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Du Preez, Petro, and Shan Simmonds. "Higher Degree Committee Members’ Perceptions of Quality Assurance of Doctoral Education: A South African Perspective." International Journal of Doctoral Studies 11 (2016): 341–65. http://dx.doi.org/10.28945/3586.
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In South Africa four key policy discourses underpin doctoral education: growth, capacity, efficiency, and quality discourses. This article contributes to the discourse on quality by engaging with quality assurance from the perspective of the decision makers and implementers of macro policy (national), meso (institutional), and micro (faculty/departmental) levels. We explore the perceptions that members of higher degree committees in the field of Education have of the quality assurance of doctoral education. Our data are drawn from a national survey questionnaire completed by these respondents at all public South African institutions that offer a doctorate in Education. The insights gained reside within four categories: positionality, policy, programmes, and people (stakeholders). Thereafter, we problematised the main results using academic freedom in a mode 3 knowledge production environment as a lens, which revealed thought provoking directions for future research about doctoral education.
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Dirkse van Schalkwyk, Riaan, and Rigard Johan Steenkamp. "A total quality service framework for private higher education in South Africa." Quality Management Journal 27, no. 2 (March 19, 2020): 106–19. http://dx.doi.org/10.1080/10686967.2020.1722044.
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Sanjay, Soni, and Krishna Govender. "South Africa University students’ perceptions of key education service quality determinants." Problems and Perspectives in Management 16, no. 3 (September 7, 2018): 377–88. http://dx.doi.org/10.21511/ppm.16(3).2018.30.
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Understanding higher education (HE) service quality is critical for success in a highly competitive environment, since through a better understanding of the determinants of HE service quality, HE managers and leaders could better manage HE service quality better. A survey was conducted among a purposive judgmental sample of 400 students, from two HE institution campuses in SA, to identify their perceptions of key service quality determinants (KSQDs), and the importance of the KSQDs, by using a semi-structured questionnaire. It was ascertained that students ranked KSQDs as follows: Responsiveness, Assurance, Reliability, Tangibles, and Empathy (RARTE), and in terms of their importance, the KSQDs were ranked as follows: Responsiveness, Reliability, Assurance, Empathy and Tangibles (RRAET). Higher education leadership should take note of the KSQDs and focus their resources on these in order to create an organization that is student-centric.
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Pretorius, R. W. "Quality improvement in higher education: a critical review, with reference to South Africa." Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 23, no. 4 (September 23, 2004): 104–13. http://dx.doi.org/10.4102/satnt.v23i4.200.
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In view of the controversy which characterises systems for quality assurance in higher education worldwide, this article provides a critical review of the theory and practice of quality in the higher education sector. The state of affairs in South Africa is also reviewed, with the focus on the new system for quality assurance which is currently being implemented. Despite good intentions, however, the new system in South Africa tends to be over-burocratic, with limited potential for deepseated change and quality improvement as a result of the focus on accountability rather than on continuous improvement. Real improvement is an internally driven process, which cannot be achieved through burocratic measurement and control. In line with what has been experienced internationally, this article argues that a more flexible approach to the meaning of quality in the context of higher educaction is required in South Africa. Apart from defining and assuring quality, this approach should also be directed at its improvement. However, the point of departure has to be quality improvement, and not quality assurance and control.
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Green, Paul. "Measuring Service Quality In Higher Education: A South African Case Study." Journal of International Education Research (JIER) 10, no. 2 (March 28, 2014): 131–42. http://dx.doi.org/10.19030/jier.v10i2.8515.
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The goal of this paper is to report on the SERVQUAL gap which causes unsuccessful service delivery at a University of Technology in South Africa. Using a quantitative research design, the study adopts a SERVQUAL model adapted to a tertiary environment containing five dimensions of service quality (tangibles, responsiveness, empathy, assurance, and reliability). A convenience sampling technique was applied, the data were collected from 280 respondents at the Durban University of Technology (DUT), and the results and discussion are presented. The findings reveal that, on average, customers had high expectations in tangibles, reliability, and assurance dimensions and their highest perceptions were found in the assurance dimension. This study will benefit management of higher education institutions in identifying cost-effective ways of reducing service quality gaps.
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Ren, Xiaoai. "A Directory to International LIS Education Accreditation Processes: Part II." International Journal of Librarianship 2, no. 2 (December 15, 2017): 104. http://dx.doi.org/10.23974/ijol.2017.vol2.2.52.
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Let us continue to look at the LIS education accreditation processes across the world in Part II of this directory. This time, readers will find information on the accreditation processes for higher education in general, and LIS education in particular in Ireland, Germany, and South Africa. In Ireland, the Library Association of Ireland (LAI) accredits only LIS programs that meet the academic quality assurance requirements of the state agency Quality and Qualifications Ireland (QQI). In South Africa, a LIS program provider will first contact the Library and Information Association of South Africa (LIASA) for input before submitting the accreditation application to The Council on Higher Education (CHE), the statutory body in South Africa for quality assurance in higher education. In Germany, the Accreditation Council is the central decision-making body that is responsible for the accreditation of all study programs of any disciplines in Germany. There is no specialized accreditation institution for LIS accreditations, and German Library Associations is not involved in the LIS education accreditation processes.
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Schutte, C. F. "Education and training of water practitioners in South Africa: needs and programmes." Water Science and Technology 38, no. 11 (December 1, 1998): 279–85. http://dx.doi.org/10.2166/wst.1998.0478.
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South Africa is facing severe water supply and water quality problems as a result of its limited water resources and other complicating factors. Adequately educated and trained water practitioners are needed to address these problems to ensure economic prosperity and a reasonable standard of living for all South Africans. Training and education needs are analysed in this paper and available programmes and initiatives to deliver the water practitioners needed are discussed. The main areas where training and education is needed include education at community level to educate local water committee members and community support personnel; training of technical staff to operate and maintain water treatment and supply schemes; and education of high-level scientists and engineers to develop new technologies, to improve performance, design and management of processes, plant and projects.
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Shanawez, Hossain, and Kazuo Kuroda. "Strategies for Promoting Virtual Higher Education: General Considerations on Africa and Asia." African and Asian Studies 2, no. 4 (2003): 565–75. http://dx.doi.org/10.1163/156920903773004068.
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AbstractEducation in general, and specifically higher education, plays an important role in the development process of all nations. Institutions of higher education have an important responsibility to support knowledge-driven economic growth strategies. This paper investigates the strategies of how by applying technologies on a large scale—with close attention to quality—virtual education can help higher education to find a way through the crisis of access, prohibitive cost, and lack of flexibility that we find all over the developing world. By addressing various issues related to planning, implementation, and quality with proper strategies, virtual education can provide immense opportunity to reduce the North-South knowledge gap and also to promote the development of the developing world. This paper reviews various issues related to promotion and quality control in virtual higher education and addresses possible strategies with general considerations of Africa and Asia.
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Manona, W. W. "Critical Analysis of the Oversight Role of the Education Portfolio Committee in Parliament of South Africa." Africa’s Public Service Delivery and Performance Review 3, no. 3 (September 1, 2015): 72. http://dx.doi.org/10.4102/apsdpr.v3i3.90.
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There is a prevalent assumption in South Africa that Parliament is guided by the ideals of democracy, accountability, transparency and accessibility. However, there are still gaps and challenges as far as theoversight role of Parliament is concerned, despite the presence of committees that have been established to oversee the executive and relevant structures of government, government activities and public finances. There is widespread maladministration and misuse of government expenditure in government departments. This paper investigates the oversight role of parliamentary committees to determine their relative influence on accountability and democracy in the execution of functions by public functionaries. The aim of the paper is to provide an understanding into inherent problems in the oversight role of Parliament in the democratic dispensation in South Africa, which seems not to have been given serious attention in the academia, considering the pivotal role Parliament plays in the lives of citizens of the country. These oversight committees have selectively held Senior Executives or Ministers accountable for their ineffectiveness, misuse of government expenditure and maladministration. This could be attributed to the fact that oversight in South Africa does not seem to be properly understood and implemented as it should be. Moreover, the influence of the majoritarian authority of the ruling party in committees seems to be colluding with the executive. Failure to take action against cases of omission brings questions on the effectiveness and efficiency of the oversight role of Parliament. The adverse consequence is the delay in the provision of good quality services to poor communities. This paper employed the theoretical approach as a method of data collection. Conclusions have been drawn that the shortcomings of the parliamentary committees compromise accountability and good governance in service delivery.
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Dirkse van Schalkwyk, R., and R. J. Steenkamp. "A top management perspective of total quality service dimensions for private higher education institutions in South Africa." Southern African Business Review 20, no. 1 (March 27, 2019): 577–99. http://dx.doi.org/10.25159/1998-8125/6064.
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The growing need for higher education in Africa with the concurrent explosive growth of private higher education institutions in South Africa indicates the concomitant need for quality assurance of these institutions. This article presents leadership perspectives on the strategic need for developing a service quality excellence framework for private higher education institutions, a need which arises from the limitations of conventional quality assurance instruments, and highlights the importance of a holistic approach to service quality management in terms of a total quality service framework. The development of such a framework is being done in two phases: (1) from a top management perspective (the qualitative phase) and (2) from the perspective of academics and students (the quantitative phase). This article explains the first phase of the research with the focus on prominent South African private higher education institutions offering degree qualifications. In-depth semi structured interviews were conducted with 15 principals (CEOs or top managers) of these institutions. A thematic analysis approach was followed to identify service quality dimensions as the point of departure for the eventual development of a total quality service framework.
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Ramlachan, Prem. "The Potential Impact and Influence of Private Higher Education Institutions in the Internationalization of Higher Education in South Africa." International Journal of Education 11, no. 2 (April 21, 2019): 1. http://dx.doi.org/10.5296/ije.v11i2.14699.
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The United Nations Sustainable Development Goal 4 advocates the need for inclusive and equitable quality education, which will promote life-long learning opportunities for all. Globally, however, the demand for access to higher education exceeds the places which are available, resulting in many students who cannot obtain places in institutions and in their respective programmes of choice.A case study research method was utilized, using a private higher education institution (HEI), referred to here as “Institution Y”. The empirical part of the search focused on engaging in dialogue with some of the directors based on their experience by retrieving information around the internationalisation of private higher education.South Africa, in its quest to be the preferred destination of choice to study and research, has to discover a working basis that is universal in its application. Arguments influencing inclusivity, equality and life-long learning focuses around conceptualisation, foot-printing and agility, surfaced in the study.The potential impact and influence of private HEIs on internationalisation of higher education can only be aligned with Goal 4 if re-conceptualisation, increasing the international footprint and agility, is driven aggressively for the greater good of the South African higher education.It is advocated, amongst other recommendations, that private and public higher educations be strengthened systemically in South Africa, so that it becomes the destination of choice for higher education to realise Sustainable Development Goal 4.
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Stander, Sunelle. "Subordination vs. agency/resistance in South Africa: Virgins bargaining their way through higher education." STJ | Stellenbosch Theological Journal 2, no. 2 (December 31, 2016): 431–45. http://dx.doi.org/10.17570/stj.2016.v2n2.a20.
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Oppression manifests itself in various ways, such that intersections between different forms of oppression can be identified. This is also true for women living in South Africa, a country that has for years been plagued by many forms of oppression (racism, sexism, classism, etc.). Women are, amidst various forms of oppression, often left with few alternative options but to bargain with various forms of gender relations as a means to obtain basic human rights (like education). Recent student protests have highlighted the discriminating ways in which black students are kept from obtaining higher education. The so called “maidens bursary”, awarded to underprivileged girls who vow to stay virgins throughout their studies, will be used as a case study that examines an alternative route to which underprivileged women may resort in order to obtain a quality education. The notion of patriarchal bargaining will then be used to illumine the often unrecognized, complex and interwoven relationship between subordination and agency/resistance that operates within the South African context.
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Винниченко, Олег, and Елена Гладун. "QUALITY OF LEGAL EDUCATION IN THE BRICS COUNTRIES." Rule-of-law state: theory and practice 16, no. 1 (January 1, 2020): 94–120. http://dx.doi.org/10.33184/pravgos-2020.1.12.
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The relevance of the topic is determined by recent transitional process in higher legal education, aiming at finding its new directions and role of legal professionals in a changing world. Quality of higher legal education is one of the crucial problems in each state of the BRICS block. The objective of this article is to make a comparative analysis of legal education quality in the BRICS countries. In plethora of research literature related to higher education in general and legal education specifically in selected BRICS countries, there is a difficulty to find a comprehensive comparative analysis of the quality of legal training across educational institutions in Brazil, Russia, India, China and South Africa. The authors identify common and specific features of legal training in the BRICS countries. The common drivers for legal education are global influence of the American education system, “explosive” growth in the popularity of legal education, urgent needs to reform educational process and its quality, growing differentiation of educational institutions into “elite” and “mass”, with a special role of each type of university in society. The peculiarities of legal education in Brazil, Russia, India, China and South Africa are primarily in the structure of educational institutions and bodies controlling quality of educational training; solutions to the borrowing educational experience and attempts at self-identification in the global educational space. The problems of legal education have been studied in dynamics over the past 20 years holistically (complex analysis). In their conclusions, the authors propose some results of a comparative legal analysis related to quality of higher legal education. In particular, they outline the leading role of the government in setting requirements for the content of educational process and lawyer’s competencies; the increasing role of employers, public organizations and students in establishing requirements for law schools. The results of the research can be used both for academic studies and for practical purposes in reforming BRICS legal education.
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Govender, Jeevarathnam P., and Dion T. Noel . "International Students’ Expectations and Perceptions of Service Quality: The Case of a Higher Education Institution in South Africa." Journal of Economics and Behavioral Studies 4, no. 10 (October 15, 2012): 588–94. http://dx.doi.org/10.22610/jebs.v4i10.359.
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South Africa has recently seen a significant increase in international student enrolments in recent years. In order to be competitive, attention needs to be given to service quality with a view to being the institution of preference. This paper therefore seeks to assess international students’ expectations and perceptions of service quality. A census was conducted among the 215 international students, using the SERVQUAL model as the measuring instrument. The results indicate that there are gaps between international students’ expectations and perceptions on the five service quality dimensions. An analysis of variance was conducted to test for significant differences between three biographical variables viz. faculty of study, qualification enrolled for and region of residence versus the five dimensions of service quality, on both expectations and perceptions. Recommendations are presented on how the institution can enhance service quality among its international students.
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I. Marín, Victoria, Olaf Zawacki-Richter, and Svenja Bedenlier. "Open Educational Resources in German Higher Education – An International Perspective." EDEN Conference Proceedings, no. 1 (October 21, 2020): 85–94. http://dx.doi.org/10.38069/edenconf-2020-rw-0010.
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The term Open Educational Resources (OER) is buzzword in education systems around the world and their potential has even been highlighted with the pandemic crisis as an aid in education systems. However, it is still far from reaching the promises that were envisaged for them. This is especially true for Germany, where challenges have been identified in terms of OER infrastructure and adoption at a macro, meso and micro level. In this study, factors such as OER infrastructure, policy, quality and change are considered in German higher education from an international perspective (Australia, Canada, China, Japan, South Africa, South Korea, Spain, Turkey and the United States). As part of a broader research project, this comparative case study between higher education (HE) systems internationally provides insights into OER that could be useful for other HE systems, institutions and faculty members moving towards OER in these times.
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OGBONNAYA, UGORJI I., and FRANCIS K. AWUAH. "QUINTILE RANKING OF SCHOOLS IN SOUTH AFRICA AND LEARNERS’ ACHIEVEMENT IN PROBABILITY." STATISTICS EDUCATION RESEARCH JOURNAL 18, no. 1 (May 31, 2019): 106–19. http://dx.doi.org/10.52041/serj.v18i1.153.
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There is some disparity in the quality of education among the various races and provinces in South Africa. Since the dawn of democracy in 1994, the government has tried to bridge the gap using quintile categorisation of public schools and its concomitant funding. The categorisation is based on the socioeconomic status of the community in which the schools are located. This study investigated the achievement of learners in the first four quintiles from one school district on the topic of probability. The study employed a quantitative research approach and used Bloom’s taxonomy as the conceptual framework. A total of 490 Grade 12 learners from seven schools participated in the study. Results showed that learners in Quintile 4 had significantly higher achievement scores than learners in the lower quintiles at all levels of Bloom’s taxonomy except synthesis. Counter intuitively, Quintile 1 students had higher achievement than those in Quintiles 2 and 3 at all cognitive levels of Bloom’s taxonomy, with the exception of synthesis. The educational implications of the findings are discussed in relation to quintile ranking of schools and learner achievement. First published May 2019 at Statistics Education Research Journal Archives
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Nhokodi, Tererai, Thandiswa Nqowana, Dylan Collings, Roman Tandlich, and Nikki Köhly. "Civic Engagement and Environmental Sustainability in Teaching and Learning at Higher Education Institution in South Africa." Acta Technologica Dubnicae 6, no. 3 (December 1, 2016): 66–82. http://dx.doi.org/10.1515/atd-2016-0020.
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Abstract This article seeks to provide an outline the scope of professional teaching and learning activities and their connection to civic engagement and the achievement of environmental sustainability at Rhodes University and in Makana Local Municipality. Activities in the context of rainwater water harvesting and sanitation research are used as examples. The improved hydrogen-sulphide test kit was used as the tool for the assessment of microbial water quality between April and July 2016. An approach to the improvement in the design and modelling of the performance of ventillated improved pit latrines under laboratory conditions is also described. All activities described have been taking place in the context of undergraduate and postgraduate student research projects at Rhodes University. They have implications for teaching and learning, civic engagement and environmental sustainability. Teaching and learning of the concepts of sustainability can facilitate the development of the necessary connection between academia and the society at large. This can have a significant positive effect on societal conditions in South Africa. Further endeavours similar those described in this article should be stimulated in South and beyond.
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Van Schalkwyk, R. Dirkse, and R. J. Steenkamp. "The exploration of service quality and its measurement for private higher education institutions." Southern African Business Review 18, no. 2 (January 29, 2019): 83–107. http://dx.doi.org/10.25159/1998-8125/5679.
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The strategic importance of service excellence for service industries places the focus on service quality leadership, service quality management systems, service quality dimensions and the measurement of service quality. Many businesses such as private higher education institutions (PHEIs) regard service quality excellence as the single most important and distinct competence for survival and sustainability. The paucity of literature on the topic does not reflect the substantial growth of PHEIs in South Africa, and this paper explores service quality in this context. This exploratory study focuses on service quality (general insights), the need for service quality management and measurement at PHEIs, and the practical value of the SERVQUAL methodologies. The research approach is exploratory in the sense that it involves a literature review and an empirical application of the SERVQUAL instrument at a PHEI. The results (with internal validity) indicate the following three factors: the increasing strategic importance of service quality at PHEIs; good service quality levels at the PHEI studied; and why and how SERVQUAL (and SERVPERF) can benefitt PHEIs.
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Pastore, Chris, Yordan Kyosev, Ali-Akbar Fassihi, and Becky Flax. "Textile education during the 2020 pandemic: experiences in US, South Africa and Germany." Communications in Development and Assembling of Textile Products 2, no. 1 (May 24, 2021): 18–33. http://dx.doi.org/10.25367/cdatp.2021.2.p18-33.
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The Covid-19 pandemic has had a major impact on higher education across the world. In this paper we consider how textile education has been impacted and what approaches have been employed to maintain quality education and laboratory experience when traditional methods are not appropriate. This paper considers three different countries – United States, South Africa and Germany. Each has been affected in a different way, has a different sociological makeup, and has developed distinct solutions to the challenge. Methods related to HyFlex, flipped classrooms, and blending learning have been applied by all three institutions. Lectures have been presented as pre-recorded videos, synchronous video conferencing, and hybrid. Similarly, laboratory and studio experiences have been handled through pre-recorded video, guided “at home” experiments, and modified in-person experiences. This paper gives an overview of the laboratory and studio experiences, time spent in preparation, and reaction of the students to remedies. It also addresses best practices from each country in the three continents.
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God ZUNGU, Nkululeko Praise, and Lawrence Mpele LEKHANYA. "Service Quality of Public Technical Vocational Education and Training Colleges in South Africa: Customer Expectations and Perceptions." Journal of Economics and Behavioral Studies 10, no. 6(J) (December 22, 2018): 182–90. http://dx.doi.org/10.22610/jebs.v10i6(j).2608.
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The focus of this survey is to seek the amount of the customers’ expectations levels of service quality in the public Technical Vocational Education and Training (PTVET) sector. The aim of this study was to examine and determine the expectations and perceptions levels of service quality provided by PTVET colleges, in order to achieve desired outcomes, and the survey followed SERQUAL model. Questionnaires were distributed to the 403 participants from selected PTVET in the Kwa-Zulu- Natal province. The study used a mix approach of systematic and quota sampling techniques. SPSS (25.0) version was employed for data analysis. The results of this study discovered that customers had higher service quality expectations (0,908 Cronbach's Alpha) compared to the service quality perceptions (0,923 Cronbach's Alpha) at the selected PTVET colleges, on all five service quality dimensions that were used to evaluate the expectations of service quality. This survey will benefit Rectors/Campus Managers for TVET colleges and to those who want to open their TVET colleges, because it will be used as a guide tool for them on how they can improve service quality strategy to differentiate themselves from their competitors. The findings are limited by the study’s exploratory, quantitative nature and small sample. Generalisation should be done with care and further research, with a large sample and consideration of other provinces, it therefore recommended.
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God ZUNGU, Nkululeko Praise, and Lawrence Mpele LEKHANYA. "Service Quality of Public Technical Vocational Education and Training Colleges in South Africa: Customer Expectations and Perceptions." Journal of Economics and Behavioral Studies 10, no. 6 (December 22, 2018): 182. http://dx.doi.org/10.22610/jebs.v10i6.2608.
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The focus of this survey is to seek the amount of the customers’ expectations levels of service quality in the public Technical Vocational Education and Training (PTVET) sector. The aim of this study was to examine and determine the expectations and perceptions levels of service quality provided by PTVET colleges, in order to achieve desired outcomes, and the survey followed SERQUAL model. Questionnaires were distributed to the 403 participants from selected PTVET in the Kwa-Zulu- Natal province. The study used a mix approach of systematic and quota sampling techniques. SPSS (25.0) version was employed for data analysis. The results of this study discovered that customers had higher service quality expectations (0,908 Cronbach's Alpha) compared to the service quality perceptions (0,923 Cronbach's Alpha) at the selected PTVET colleges, on all five service quality dimensions that were used to evaluate the expectations of service quality. This survey will benefit Rectors/Campus Managers for TVET colleges and to those who want to open their TVET colleges, because it will be used as a guide tool for them on how they can improve service quality strategy to differentiate themselves from their competitors. The findings are limited by the study’s exploratory, quantitative nature and small sample. Generalisation should be done with care and further research, with a large sample and consideration of other provinces, it therefore recommended.
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Raju, Reggie. "From “life support” to collaborative partnership: A local/global view of academic libraries in South Africa." College & Research Libraries News 79, no. 1 (January 5, 2018): 30. http://dx.doi.org/10.5860/crln.79.1.30.
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South Africa’s transition from apartheid to democracy has been labeled a success. The growth in democratic institutions, transformation of the public service, extended basic services, and stabilization of the economy have been used to measure this success. Despite these successes, it is acknowledged that far too many South Africans are trapped in poverty, and South Africa still remains a highly unequal society. A major contributor to poverty and an unequal society is the poor quality of K–12 education for the majority and the continuation of that into higher education.
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Woldeyes, Melese Mekasha. "The School Leadership Is a Key to Break the Higher Education Iron Triangle through Borderless Distance Education: The Case of UNISA in Addis Ababa Ethiopia." Communication, Society and Media 2, no. 2 (May 14, 2019): p67. http://dx.doi.org/10.22158/csm.v2n2p67.
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This paper examines the role of cross-border distance education institutions in providing access to quality postgraduate education in Ethiopia, using the South Africa University (UNISA) as a case study. It draws on the appropriate school leadership for the development of distance education, and it further explores the potential of a distance education program delivery system in an Ethiopian context. In addition, the study explores the policy gap between conventional and distance education in relation to international postgraduate distance education. Two instruments were used to gather relevant data, namely: interviews and document analysis. Theoretical framework developed through three key elements: access, cost and quality were used as tools of analysis.
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Badat, Saleem. "South Africa: Distance higher education policies for access, social equity, quality, and social and economic responsiveness in a context of the diversity of provision." Distance Education 26, no. 2 (January 2005): 183–204. http://dx.doi.org/10.1080/01587910500168843.
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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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Mawonde, Albert, and Muchaiteyi Togo. "Implementation of SDGs at the University of South Africa." International Journal of Sustainability in Higher Education 20, no. 5 (July 1, 2019): 932–50. http://dx.doi.org/10.1108/ijshe-04-2019-0156.
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Purpose The purpose of this paper is to demonstrate how universities can play a pivotal role in implementing sustainable development goals (SDGs). It recognises the advantage that universities have in responding to social challenges through their functions and operations, mainly through research and innovation and academic prowess. Not much guidance is available on how they can contribute to SDG implementation. The research is a case study of the University of South Africa, a distance education institution. It showcases how its science campus in Johannesburg has incorporated SDGs in its operations. Design/methodology/approach Data were collected through interviews with campus operations managers and sustainability office managers, a survey with environmental science honours students was conducted and observations of the Unisa Florida campus environment were undertaken to establish practices that contribute towards SDG implementation. Document analysis assisted in complementing the data collection process. Data were analysed by aligning practices with SDG indicators. Findings The research revealed a number of practices that align with SDGs in teaching, research, community engagement and campus operations management. Unisa is however challenged by financial limitations and as an open distance education and learning (ODeL) institution, it struggles to involve students in these projects. The paper concludes that while the most obvious contribution of universities to SDGs is towards quality education (SDG 4), higher education, including distance education institutions, can play an active role in implementing other SDGs as well. Research limitations/implications This research was limited to one institution, Unisa, owing to time limitations. While this might seem like the research was too selective, it was intentional, as the aim was to research a distance education institution. The research targeted staff involved in campus operations at Unisa’s Florida Campus, which is located in Johannesburg. Interviews were limited to students pursuing BSc Honours in Environmental Management. This was a methodological decision to contain the research, but making sure that the targeted respondents were the most informed. Individual case studies are often critiqued for being insufficiently representative to allow generalisations to other contexts (Jupp, 2006). This applies to this research in terms of “populations and universes” (Yin, 2003, p. 10), but generalisations to “theoretical propositions” (ibid) are possible. Originality/value There are few studies in Africa which researched implementation of SDGs in universities, let alone in ODeL institutions. The research revealed the challenge of involving students in sustainability practices in distance education institutions and serves as a testimony that such institutions can still have successful projects on and off campus. It suggests involving students in applied research based on the current sustainability projects on and off campus.
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Qwabe, Bongani Reginald. "Human Capital for Quality Infrastructure Development in South Africa: A Project-Based Pedagogical Analysis." Journal of Social and Development Sciences 4, no. 6 (June 30, 2013): 278–85. http://dx.doi.org/10.22610/jsds.v4i6.762.
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“Traditional/skills-based teaching doesn’t meet the demands of our 21 st century†-Garelick, 2012. The widespread effects of globalisation and new technologies demand rethinking of knowledge creation and labour force preparedness for 21st century development. The rise of a knowledge-based economy and information society requires public managers with human capital sufficient to fulfil developmental challenges. The demand for quality infrastructure in South Africa exceeds existing proficiency of human capital. The 21st century and South Africa’s post 1994 challenges including infrastructure development demand a new generation of public managers and administrators equipped with acuity and negotiation outlooks, communication and problem-solving skills, research and analytical abilities, and cognitive capacity enabling them to promote, influence, and monitor project development and management in a substantially globalized world. From a pedagogical standpoint, while knowledge creation and innovative teaching strategies are arguably drivers of a labour force that meet challenge of development, the authors of this conceptual analytical article contend that traditional approaches of teaching project management in South African higher education institutions (HEIs) fail to adequately prepare students to manage ‘real-world projects’ that foster growth and development. Rather, projectbased learning (PjBL) offers a strategic way forward to fill project management skills gap and project management knowledge deficit in the public sector, which should be subject to the recommended research agenda.
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Fosu, Agyei. "E-Learning and Conventional Learning in 21st Century Information Age: A Case Study Of Students from Selected Universities in Buffalo City Metropolitan Eastern Cape South Africa." International Journal of Community Development and Management Studies 3 (2019): 031–41. http://dx.doi.org/10.31355/39.
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NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose................................................................................................................................................................................................. The main aim of the study is to critically examine the forces that can impede or support students to use e-learning in higher education teaching and learning environment which require not only pre-technological literacy’s but easy access to the e-learning platform and ICT devices. Background................................................................................................................................................................................................. The concept of e-learning has grown considerably in the past three or four decades, which according to Pollock and Cornford, (2003) has prompted a great deal of interest in using and integration of technology into teaching and learning environment thereby transforming the very nature of the traditional higher education system. Murphy et al (2001) have highlighted that not only does the new technologies supplement the conventional course delivery in institutions of higher learning, but they have also become a catalyst for change in higher education. South Africa as a developing nation has adopted the introduction of ICTs in the education system with the hope that it may offer some solutions to the challenges of education in South Africa. The South African Department of Education believes that developments in ICTs and its introduction to the education system creates access to learning opportunities, redresses inequalities, improve the quality of learning and teaching, and deliver lifelong learning (Department of Education, 2004). Even though internet access and ICT devices are becoming more common in South Africa, the use of them for teaching and learning purposes are limited. According to the White Paper on E-education in South Africa (SA, 2004), the Province of Eastern Cape has ranked lowest in terms of number of schools with computers for teaching and learning and as a result many students from Eastern Cape Province who enter higher education do not have adequate technological literacy levels to cope with the demands of higher education teaching and learning environment. Methodology................................................................................................................................................................................................. The design of the study was a case study and it utilized quantitative method. The number of sample units in the study was 65 students from Walter Sisulu University, University of South Africa, Pearson Institute of Higher Education (formerly called CTI) and University of Fort Hare campuses based in East London Eastern Cape Province South Africa. The data were analyzed using MS Excel spreadsheet database for conversion into percentages for the descriptive statistics. Contribution................................................................................................................................................................................................. It is essential to understand the forces that can impede or support e-learning. Possible solutions can be suggested for successfully integrating e-learning into higher education teaching and learning environment to meet 21st century students’ needs. The South Africa case study identified that a number of respondents indicated that the resources are available for e-learning on their university campuses. But these available resources are not efficiently used by most respondents to support their studies. Findings......................................................................................................................................................................................................... The results indicated that in the area of infrastructure required for e-learning, the majority of respondents indicated that the resources are available for e-learning on the campuses of the sampled universities. But these available re-sources are not efficiently utilized by respondents to support their studies. Recommendations for Practitioners............................................................................................................................................................... While universities and other institutions of higher education are encouraging integration of e-learning into the curriculum, it is also imperative that their teaching and learning strategies and policies take into account that some students are unevenly challenged in terms of technological skills and still require additional support. Recommendation for Researchers................................................................................................................................................................ There is the need to explore in depth the aspects that lead to the successful integration of e-learning into conventional lecture method of courses delivery. Impact on Society........................................................................................................................................................................................... With the dawn of 21st century digital and knowledge-based economies evolution where the integration of computers and other ICTs tools in higher education teaching and learning environments have been found to be very beneficial to students, hence not only pre-technological literacy’s of students but easy access to the e-learning platform and ICT devices are critical to higher education learning environment. Assessing students technological skills and access to e-learning platforms to which this study contributes will assist in improving quality education which has a greater impact on society. Future Research............................................................................................................................................................................................... In the context in which this study was conducted further examination of the technological skills of academic staff of the successful integration of e-learning into curriculum would be advisable.
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Jordaan, Yolanda. "The Role of Higher Education and Industry in Supporting Career Goals and Decision Making." Industry and Higher Education 23, no. 5 (October 2009): 379–90. http://dx.doi.org/10.5367/000000009789711891.
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Both higher education institutions and employers need to evaluate the factors that influence students' career goals and career-related decisions because of their importance to and impact on career management and decision making. The objective of this study is to identify the importance of career goals and factors influencing students' career decision making in South Africa. A non-probability sample was selected, with 488 completed responses. The findings indicate that there are significant differences between gender and ethnic groups in terms of the importance of career goals and career influencing factors. The results suggest that high-quality education is needed in conjunction with industry involvement through proper job training and/or internships.
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Peltzer, K., and N. Phaswana-Mafuya. "Cognitive functioning and associated factors in older adults in South Africa." South African Journal of Psychiatry 18, no. 4 (December 1, 2012): 7. http://dx.doi.org/10.4102/sajpsychiatry.v18i4.368.
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<p><strong>Objective.</strong> To investigate cognitive functioning and associated factors in a national probability sample of older South Africans who participated in the Study of Global AGEing and Adult Health (SAGE) in 2008.</p><p><strong>Methods.</strong> In 2008 we conducted a national population-based cross-sectional study with a sample of 3 840 adults aged ≥50 years in South Africa. We administered a questionnaire surveying socio-demographic characteristics, health variables, and anthropometric and blood pressure measurements. Multivariate regression analyses were used to assess the association of socio-demographic factors and health variables with cognitive functioning.</p><p><strong> Results.</strong> Mean variables in the sample were: 5.9 recalled words, a verbal fluency of 9.9 words in a specified category (animals), a forward and backward digit span of 5.2 and 3.2, respectively, and an overall mean cognition score of 48.5. Higher overall cognitive functioning (a combination of memory and executive functioning) was positively associated with: younger age; white, Indian/Asian or coloured ethnicity; being married; a higher level of education; greater wealth; a higher level of physical activity; a greater quality of life; and a better subjective health status.</p><p><strong>Conclusions.</strong> Our findings can be used to refine future projections of cognitive function and healthcare needs in ageing middle-income societies such as those in South Africa.</p>
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Mukwawaya, Owen Zivanai, Cecile Gerwel Proches, and Paul Green. "Perceived Challenges of Implementing An Integrated Talent Management Strategy at A Tertiary Institution in South Africa." International Journal of Higher Education 11, no. 1 (August 6, 2021): 100. http://dx.doi.org/10.5430/ijhe.v11n1p100.
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The aim of this study was to investigate and delineate the perceived challenges of implementing an integrated talent management strategy at a South African tertiary institution. The study was conducted at a relatively new university that opened its doors on the 1st of January 2015. Since the inception of the university under study, the institution has grown considerably but without proper policies and strategies in place to ensure its competitiveness and sustainability within the current Higher Education and Training sector in the country. A qualitative research methodology in the form of semi-structured interviews conducted with a convenience sample of 10 participants was employed to execute the study. The sample was drawn from the population of directors and official representatives of administrative, academic and support staff. The inclusion of these participants was premised on the idea that by virtue of their job description, they would be most exposed to talent management issues. Results of the study indicate that the major challenges experienced in implementing an integrated talent management strategy at the university include lack of management commitment and budget, as well as unionism and resistance to change amongst staff. As such, the primary recommendations of this study are for demonstrated commitment by university management towards accessing adequate finances to facilitate the implementation of a sound talent management strategy that will assist in promoting both the quality and longevity of the tertiary education institution in question.
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Oke, Ayodeji Emmanuel, Clinton Ohis Aigbavboa, and Marcia M. Raphiri. "Students’ satisfaction with hostel accommodations in higher education institutions." Journal of Engineering, Design and Technology 15, no. 5 (October 9, 2017): 652–66. http://dx.doi.org/10.1108/jedt-04-2017-0036.
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Purpose There are several types of accommodation available to students of higher education institutions, and it is the responsibility of the institutions to focus on factors that can attract and retain students to their residences. This study aims to investigate satisfaction of higher institutions students with on-campus accommodation with an emphasis on the ethnicity of the students. Design/methodology/approach Using convenience sampling method, questionnaires were administered to students of selected residences in the study area. Mean item score was used to rank identified factors, whereas mean gap and Kruskal–Wallis K-test were adopted to examine the difference in opinion of students from various ethnic groups. Findings Overall, major features that make students dissatisfied with university-owned accommodations are enforcement of rule that compels all students to move out with their belongings during each recess, the effectiveness of the lift system, the size of wardrobe and closet, laundry service in the residence, numbers of electrical sockets and window quality. Considering dwelling unit features, neighbourhood, environmental, building quality and services provided by residence management, this study reveals that there is a significant difference in the satisfaction of students of diverse ethnic groups with their accommodation. Research limitations/implications The study was limited to on-campus residences owned by higher education institutions in South Africa. However, the findings of the study can be adopted for off-campus residences, and such owned by private individuals, agencies and other bodies provided are approved by the institutions. Originality/value The findings of this study will help management of higher education institutions to improve quality of services in their residences for the satisfaction of their students. Developers, contractors and other stakeholders involved in construction of these residences will also find the findings useful in designing and construction of the facilities.
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Marín, Victoria I., Melissa Bond, Olaf Zawacki-Richter, Cengiz H. Aydin, Svenja Bedenlier, Aras Bozkurt, Dianne Conrad, et al. "A Comparative Study of National Infrastructures for Digital (Open) Educational Resources in Higher Education." Open Praxis 12, no. 2 (June 30, 2020): 241. http://dx.doi.org/10.5944/openpraxis.12.2.1071.
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This paper reports on the first stage of an international comparative study for the project “Digital educational architectures: Open learning resources in distributed learning infrastructures–EduArc”, funded by the German Federal Ministry of Education and Research. This study reviews the situation of digital educational resources (or (O)ER) framed within the digital transformation of ten different Higher Education (HE) systems (Australia, Canada, China, Germany, Japan, South Africa, South Korea, Spain, Turkey and the United States). Following a comparative case study approach, we investigated issues related to the existence of policies, quality assurance mechanisms and measures for the promotion of change in supporting infrastructure development for (O)ER at the national level in HE in the different countries. The results of this mainly documentary research highlight differences and similarities, which are largely due to variations in these countries’ political structure organisation. The discussion and conclusion point at the importance of understanding each country’s context and culture, in order to understand the differences between them, as well as the challenges they face.
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Chinomona, Elizabeth, and Marie Brinda Bikissa-Macongue. "The effects of loyalty, Satisfaction, and motivation on student’s performance: A study of higher education in South Africa." GATR Global Journal of Business Social Sciences Review 9, no. 1 (March 3, 2021): 41–49. http://dx.doi.org/10.35609/gjbssr.2021.9.1(5).
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Objective - Worldwide, higher education is critical for the social economic development of the society. However African countries such as South Africa, fail to produce quality graduates capable of facing the challenges of the fourth industrial revolution. Considering the increasingly competitive and dynamic environment, African countries can no longer ignore the needs and factors required to enhance student performance. The aim of this research is to examine the influence of student motivation, satisfaction and loyalty on the student performance of higher education in South Africa. Methodology/Technique – A quantitative approach was adopted in which a questionnaire was used to collect data from 400 students and 335 was usable yielding a valid response rate of 84%. The data was analyzed with the aid of 2 software programs namely, statistical package for social science (SPSS 25.0) and analysis of moment structures (AMOS 25.0). In addition, confirmatory factors analysis (CFA) and structural equation modelling (SEM) were used to test the relationship between constructs and development of the hypotheses. Finding and Novelty – The current findings reveal that students who are motivated, satisfied and loyal to their institution are more likely to perform better than those who are not. The results also reveal that there is a significant relationship between student satisfaction and student performance. It was also shown that the higher the level of satisfaction, loyalty and motivation, the better the performance. Therefore, it is recommended that universities or institutions develop an environment that promote satisfaction, loyalty and motivation of their students. Type of Paper: Empirical. JEL Classification: 121, 128. Keywords: Student Motivation; Student Satisfaction; Student Loyalty; Student Performance Reference to this paper should be made as follows: Chinomona, E; Macongue, M.B.B. (2021). The effects of loyalty, Satisfaction, and motivation on student’s performance: A study of higher education in South Africa, GATR Global J. Bus. Soc. Sci. Review, 9(1): 41 – 49. https://doi.org/10.35609/gjbssr.2021.9.1(5)
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Dorasamy, Nirmala, and Soma Pillay. "Advocating Service Learning for Developing Citizenship in University Students in South Africa." Industry and Higher Education 24, no. 4 (August 2010): 287–96. http://dx.doi.org/10.5367/000000010792609736.
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An effective and efficient public sector is largely dependent on employees who accept the responsibility for providing high-quality public services. It can be argued that public management students, as future employees in the public sector, need to be educated for responsible citizenship. Higher education institutions in South Africa are expected to promote social and economic development, and service learning can serve as a catalyst for developing responsible citizenship among public management students. This article investigates how service learning, as an experiential form of learning which has its roots in community service, meets community needs, enhances teaching and learning and contributes towards responsible citizenship. The extent to which service learning in public management as a discipline has been adopted by universities of technology in South Africa is also explored. It is argued that while public management students are expected to engage in experiential learning in the public sector, community-based learning should be included as a compulsory component of experiential learning. The authors suggest that service learning can make a significant contribution to socially responsible citizenship, an important value underpinning any public servant.
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Mayer, Claude-Hélène, and Rudolf M. Oosthuizen. "CONCEPTS OF CREATIVE LEADERSHIP OF WOMEN LEADERS IN 21ST CENTURY." Creativity Studies 13, no. 1 (January 13, 2020): 21–40. http://dx.doi.org/10.3846/cs.2020.10267.
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This article presents the subjective perspectives of women leaders working in higher education institutions in the 21st century in South Africa. It focuses in particular on creativity as demonstrated by women leaders working in culturally and gender diverse post-apartheid settings. The aim is to contribute to the discourse on the creativity of women leaders from diverse cultural backgrounds within South Africa higher education institutions by examining how women leaders experience creativity and what creativity means to them from a qualitative perspective. The study reported on assessed the experiences of creativity of 23 women leaders and their views on creativity and creative leadership by means of a research paradigm based on Wilhelm Dilthey’s modern hermeneutics. It used qualitative research methods, such as semi-structured interviews, as well as observations within one selected higher education institution. Data was analysed by means of content analysis. Quality research criteria and ethical considerations were upheld. The findings highlight the creative skills and attitudes of women leaders underlying successful leadership and the types of creative leadership applied. They suggest that women leaders’ creativity manifests in facilitating creativity in higher education institutions by fostering the creativity of others rather than directing their own creative vision through or integrating it in the work of employees.
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Zawada, Britta. "From functional quality apparatus to meaningful enactment: UNISA as example." Quality Assurance in Education 27, no. 4 (October 14, 2019): 384–400. http://dx.doi.org/10.1108/qae-03-2019-0031.
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Purpose The purpose of this paper is to explore the concept of a culture of high quality and show how a culture of high or exceptional quality goes beyond the functional apparatus of quality assurance, the so-called props on the stage, to the enactment and ultimately to the shared meaning-making and webs of significance for both the institution and its staff, as well as for the students and the communities they come from and will ultimately serve. Design/methodology/approach In addition to a general literature review, the paper is a conceptual exploration using a desktop study with examples from UNISA’s (University of South Africa) practice, to develop a conceptual understanding of the concept of a quality culture in higher education. The types and nature of the evidence required for the different quality loci and units of analysis are explored. Areas for improvement are indicated and linked to strategic imperatives in the South African context such as pedagogical renewal and curriculum transformation. Findings Conceptually, a quality culture can be found in four different loci, namely, in the input or functional apparatus, through the enactment to, the individual outcomes and the communal outcomes of institutional activities. The paper also shows that there are different levels of a quality culture that may be found in each of these loci, namely, compliance for accreditation, academic peer review and communities of practice and ultimately transformative meaning-making that leads to innovation and excellence. The conceptual discussion also indicates that in higher education, a regenerative clan culture would likely be the most conducive to ensuring a culture of high academic quality. The case study of UNISA indicates that all the functional quality apparatus is in place with supporting evidence, but that more attention could be paid to the meaningful enactment of a quality culture in in all of the above loci and levels. Originality/value This paper makes a conceptual contribution to developing the concept “quality culture” to include meaning making, communities of practice and ultimately communal, rather than only individual, webs of significance. The paper identifies loci and levels of quality and quality cultures and explores what may count as evidence of high quality in a distance-education setting.
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Krugell, Waldo, and Philip F. Blaauw. "Micro-evidence on day labourers and the thickness of labour markets in South Africa." South African Journal of Economic and Management Sciences 17, no. 4 (August 29, 2014): 484–99. http://dx.doi.org/10.4102/sajems.v17i4.763.
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The South African labour market is characterised by sharp segmentation, high unemployment and apparently limited informal sector employment. Recent work has focussed on the importance of the Micro-evidence on day labourers and the thickness of labour markets in South AfricaThe South African labour market is characterised by sharp segmentation, high unemployment and apparently limited informal sector employment. Recent work has focussed on the importance of the quality of education while others have argued that the rigidity of the labour market constrains employment growth. This paper considers the spatial aspects of the day labour market and argues that the size and proximity of economic activity found in agglomerations ensure a thick labour market that allows for better matching between workers and jobs. The results indicate that the day labourers who were hired by the same employer more often received higher earnings. Once workers have a matric qualification they receive earnings above the average, as do workers who have completed vocational training. Skills, as well as factors associated with a thicker labour market are positively associated with wages. The thicker metropolitan labour market allows workers to become more specialised and receive higher earnings. This has important policy implications and calls for the development of people and places.
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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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Dirkse van Schalkwyk, Riaan, and Louis P. Krüger. "The potential financial impact and influence of black economic empowerment (BEE) on private higher education institutions in South Africa: management alert." Problems and Perspectives in Management 17, no. 3 (July 25, 2019): 45–56. http://dx.doi.org/10.21511/ppm.17(3).2019.04.
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Education is considered an important pillar of economic development and a vital factor for nation building in post-1994 South Africa. Higher education (HE) is offered by government-subsidized universities and colleges, while there has been an increase in the number of private higher education institutions (PHEIs), which offer more expensive, unsubsidized tertiary education. While all state bodies and public entities are required to apply the provisions of the Broad-Based Black Economic Empowerment (B-BBEE) Act, this is not (yet) seemingly a requirement for PHEIs. This study used an adapted version of the “5 Star” research methodology to explore the potential financial impact and influence of the African National Congress’s (ANC’s) black economic empowerment (BEE) policy on PHEIs. The research shows that the BEE policy has the potential to financially impact and influence most of the components of the total quality service (TQS) framework for PHEIs in terms of preferential procurement from suppliers, company ownership, appointment of executive, middle and junior managers, employment of academic and administrative staff, and throughput of black student graduates. Management at PHEIs should be alerted to the fact that it is probably not merely a matter of IF, but rather WHEN the policy will start impacting on the financial stability and viability of PHEIs as BEE compliance becomes mandatory.
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Matlakala, Mmatlou, Norman Chiliya, Tinashe Chuchu, and Tinashe Ndoro. "An Empirical Study on the Predictors of the Perceived Quality of Learning at Institutions of Higher Education: 2D Model Approach." International Journal of Emerging Technologies in Learning (iJET) 14, no. 15 (August 1, 2019): 67. http://dx.doi.org/10.3991/ijet.v14i15.10608.
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The purpose of the present study was to conduct an empirical investigation into the predictors of the perceived quality of learning at institutions of higher education from the student’s perspective. The research was based on a conceptual model consisting of six proposed hypotheses. A quantitative study that utilised the survey methodology was adopted is it was imperative to obtain objective findings that would be later used for statistical purposes. In terms of selection of suit-able participants for the study, non-probability sampling, a form of convenience sampling was adopted. Perceptions of students regarding the quality of education were tested empirically. The 2 D Model approach was adopted to investigate this phenomenon. Data was collected from a total of 300 students from a selected university in South Africa. To analyse the data SPSS 24 and AMOS 24 were utilised for descriptive statistics and hypotheses testing respectively. A university’s reputation and the geographic region a student originated from were observed as having the greatest influence on those students’ perception of quality of education that a higher education institution provided.
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Fosu, Agyei. "Technology Versus Quality Education in an Underdeveloped Region: A Case Study of UNISA Students in Former CISKEI Homeland in Eastern Cape." International Journal of Community Development and Management Studies 1 (2017): 001–11. http://dx.doi.org/10.31355/8.
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NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose................................................................................................................................................................................................. This paper seeks to show how University of South Africa (UNISA) is using technology to connect lecturers, tutors and students of [UNISA] in an underdeveloped region in South Africa (SA) to reduce cost and time of travelling to access information, tutorials and help [available] in designated centers, hence making quality and higher education more accessible and less costly. Background................................................................................................................................................................................................. This empirical study gives evidence to back the effectiveness, helpfulness and cost reduction of using technology as a medium of making quality and higher education accessible to under developed regions. Methodology................................................................................................................................................................................................. Quantitative and purposeful sampling was deemed appropriate for the study, whereby 200 questionnaires was developed and specifically distributed to UNISA students from former Ciskei towns at East London Tutorial Center. Contribution................................................................................................................................................................................................. The paper is about the usage of mobile technology for knowledge creation and dissemination, instruction and learning, The data generated and presented add to the knowledge base about underdeveloped countries. This data and the conclusions reached based the analysis could be of interest to researchers, university administrators, politicians, planners and policy makers in underdeveloped countries. Findings......................................................................................................................................................................................................... Evaluation of the overall effectiveness, helpfulness and cost reduction of e-tutorials show a slight advantage over the face-face tutorials. Recommendations for Practitioners............................................................................................................................................................. In the quest for ways and means of making quality and higher education accessible to underdeveloped regions, no matter which medium is chosen, the periodic measurement of success in terms of effectiveness, helpfulness, and cost implication in relation to the learner cannot be over looked. Recommendation for Researchers.................................................................................................................................................................. More work needs to be done to check the effectiveness of technology as an efficient medium to provide access to quality and higher education to underdeveloped regional economies. Impact on Society.............................................................................................................................................................................................. The results could have significant implications for raising the level of education and advancing employment equity by improving the delivery and accessibility to quality and higher education to underdeveloped regional economies. Future Research................................................................................................................................................................................................. The analysis of cost efficiency and effectiveness done in this work is just representative of one point of view: the student one of accessibility and cost. There is, however, need in future work to research the implications for the institutions of higher education (in terms teaching design, curriculum design, knowledge of individual learning types, need for change in and rate of change in knowledge view, learning philosophies), individual stakeholders, and the competitive re-positioning of society.
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Lekhanya, Lawrence Mpele. "Customer service orientation of institutes of higher learning in South Africa: A case study of universities of technology." Corporate Ownership and Control 11, no. 4 (2014): 299–310. http://dx.doi.org/10.22495/cocv11i4c3p1.
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The purpose of the study was to investigate the customer service orientation of institutes of higher learning in South Africa, with specific reference to Universities of Technology in KwaZulu–Natal (KZN). As an exploratory study, the research aimed at understanding how various factors, of customer service orientation of institutes of higher learning, affected the perceived service quality provided to students. This quantitative survey was conducted among the universities’ students, located in the province of KwaZulu–Natal, South Africa. A cross-sectional survey design was used to assess university of Technology students’ perceptions of customer service orientation, by means of a 5-point Likert scale questionnaire. A total of 110 questionnaires were analysed. Findings indicated that, most university of Technology students either agreed or were neutral regarding the customer service orientation they received in their respective universities of Technology, with above average, overall mean scores. The important factors that determined the customer service orientation of universities of Technology in South Africa were facilities, academic staff attendance during lecturing periods, administration of other activities relevant to the students, equal research funding accessibility, as well as ethical behaviour and professionalism of academic staff. The managerial implication is that measuring the customer service orientation of the universities of technology, to prioritize those factors identified as important by the students, for effective management of customer service. Providing good customer services across the universities is critical in gaining a competitive edge in the education sector.
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Blessy Sekome, Nkoko, and Tesfaye Taddesse Lemma. "Determinants of voluntary formation of risk management committees." Managerial Auditing Journal 29, no. 7 (July 1, 2014): 649–71. http://dx.doi.org/10.1108/maj-02-2014-0998.
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Purpose – The aim of this paper is to examine the nexus between firm-specific attributes and a company’s decision to setup a separate risk management committee (RMC) as a sub-committee of the board within the context of an emerging economy, South Africa. Design/methodology/approach – The authors analyse data extracted from audited annual financial reports of 181 non-financial firms listed on the Johannesburg Securities Exchange (JSE) by using logistic regression technique. Findings – The results show a strong positive relationship between the existence of a separate RMC and board independence, board size, firm size and industry type. However, the authors fail to find support for the hypotheses that independent board chairman, auditor reputation, reporting risk and financial leverage have an influence on a firm’s decision to establish RMC as a separately standing committee in the board structure. The findings signify the role of costs associated with information asymmetry, agency, upkeep of a standalone RMC, damage to the reputation of directors and industry-specific idiosyncrasies on a firm’s decision to form a separate RMC. Research limitations/implications – As in most empirical studies, this study focuses on listed firms. Nonetheless, future studies that focus on non-listed firms could add additional insights to the literature. Investigating the role of firm-specific governance attributes other than those considered in the present study (e.g. gender of directors, ownership structure, etc.) could further enhance the understanding of antecedents of risk-management practices. Practical implications – The findings have practical implications for the investment community in assessing the quality of risk management practices of companies listed on the JSE. Furthermore, the results provide insights that are potentially useful to the King Committee and other corporate governance regulators in South Africa in their effort to improve corporate governance practices. Originality/value – The present study focuses on firms drawn from an emerging economy which has profound economic, institutional, political and cultural differences compared to advanced economies, which have received a disproportionately higher share of attention in prior studies. Thus, the study contributes additional insights to the literature on corporate risk management from the perspective of an emerging economy.
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Kasongo Kkonko, Evelyne, Norman Chiliya, Tinashe Chuchu, and Tinashe Ndoro. "An Investigation into the Factors Influencing the Purchase Intentions of Smart Wearable Technology by Students." International Journal of Interactive Mobile Technologies (iJIM) 13, no. 05 (May 21, 2019): 15. http://dx.doi.org/10.3991/ijim.v13i05.10255.
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<p>The purpose of this study was to examine the factors which influence the purchase intentions of Smart wearable technology by students in South Africa. The researchers, guided by literature developed a conceptual framework with five constructs, namely, product quality, design, price, consumer attitudes and purchase intentions. The study followed a quantitative research design. Data was collected from 416 registered students at a selected higher education institution in South Africa who were older than 18 years. Data analysis techniques comprised of structural equation modelling which focused on confirmatory factory analysis to confirm conceptual relations and causal relations between the factors. SPSS 23 and AMOS 23 software were used to perform the data analysis. The results revealed that product quality and product design had a significant positive effect on purchase intentions. Price and attitudes were found to be mediating the effect of product quality and product design on purchase intentions. The paper contributes to existing literature on the marketing and purchase behavior of Smart wearable technology. Furthermore, it provides technology organisations with adequate insight into the factors which influence the purchase of Smart wearable technology.</p>
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Netshandama, Vhonani. "Quality partnerships: The community stakeholders' view." Gateways: International Journal of Community Research and Engagement 3 (November 25, 2010): 70–87. http://dx.doi.org/10.5130/ijcre.v3i0.1541.
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Since 1997 universities in South Africa have been encouraged to be responsive to the needs of communities, to encourage broader participation and to address issues of access in higher education (Department of Education 1997). This transformative agenda was found to be especially compelling in the case of rural-based South African universities, which often serve historically disadvantaged black populations in areas that are both under-resourced and underdeveloped (Nkomo & Sehoole 2007, pp. 235–36). In 2006 the traditional leadership of a local community approached the University of Venda to propose a partnership. This prompted the researcher to conduct a qualitative study, which sought to explore and describe community members’ views of what they understood to be a quality partnership. Thirty-seven community representatives were engaged in individual as well as focus group interviews. These representatives were identified first through a stakeholder analysis procedure that sought to determine who in the community would have valuable input for the university-community partnership. As a point of departure, the following two questions were asked consecutively: What are your needs and expectations of a partnership with the university and what would you regard as a quality partnership between the HEI and the community? The sample selection was purposive, utilising the snowball technique. Data was transcribed and analysed using Tesch’s eight-step method (Tesch 1990, in Creswell 1994, p. 155). Interview data and field notes were co-coded, crosschecked and triangulated. Feedback workshops were conducted with the community to confirm the findings. A consensus was reached that four main requirements emerged from the data:
—Balance the partnership objectives of both parties
—Ensure an unexploitative partnership
—Share power and control in the partnership
—Maintain and monitor the partnership.
This article provides a brief overview of the national and regional context to university-community engagement and considers what it means to partner with communities facing urgent and pressing needs. It then looks in detail at what the study revealed about community members’ understanding of quality partnerships with a Higher Education Institution, and provides some thoughts on how to facilitate a quality partnership in a similar context.
Key words: Community, stakeholders, quality partnership
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Naidoo, Devika. "Resistance, Critical Agency and Initiatives of Black Post-School Youth, Facilitators and Organisers in a Black Township in South Africa." Journal of Curriculum and Teaching 6, no. 1 (April 27, 2017): 97. http://dx.doi.org/10.5430/jct.v6n1p97.
Full textAbstract:
The Post-school Education and Training (PSET) policy seeks to address the education and training needs ofpost-school youth not in education, employment nor training (NEET). The problem of youth NEET has beenresearched from many perspectives. However, there is a dearth of knowledge about the responses, views and actions ofpost-school youth NEET living in this precarious situation. This paper analyses the resistance, critical agency andinitiatives of youth; organisers; and facilitators at a youth development and organisation centre in a township inGauteng. The study is framed by the notion of ‘critical’ agency (Gramsci: 1971) and Bourdieu’s concept of 'strategies'that mediate structure and agency. These concepts enable a focus on critical agency that emerge withinseverely constraining social conditions. Data were collected through the following sources and methods: from a'youth dialogue' amongst engaged youth; ethnographic interviews with post-school youth themselves; interviews withkey individuals such as organisers, leaders and facilitators of programmes; and observations of literacy classes offeredat the centre. Data analysis revealed resistant counter discourses amongst the youth to school and current PSET;acceptance of education for employment; desire for higher quality education; and clear ideas of alternativepedagogies. In addition to these counter discourses the paper highlights the critical agency of key individuals in theface of debilitating structural constraints. Implications for the post school education and training system are raisedand some recommendations are made.
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Styger, Anton, Gary Van Vuuren, and Andre Heymans. "Case Study Of Postgraduate Student Dropout Rate At South African Universities." International Business & Economics Research Journal (IBER) 14, no. 1 (December 23, 2014): 1. http://dx.doi.org/10.19030/iber.v14i1.9027.
Full textAbstract:
Public funding for higher education in South Africa is a significant investment. Large amounts of funds are invested in students and there is a national shortage of high quality students in scarce skills - in particular, students with a postgraduate qualification. Students tend to take longer to complete their studies which contributes to the workload of academic staff. Dropouts are affecting the deliverance of these students in a negative way and priceless research from these students is never delivered and published. Not only are fewer students and research being delivered, but large amounts of funding and human capital are wasted on educating students who will never complete their studies. Postgraduate studies have a potential greater loss, and a beta distribution on the dropout can predict the expected and unexpected loss for these students. The latter is an area for concern and needs to be assessed and addressed as soon as possible.
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Zúñiga, Felipe, Roxana Pincheira, Julie Walker, and Michael Turner. "The effect of integrated reporting quality on market liquidity and analyst forecast error." Accounting Research Journal 33, no. 4/5 (August 14, 2020): 635–50. http://dx.doi.org/10.1108/arj-07-2019-0145.
Full textAbstract:
Purpose The purpose of this study is to examine the effect of integrated reporting (IR) quality on both market liquidity and analyst forecast accuracy in South Africa as the only country in the world having IR as a listing requirement. This study uses the Sustainability Disclosure Transparency Index (SDTI) as a proxy for IR disclosure quality. The analysis of this study is based on the period after the publication of the international framework and its adoption by the International Reporting Committee of South Africa in 2014. Design/methodology/approach The companies sampled in this study are those listed on the Johannesburg Stock Exchange (JSE) from 2013 to 2015. The major factor driving the selection of this particular period was to not only analyse the existing IR practice but also investigate IR two years after King III came into force. The SDTI developed by Integrated Reporting and Assurance Services (IRAS) was used to analyse IR quality. Ordinary least squares regressions were analysed. The models include year and industry fixed effects. The variance inflation factor and its tolerance were used to test the severity of multi-collinearity. Also, alternative measures of IR quality and alternate model specifications were analysed to check the robustness of the results. Findings The authors find that quality of IR is associated with lower earnings forecast error. The evidence indicates that earnings forecast error is lower for firms in the materials sector of the South African economy. Consistent with prior research, the results also suggest that forecast errors are higher for companies with volatile returns and lower for larger firms. Additional analysis indicates that IR quality is positively associated with market liquidity. Overall, these findings support the virtues of IR, thus providing useful information to capital markets. Research limitations/implications The results obtained cannot be generalised to other jurisdictions. While the South African economy is the best setting to investigate IRs, new economies are also working actively on IR disclosures, so future research is likely to extend the literature in this field. Secondly, the availability of data constrained the sample size; however, this only mediates against finding any statistically significant result. While the IRAS database offers information about 324 JSE companies, Datastream covers only the 170 largest South African firms. In spite of the sample reduction, robust and consistent results are found in the market liquidity and analyst forecast accuracy proxies. Practical implications The sample period of this study (2013-2015) allows to understand disclosure behaviour after the international IR framework was published and endorsed by the JSE. The release of the IIRF gave clear guidance to firms regarding the nature and purpose of IR. Overall, the results obtained in this paper are consistent with IR expectations, thus providing useful information for investors and financial analysts. It is expected that the results might have practical implications for other nations about the cost and benefits of implementing integrated management reporting. Originality/value This paper contributes incrementally to the existing debate about whether disclosure information through IR has real benefits or is a passing fad. It examines the economic consequences of IR in a mandatory setting using an in-house ranking system, adapted to South Africa, designed by IRAS to determine IR quality. IRAS provides an SDTI that assesses the accuracy, consistency, completeness and reliability of quantitative data for 84 indicators based on IR and global reporting initiative aspects and subdivided into seven categories.
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Harris, Felicity, and CM Moll. "Impact of Quality Management Practices on the Extended Curriculum Programme at a University of Technology." International Journal for Innovation Education and Research 3, no. 2 (February 28, 2015): 143–52. http://dx.doi.org/10.31686/ijier.vol3.iss2.320.
Full textAbstract:
Academic Development Programmes such as Extended Curriculum Programmes (ECP’S) at higher education institutions in South Africa were implemented and funded in 2004 by the Department of Higher Education and Training as an initiative to address low throughput rate and low graduation output. The objective of this study was to look at whether ECP’s were effective in improving throughput rates and graduation output and whether there were quality management practices in place to gauge the effectiveness of ECP’s. The ECP in the Department of Mechanical Engineering at a university of technology was used as a sample. Academic histories of the ECP and Mainstream students of the 2007 cohort were analyzed to draw comparisons graduation output of the two programmes. A questionnaire to graduates of the 2007 ECP cohort who were now in the workplace was administered and interviews were conducted with lecturers teaching on the ECP. It was found that the ECP was successful in improving graduation output and that graduates were well placed in industry. It was also found that although quality management practices were in place in the programme, it was not formalized and the results were not properly recorded.