambia. Scholarship of Teaching and Learning in the South. 5(1): 66-86. DOI: 10.36615/sotls.v5i1.153.
This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/
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Gurmessa, Z. B., I. W. Ferreira, and H. F. Wissink. "Demographic Factors as a Catalyst for the Retention of Academic Staff: A Case Study of Three Universities in Sub - Saharan Africa." Journal of Economics and Behavioral Studies 10, no. 3(J) (July 19, 2018): 169–86. http://dx.doi.org/10.22610/jebs.v10i3.2326.
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The aim of the study was to determine the effect that demographic factors such as age, gender, marital status and education, as well as factors such as years of experience, income, academic rank, country of origin and area of specialisation have on academic staff working in the higher education sector in Sub Saharan Africa . A survey approach was adopted as the main data collection tool and data was collected from three public Universities - University of KwaZulu- Natal (UKZN), Addis Ababa University (AAU) and Haramaya University (HU). The first university is located in South Africa and the last two universities are situated in Ethiopia. The survey was employed as a research design. A self- administered survey questionnaire consisting of both demographic variables (age, tenure, educational level, academic rank, employment status, marital status, average income level, and fields of specialisation) and six item turnover intentions or intentions to stay variables (measured a five -point Likert Scale in which 1= Strongly Disagree; 2= Disagree; 3= Neither Agree Nor Disagree; 4= Agree and 5= Strongly Disagree) were completed by 596 respondents selected by means of the stratified sampling method. The data was analysed using the Statistical Package of the Social Sciences(SPSS) software packages version 24. Both descriptive (frequencies, mean and standard deviation) and inferential (one-way-ANOVA) statistics were applied to examine the effect of the various demographic and other factors on the academic staff members’ intentions to depart from or remain at the three universities. The study revealed that the effect of these factors on the academic staff’s intention to depart or remain varied across the three universities . The study concluded that age, educational level, rank, employment status, marital status and area of specialisation were significant at HU but not at UKZN, where none of these factors were found to be significant predictors of a staff member’s intention to depart from the university. The findings of this study will enable higher education leaders and human resource practitioners in general, but Ethiopian institutions in particular, to design an acceptable human resource strategy and policy, tailored to address diversity and overcome the temptations of “one- size - fits - all†retention strategies.
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Taylor, Nick. "Standards-based accountability in South Africa." School Effectiveness and School Improvement 20, no. 3 (July 22, 2009): 341–56. http://dx.doi.org/10.1080/09243450902916704.
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Yaya, Sanni, Gebretsadik Shibre, Dina Idriss-Wheeler, and Olalekan A. Uthman. "Women’s Empowerment and HIV Testing Uptake: A Meta-analysis of Demographic and Health Surveys from 33 Sub-Saharan African Countries." International Journal of Maternal and Child Health and AIDS (IJMA) 9, no. 3 (July 23, 2020): 274–86. http://dx.doi.org/10.21106/ijma.372.
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Background: There is a growing body of evidence suggesting that women’s empowerment can help achieve better health behaviours and outcomes. However, few have looked at the impact of women’s empowerment on HIV testing in Sub-Saharan Africa (SSA). This study investigated the association between women’s empowerment and HIV testing among women in 33 countries across SSA.
Methods: Cross-sectional data from the most recent Demographic and Health Surveys (2005-2018) of 33 countries in SSA were used. Confounder adjusted logistic regression analysis was completed separately for each of the 33 DHS datasets to produce the adjusted Odds Ratio (OR) for the association between women empowerment and HIV testing. The regression analysis strictly accounted for the three design elements (weight, cluster and strata) to produce an estimate representative of the respective countries. Finally, an Individual Participant Data (IPD) meta-analysis approach was used to statistically pool the effect of women empowerment on HIV testing.
Results: There was a wide variation in the percentage of women who were empowered among the countries studied, with only a few countries such as South Africa, Angola and Ghana having a high prevalence of negative attitudes toward wife beating. HIV testing was higher in Angola, Lesotho, Uganda and South Africa. While participation in one or two of the three decisions had been marginally associated with lower odds of HIV testing across the SSA regions (0.89; 95%CI: 0.83, 0.97); the corresponding prediction interval crossed the null. Being involved in the three decisions (0.92; 95%CI: 0.84, 1.00) and disagreement to wife-beating (0.99; 95%CI: 0.94, 1.05) had no statistical relationship with HIV testing uptake.
Conclusion and Global Health Implications: The two indirect indicators of women empowerment could not predict HIV testing uptake. Further studies are recommended to establish the nature of the relationship between HIV testing and women’s empowerment that is measured through standard tools.
Key words: • HIV/AIDS prevention • Women • Empowerment • Gender equality • Global health • Sub-Saharan Africa
Copyright © 2020 Yaya et al. Published by Global Health and Education Projects, Inc. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in this journal, is properly cited.
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Rochat, T. J., B. Houle, A. Stein, R. M. Pearson, M. L. Newell, and R. M. Bland. "Psychological morbidity and parenting stress in mothers of primary school children by timing of acquisition of HIV infection: a longitudinal cohort study in rural South Africa." Journal of Developmental Origins of Health and Disease 9, no. 1 (September 13, 2017): 41–57. http://dx.doi.org/10.1017/s204017441700068x.
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Longitudinal maternal mental health data are needed from high HIV prevalence settings. The Siyakhula Cohort (SC) is a population-based cohort of HIV-positive and negative mothers (n=1506) with HIV-negative children (n=1536) from rural South Africa. SC includes 767 HIV-negative mothers; 465 HIV-positive in pregnancy; 272 HIV-positive since pregnancy (n=2 missing HIV status). A subgroup (n=890) participated in a non-randomized breastfeeding intervention [Vertical Transmission Study (VTS)]; the remaining (n=616) were resident in the same area and received antenatal care at the time of the VTS, but were not part of the VTS, instead receiving the standard of care Prevention of Mother-to-Child Transmission (PMTCT) Programme. In secondary analysis we investigated the prevalence of, and factors associated with, psychological morbidity amongst mothers who were still the primary caregiver of the child (1265 out of 1506) at follow-up (7–11 years post-birth). We measured maternal depression (Patient Health Questionnaire-9), anxiety (General Anxiety Disorder Scale-7) and parenting stress (Parenting Stress Index-36), using standardized cut-offs and algorithms. In total, 75 (5.9%) mothers met criteria for depression, 37 (2.9%) anxiety and 134 (10.6%) parenting stress. Using complete case logistic regression (n=1206 out of 1265 mothers) as compared to being HIV-negative, testing HIV-positive in pregnancy doubled odds of depression [adjusted odd ratios (aOR)=1.96 [1.0–3.7] P=0.039]. Parenting stress was positively associated with acquisition of HIV after pregnancy (aOR=3.11 [1.9–5.2] P<0.001) and exposure to household crime (aOR=2.02 [1.3–3.2] P=0.003); negatively associated with higher maternal education (aOR=0.29 [0.1–0.8] P=0.014), maternal employment (aOR=0.55 [0.3–0.9] P=0.024). Compared with the standard of care PMTCT, VTS mothers had reduced odds of parenting stress (aOR=0.61 [0.4–0.9] P=0.016). Integrating parental support into mostly bio-medical treatment programmes, during and beyond pregnancy, is important.
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Leibowitz, Brenda, and Vivienne Bozalek. "Access to higher education in South Africa." Widening Participation and Lifelong Learning 16, no. 1 (May 1, 2014): 91–109. http://dx.doi.org/10.5456/wpll.16.1.91.
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Bozalek, Vivienne, and Chrissie Boughey. "(Mis)framing Higher Education in South Africa." Social Policy & Administration 46, no. 6 (December 2012): 688–703. http://dx.doi.org/10.1111/j.1467-9515.2012.00863.x.
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Odhiambo, Nicholas M., and Lydia Ntenga. "Higher Education Research Expenditure in South Africa." Industry and Higher Education 29, no. 4 (August 2015): 283–91. http://dx.doi.org/10.5367/ihe.2015.0263.
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The trends and the trajectory of higher education research expenditure in South Africa since the introduction of the New Funding Formula in 2004 have been analysed. The paper also compares the level of South Africa's total gross expenditure on research and development with those of other selected economies. The findings show that following introduction of the New Funding Formula there has been a significant increase in higher education research expenditure in South Africa. It was also found that although South Africa's total gross expenditure on research and development, as a percentage of GDP, is currently the highest in Africa, it is still lagging behind countries such as China, Russia and Brazil. The study therefore recommends further investment in research and development in South Africa so that the country can achieve its vision of becoming a knowledge-based economy.
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Rouhani, Sepideh, and Roshen Kishun. "Introduction: Internationalisation of Higher Education in (South) Africa." Journal of Studies in International Education 8, no. 3 (September 2004): 235–43. http://dx.doi.org/10.1177/1028315304267148.
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Cherry, Michael. "South Africa increases central control of higher education." Nature 390, no. 6655 (November 1997): 9. http://dx.doi.org/10.1038/36189.
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van Harmelen, T., and C. W. I. Pistorius. "Improving access to higher education in South Africa." IEEE Technology and Society Magazine 17, no. 1 (1998): 16–22. http://dx.doi.org/10.1109/44.663850.
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Moja, Teboho, and Fred M. Hayward. "Higher education policy development in contemporary South Africa." Higher Education Policy 13, no. 4 (December 2000): 335–59. http://dx.doi.org/10.1016/s0952-8733(00)00017-9.
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Baumert, Stefanie. "Changing higher education landscapes - implications for South Africa." International Journal of Public Policy 8, no. 4/5/6 (2012): 281. http://dx.doi.org/10.1504/ijpp.2012.048718.
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Maharasoa, 'Maboreng, and Driekie Hay. "Higher Education and Graduate Employment in South Africa." Quality in Higher Education 7, no. 2 (July 2001): 139–47. http://dx.doi.org/10.1080/13538320120060033.
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Swartz, Ethné, and Paul Foley. "Higher education in South Africa: the skills debate." Education + Training 38, no. 9 (December 1996): 34–40. http://dx.doi.org/10.1108/00400919610150572.
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Setswe, G. "Private higher education in Africa: The case of Monash South Africa." Africa Education Review 10, no. 1 (February 2013): 97–110. http://dx.doi.org/10.1080/18146627.2013.786873.
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Coetzee, Stephen A., and Astrid Schmulian. "The Effect of IFRS Adoption on Financial Reporting Pedagogy in South Africa." Issues in Accounting Education 28, no. 2 (December 1, 2012): 243–51. http://dx.doi.org/10.2308/iace-50386.
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ABSTRACT: South Africa has for many years been involved in and supported the work of the International Accounting Standards Board (IASB) (formerly the International Accounting Standards Committee [IASC]). Accordingly, South Africa was an early adopter of International Financial Reporting Standards (IFRS). This paper highlights two significant effects that the adoption of IFRS has had on accounting education in South Africa. First, both “English” and “Afrikaans” universities have faced, to varying degrees, the challenge of shifting from rule-based pedagogy to framework-based teaching of financial reporting. Second, the Afrikaans universities' primary source of reference for their financial reporting students, namely the financial reporting standards, is no longer available in Afrikaans and as a result introduces the risks and complexities associated with the translation from English into Afrikaans.
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Stainbank, Lesley, and Devi Dutt Tewari. "Professional accounting education programmes in South Africa and India." Journal of Accounting in Emerging Economies 4, no. 1 (February 25, 2014): 97–116. http://dx.doi.org/10.1108/jaee-12-2011-0056.
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Purpose – The purpose of this paper is to provide a contextual analysis of the professional accounting education programmes in South Africa and India by benchmarking both programmes to the International Education Standards (IESs) of the International Federation of Accountants (IFAC). Design/methodology/approach – The research methodology is a qualitative archival approach extracting information from secondary data (Statements of Membership Obligations’ compliance questionnaires available on the IFAC web site and information from the web sites of the relevant professional accountancy bodies). Findings – With regards to the IESs, the study found that both countries comply with the standards, although important differences occur. In South Africa, most of the education takes place during the university phase; and while both countries cover the content requirements, India covers the acquisition of professional skills more formally; ethics is taught and examined in both countries; both countries require a three year training contract; both countries have a final examination but the content of the examinations are different; and South Africa requires more continuous professional development than India. These findings, when related to India's and South Africa's relative positions on certain of the Global Competitiveness Indices may indicate that India could learn from the South African accountancy education model in order to strengthen the Indian position with regards to auditing and reporting standards. Research limitations/implications – A limitation of the study is that it did not investigate the quality of the relative education programmes and it benchmarks both programmes at a single point in time. Practical implications – India could strengthen its accounting profession by implementing some of the South African aspects of its education model. South African could consider adopting the flexibility in the entry requirements in the Indian education model in order to increase the number of accountants in South Africa. These findings may also be useful to other developing countries to identify practices which could be adopted if suitable in their respective countries. Originality/value – The study is original as accountancy education programmes in India and South Africa have not been contrasted before. In view of their similar colonial background and the fact that both countries are major economic and political forces in their respective regions, the value of this study is that it provides useful and relevant information to India, South Africa and other countries with similar economic and social backgrounds.
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Ajani, Oluwatoyin A., and Bongani T. Gamede. "Decolonising Teacher Education Curriculum in South African Higher Education." International Journal of Higher Education 10, no. 5 (May 6, 2021): 121. http://dx.doi.org/10.5430/ijhe.v10n5p121.
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Calls for the decolonisation of higher education in South Africa gained prominence after the #Rhodesmustfall, #Feesmustfall and series of 2015-2016 students’ protests in South African higher institutions. Visible in the demands of the students during these protests was the need for the decolonisation of higher education curriculum to ensure reflection of diverse realities in South Africa. This led to various conferences in different parts of the Republic. However, while some scholars are clamouring for the need for decolonisation, others consider the desire for decoloniality and glocalization. Thus, the subject of decolonisation remains a debate in South African society. Meanwhile, decolonisation is still very much crucial. Seemingly, in the words of Steve Biko, decolonization should begin from the mind. Hence, this discursive study explores how pre-service teachers’ minds can be decolonised for realities in transforming South African higher education. The study adopts Critical Race Theory as a lens for this phenomenon. South African higher education curriculum has predominantly been Eurocentric and epistemic, reflecting Western dominance in post-apartheid South Africa. The study argues why and how South African higher education institutions can place teacher education at the centre of learning experiences, for students to adapt and maximize the realities in their contexts, and for responsive lived experiences. Thus, adding voices to a curriculum that promotes total rethink, reflections and reconstruction of students' minds in integrating the existing Eurocentrism and epistemic knowledge with African philosophy in higher education institutions.
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Lee, Jenny J. "Neo-nationalism in higher education: case of South Africa." Studies in Higher Education 42, no. 5 (March 2017): 869–86. http://dx.doi.org/10.1080/03075079.2017.1293875.
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Pillay, Pundy. "The political economy of higher education in South Africa." International Journal of Educational Development 10, no. 2-3 (1990): 211–15. http://dx.doi.org/10.1016/0738-0593(90)90040-u.
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Hochfeld, Tessa. "Social Development and Minimum Standards in Social Work Education in South Africa." Social Work Education 29, no. 4 (August 12, 2009): 356–71. http://dx.doi.org/10.1080/02615470903055463.
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Schendel, Rebecca. "Student Pathways in South Africa." International Higher Education, no. 96 (December 5, 2018): 24–26. http://dx.doi.org/10.6017/ihe.2019.96.10781.
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The recent student protests in South Africa highlight a disconnect between academic research on higher education and institutional policy and practice. One reason for this impasse may be the “siloing” of research focused on different “moments” along a student’s pathway through higher education; another is the relative lack of research focused on less-resourced institutions. Addressing these challenges is a priority, not only in South Africa but also around the world.
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Roux, Cornelia, and Anne Becker. "Humanising higher education in South Africa through dialogue as praxis." Educational Research for Social Change 5, no. 1 (2016): 131–43. http://dx.doi.org/10.17159/2221-4070/2016/v5i1a8.
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de Oliveira Barbosa, Maria Ligia, André Pires, and Tom Dwyer. "Higher Education, Development, and Inequality in Brazil and South Africa." Changing Societies & Personalities 2, no. 4 (2018): 366–92. http://dx.doi.org/10.15826/csp.2018.2.4.052.
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Winberg, Christine. "Undisciplining Knowledge Production: Development Driven Higher Education in South Africa." Higher Education 51, no. 2 (March 2006): 159–72. http://dx.doi.org/10.1007/s10734-004-6378-5.
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Sehoole, M. T. C. "The politics of mergers in higher education in South Africa." Higher Education 50, no. 1 (July 2005): 159–79. http://dx.doi.org/10.1007/s10734-004-6357-x.
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Marx, Ben. "Corporate governance practices at higher education institutions in South Africa." Journal of Economic and Financial Sciences 1, no. 2 (October 31, 2007): 105–22. http://dx.doi.org/10.4102/jef.v1i2.363.
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South Africa boasts a vibrant higher education sector, with more than a million students enrolled in its higher education institutions. These institutions constitute highly complex organisations, with many and varied stakeholders and with budgets running into hundreds of millions of rands. Sound management and strict adherence to corporate governance principles and practices are essential to the success of these institutions. This will include the establishment of a well-balanced, independent and diligent council, as well as properly constituted and effective sub-committees of council. Of these sub-committees, the audit and finance committees are sure to play a pivotal part in ensuring financial discipline and adherence to sound corporate governance principles and practices. The principal aim of this paper will be to focus on the basic governance-regulatory requirements of higher education institutions in South Africa, and to benchmark these requirements against the corporate governance principles and practices required by King II.