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Journal articles on the topic 'South African higher education'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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1

Ajani, Oluwatoyin A., and Bongani T. Gamede. "Decolonising Teacher Education Curriculum in South African Higher Education." International Journal of Higher Education 10, no. 5 (2021): 121. http://dx.doi.org/10.5430/ijhe.v10n5p121.

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Calls for the decolonisation of higher education in South Africa gained prominence after the #Rhodesmustfall, #Feesmustfall and series of 2015-2016 students’ protests in South African higher institutions. Visible in the demands of the students during these protests was the need for the decolonisation of higher education curriculum to ensure reflection of diverse realities in South Africa. This led to various conferences in different parts of the Republic. However, while some scholars are clamouring for the need for decolonisation, others consider the desire for decoloniality and glocalization. Thus, the subject of decolonisation remains a debate in South African society. Meanwhile, decolonisation is still very much crucial. Seemingly, in the words of Steve Biko, decolonization should begin from the mind. Hence, this discursive study explores how pre-service teachers’ minds can be decolonised for realities in transforming South African higher education. The study adopts Critical Race Theory as a lens for this phenomenon. South African higher education curriculum has predominantly been Eurocentric and epistemic, reflecting Western dominance in post-apartheid South Africa. The study argues why and how South African higher education institutions can place teacher education at the centre of learning experiences, for students to adapt and maximize the realities in their contexts, and for responsive lived experiences. Thus, adding voices to a curriculum that promotes total rethink, reflections and reconstruction of students' minds in integrating the existing Eurocentrism and epistemic knowledge with African philosophy in higher education institutions.

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Cloete, Nico, and Johan Muller. "South African higher education reform: what comes after post-colonialism?" European Review 6, no. 4 (1998): 525–42. http://dx.doi.org/10.1017/s1062798700003653.

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Since the fall of the apartheid regime South African higher education has begun to undergo a process of fundamental transformation. First-world universities, which were beneficiaries (however unwilling) of past racial inequalities, have had to adapt to the urgent needs of what is a post-colonial and, for the majority of its citizens, a third-world society. South Africa, therefore, provides a particularly sharp example of the encounter between a higher education system established within the European tradition, in terms of both its institutional and its academic culture, and a society in the process of radical change. This encounter has been mediated through the work of the National Commission on Higher Education which attempted to produce a compromise that would enable South African higher education to be both ‘Western’ (in terms of academic values and scientific standards) and also ‘African’ (in terms of its contribution to building the capacities of all the people of South Africa). The tension between the university's claims to represent universal knowledge and the counter-claims that ‘local’ knowledge traditions should be accorded greater respect, therefore, is much sharper than in Europe.

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Jackson, Kanika. "Higher Education Pathways." International Journal of Multidisciplinary Perspectives in Higher Education 4, no. 1 (2019): 143–45. http://dx.doi.org/10.32674/jimphe.v4i1.1660.

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Morreira, Shannon. "Steps Towards Decolonial Higher Education in Southern Africa? Epistemic Disobedience in the Humanities." Journal of Asian and African Studies 52, no. 3 (2015): 287–301. http://dx.doi.org/10.1177/0021909615577499.

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In South African universities, a particular epistemic hierarchy exists within which African knowledge and resources are under-valued. This paper examines humanities courses that include content that deliberately aims to interrupt the existing knowledge hierarchies, through a qualitative analysis of spaces where African knowledge is granted importance. The paper provides a snapshot of the potentials for change in South African higher education today, and of the ways in which theories of Africa, for Africa, and about Africa, are being generated and taught.

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Mdepa, Wandisile, and Lullu Tshiwula. "Student diversity in South African higher education." Widening Participation and Lifelong Learning 13, no. 1 (2012): 19–33. http://dx.doi.org/10.5456/wpll.13.s.19.

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YAMAZAKI, Eri. "Service Learning in South African Higher Education." Comparative Education 2019, no. 59 (2019): 179–93. http://dx.doi.org/10.5998/jces.2019.59_179.

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7

Popescu, Florentin. "South African Globalization Strategies and Higher Education." Procedia - Social and Behavioral Sciences 209 (December 2015): 411–18. http://dx.doi.org/10.1016/j.sbspro.2015.11.212.

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Wawrzynski, Matthew R., Ashleigh M. Heck, and Christopher T. Remley. "Student Engagement in South African Higher Education." Journal of College Student Development 53, no. 1 (2012): 106–23. http://dx.doi.org/10.1353/csd.2012.0007.

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Fomunyam, Kehdinga George. "Deconstructing quality in South African higher education." Quality Assurance in Education 26, no. 1 (2018): 44–59. http://dx.doi.org/10.1108/qae-11-2016-0072.

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Purpose This study aims to examine six South African universities with a particular focus on the quality of teaching and learning. Design/methodology/approach A qualitative case study approach was adopted and data were mainly generated by means of open-ended questionnaires. The questionnaire was circulated to approximately 1,800 students and 746 completed it. The data were categorized and analysed thematically, using both national and international benchmarks for quality teaching and learning. Findings The findings reveal that teaching and learning in South African universities is marred by a plethora of challenges. Lecturers lack basic skills and essential resources to effectively facilitate teaching and learning. Furthermore, quality benchmarks set by the Council on Higher Education are only met on paper and little or nothing is done to translate this into practice. Originality/value The study proposes among others that clearer policies on funding are recommended to ensure proper allocation of resources, staff development and institutional comeliness. Finally, to enhance transformation, universities should prioritize teaching and learning and take steps to ensure that those teaching in the classroom are qualified to do so.

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Maharaj, Ashika. "Academic Mobility and Immigration Trends in South African Higher Education Institutions." Journal of Economics and Behavioral Studies 8, no. 4(J) (2016): 52–66. http://dx.doi.org/10.22610/jebs.v8i4(j).1363.

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This paper seeks to offer an insighton the subject of academic mobility into South African Higher Education Institutions (HEIâ€™s). This is done by examining the current academic landscape in South Africavia a comparisonbetween the profile of South African (SA) academics andexpatriate academics. Currently, SA is facing major skills and staffing shortages locally in terms of Science, Engineering and Agriculture. The Departmentof Higher Education and Training as well as SA universities have advocated to run programmes in scarce skills disciplines through the recruitment of expatriate academics. The research reported in this paper adopted a non-experimental research design of ex post facto type, using a correlational approach. The data used are the statistical records of all academics in South African higher education for the 2005/2010/2014 academic years as provided by the Higher Education Management Information Systems (HEMIS) of SA. Descriptive statistics as well as inferential statistics were also used to analyze the data. The results revealed that there were no significant differences in age between SA and expatriate academics nationally over the three years. A comparison of the academic qualifications of SA and expatriate academics over the three years indicates that expatriate academics are more highly qualified than their SA colleagues, as the majority of the former hold a doctoral degree. The majority of expatriate academics are recruited from SADC countries as well as other African countries. Interestingly enough, the next most frequent major supply region of expatriate academics to South Africa is Europe. WITS and UCT were consistently ranked first and second in terms of the number of expatriate academics employed over the three years. Both are among the leading five higher education institutions in South Africa in terms of their research outputs as well as the number of PhDs per member of staff.

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Kirlidog, M., and M. Zeeman. "Equity in South African higher education after apartheid." IEEE Technology and Society Magazine 30, no. 1 (2011): 47–55. http://dx.doi.org/10.1109/mts.2011.940295.

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12

Alexander, Gregory, and Ivan November. "Outcomes in South African Higher Education: Imagine that!" Journal of Social Sciences 24, no. 2 (2010): 101–9. http://dx.doi.org/10.1080/09718923.2010.11892841.

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Lazarus, Josef, Mabel Erasmus, Denver Hendricks, Joyce Nduna, and Jerome Slamat. "Embedding community engagement in South African higher education." Education, Citizenship and Social Justice 3, no. 1 (2008): 57–83. http://dx.doi.org/10.1177/1746197907086719.

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Rensburg, Ihron, Shireen Motala, and Solomon Arulraj David. "Internationalization of Higher Education: A South African Perspective." Frontiers of Education in China 10, no. 1 (2015): 91–109. http://dx.doi.org/10.1007/bf03397054.

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15

Wildsmith, Rosemary. "The African languages in South African education 2009–2011." Language Teaching 46, no. 1 (2012): 120–24. http://dx.doi.org/10.1017/s0261444812000420.

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South African National Language Education policy (South Africa, DoE 2002) enshrines multilingualism (ML) as one of its major goals. The implementation of such a policy is a slow process, however, particularly in the educational domain, where parents, teachers and students favour the dominant, ex-colonial language (English) for both historic and instrumental reasons (Dalvit & de Klerk 2005). However, results of the National Benchmarking Test (NBMT Report 2009) conducted at selected South African universities show that most non-English speaking students in higher education have underdeveloped language and numeracy skills for study at this level, one of the main barriers to access being that of language (Council on Higher Education 2007: 2). Efforts have thus intensified in South African institutions to introduce the home languages of learners into the educational domain, either as learning support alongside the main medium of instruction or as alternative languages of instruction, working towards the development of a bilingual education model. This report documents developments in research in the promotion and use of the African languages in education in South Africa in recent years, particularly since the publication of the previous report (Wildsmith-Cromarty 2009), which discussed various initiatives in the teaching, development and use of the African languages in South African education during the period 2005–2008. This report considers further developments in the use of the African languages for academic purposes in the following areas: the learning and teaching of these languages as additional languages and for professional purposes in selected disciplines for specialist programmes, and their intellectualization, which includes their use as languages of instruction, in the translation of materials and other learning resources, and development of terminology.

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Lumadirry, JeMutendwahothe Walter. "Remedying Misdemeanors At South African Higher Education And Training Institutions." Contemporary Issues in Education Research (CIER) 1, no. 1 (2011): 13. http://dx.doi.org/10.19030/cier.v1i1.1206.

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In 2004 South Africa embarked on a mission of reforming its higher education system, merging and incorporating small universities into larger institutions, and renaming all higher education institutions university. The democratic country’s universities and technikons, which were incorporated with others and thus no longer exist, will be mentioned in this study. There are also a large number of institutions in South Africa, some are local campuses of foreign universities, some conduct classes for students who write their examinations at the distance education University of South Africa and some offer unaccredited or non accredited diplomas. Public universities in South Africa are divided into three types; traditional universities, which offer theoretically oriented university degrees; universities of technology, which offer practically-oriented diplomas and degrees in technical fields; and comprehensive universities, which offer a combination of both types of qualifications. Disciplinary problems at universities interfere with the educational process and place a burden on Management and academics. Misdemeanours have long been linked to negative outcomes for students, such as course failure and dropping out of universities. University senior management team is interested in keeping the institution safe and maintaining positive environment conducive to learning. To accomplish this mission, universities employ a range of policies and approaches to managing student behaviour, including positive behaviour support, exclusion, suspension and expulsions. Research was conducted in three types of South African universities. Management of each type of university was interviewed. From each type of university, three institutions were randomly selected. This left the researcher with a total of 9 universities out of 23. Responses from management of various institutions were related.

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Kessi, Shose. "Community social psychologies for decoloniality: an African perspective on epistemic justice in higher education." South African Journal of Psychology 47, no. 4 (2017): 506–16. http://dx.doi.org/10.1177/0081246317737917.

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The decolonisation of higher education in South Africa is closely linked to questions of knowledge production. The epistemic violence of the colonial encounter has put into question the possibilities and modes of doing research in marginalised communities. In this article, I argue that praxis in community social psychology can lead to more relevant and just research methods, especially when rooted in liberation thinking. In the South African and African context, this requires an engagement with the particularities of Blackness and the Black experience. Drawing on examples of participatory action research projects with young Africans using Photovoice methods, and the establishment of the Black Academic Caucus at the University of Cape Town, the article shows the links between praxis and epistemic justice as exercised within the cultural practices of the university, and between researchers and participants from marginalised communities.

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18

Odhiambo, Nicholas M., and Lydia Ntenga. "Higher Education Research Expenditure in South Africa." Industry and Higher Education 29, no. 4 (2015): 283–91. http://dx.doi.org/10.5367/ihe.2015.0263.

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The trends and the trajectory of higher education research expenditure in South Africa since the introduction of the New Funding Formula in 2004 have been analysed. The paper also compares the level of South Africa's total gross expenditure on research and development with those of other selected economies. The findings show that following introduction of the New Funding Formula there has been a significant increase in higher education research expenditure in South Africa. It was also found that although South Africa's total gross expenditure on research and development, as a percentage of GDP, is currently the highest in Africa, it is still lagging behind countries such as China, Russia and Brazil. The study therefore recommends further investment in research and development in South Africa so that the country can achieve its vision of becoming a knowledge-based economy.

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Ulmer, Nico, and Kerstin Wydra. "Sustainability in African higher education institutions (HEIs)." International Journal of Sustainability in Higher Education 21, no. 1 (2020): 18–33. http://dx.doi.org/10.1108/ijshe-03-2019-0106.

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Purpose Research on sustainability in higher education institutions (HEIs) is unequally distributed globally. The existing publications on sustainability in HEIs have largely focussed on the Global North. Meanwhile, little is known about the state of sustainability in HEIs located in the Global South, and within African HEIs in particular. This study aims to fill this gap and investigates the status of sustainability activities in participating African HEIs. Design/methodology/approach A Delphi study involving 32 experts from 16 African countries and a total of 29 HEIs was conducted between December 2017 and May 2018. Experts were asked to share their insights on sustainability and Africanisation through an online questionnaire in two rounds. Findings Although 30 of the 32 participants agreed with the provided definitions of sustainability and sustainable development (two participants did not answer), 11 of the participants commented that important issues such as governance and culture were missing. This trend indicates that the sustainability discussion is still led from a western vantage point. Nevertheless, Africanisation plays a role in around two-thirds of participating HEIs’ sustainability activities, with the language factor representing the most pressing issue. Research limitations/implications The findings of this study provide valuable insights into the current state of sustainability activities and Africanisation of participating African HEIs, and the importance of language and culture in this process. Originality/value This study is one of few works that have investigated the state of sustainability activities in African HEIs. Furthermore, it adopts a positive stance on sustainability in Africa, rather than focussing on negative circumstances.

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Whiston, Thomas G. "The Higher Educational and Industrial Challenges Facing South Africa." Industry and Higher Education 9, no. 2 (1995): 105–14. http://dx.doi.org/10.1177/095042229500900206.

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South Africa, following the dismantling of Apartheid, now faces enormous educational, industrial and economic challenges. Simultaneously it must address gargantuan social and infrastructural problems, attend to the most urgent basic needs while also encouraging significant economic growth. The author has recently completed an extensive survey and analysis of the South African higher education challenge within the context of the critical, social, industrial and environmental dilemmas which must be ameliorated. In this article, he provides an overview of the problems to be faced and suggests a national policy agenda to address those challenges and dilemmas. In one sense the South African ‘dilemma’ is a microcosm of the global ‘North–South’ divide.

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Walker, Gavin Robert. "Music Research in a South African Higher Education Institution." Action, Criticism, and Theory for Music Education 18, no. 3 (2019): 144–71. http://dx.doi.org/10.22176/act18.3.144.

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Cloete, Nico. "The South African higher education system: performance and policy." Studies in Higher Education 39, no. 8 (2014): 1355–68. http://dx.doi.org/10.1080/03075079.2014.949533.

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Badat, Saleem. "Theorising institutional change: post‐1994 South African higher education." Studies in Higher Education 34, no. 4 (2009): 455–67. http://dx.doi.org/10.1080/03075070902772026.

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Cosser, Dr Michael. "Differential pathways of South African students through higher education." International Journal of Educational Development 59 (March 2018): 100–109. http://dx.doi.org/10.1016/j.ijedudev.2017.10.003.

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Simangaliso Kumalo, R. "Educating for Social Holiness in Institutions of Higher Education in Africa: Toward an Innovative Afrocentric Curriculum for Methodist Theological Education." Holiness 6, no. 1 (2020): 21–34. http://dx.doi.org/10.2478/holiness-2020-0004.

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Abstract In 2016, South Africa saw student and staff protests calling for the decolonisation of the teaching curriculum in institutions of Higher Education. Although these protests were centred in public universities, the issue of decolonisation also affects private institutions such as seminaries that need to transform curricula from being permeated with Western idealism to being authentically African. This article explores this issue for Methodist theological education. It argues that decolonisation affects not only the content of the teaching curriculum but also matters such as staffing and curriculum development. Its focus is to develop ways of implementing an Afrocentric curriculum in African Methodist seminaries.

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Kamsteeg, Frans, and Harry Wels. "Breaking white silences in South African-Dutch collaboration in higher education." Journal of Organizational Ethnography 6, no. 1 (2017): 26–45. http://dx.doi.org/10.1108/joe-01-2017-0001.

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Purpose The purpose of this paper is to show the complex positionality and the complexity that comes with the study of whiteness in South African higher education by Dutch, white academics. This complexity stems from the long-standing relationship between Dutch universities, the Vrije Universiteit Amsterdam (VUA) in particular, with their South African counterparts, which predominantly supported apartheid with reference to a shared religious (Protestant) background. Design/methodology/approach The paper rests upon a literature review of the development of South African higher education, and an assessment of the prominent role played by the Dutch Vrije Universiteit in support of the all-white, Afrikaans Potchefstroom University (presently North-West University). The authors, who are both involved in the institutional cooperation between Vrije Universiteit and South African universities, reflect on the complexity of this relationship by providing auto-ethnographic evidence from their own (religious) biography. Findings The paper reflects the ambiguous historical as well as contemporary contexts and ties that bind Vrije Universiteit to South African universities, especially formerly Afrikaans-speaking ones. The ambiguity is about the comfort of sharing an identity with formerly Afrikaans-speaking universities, on the one hand, and the discomfort of historical and political complicities in a (still) segregated South African society on the other hand. Originality/value This auto-ethnographic paper breathes an atmosphere of a “coming out” that is not very common in academic writing. It is a reflection and testimony of a lifelong immersion in VUA-South African academic research relations in which historical, institutional, and personal contexts intermingle and lead to a unique positionality leading to “breaking silences” around these complex relations.

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Brink, Roelien, Martie Mearns, and Tanya Du Plessis. "MANAGING INFORMATION FOR WORK-INTEGRATED LEARNING AT HIGHER EDUCATION INSTITUTIONS." Mousaion: South African Journal of Information Studies 32, no. 3 (2016): 13–28. http://dx.doi.org/10.25159/0027-2639/1666.

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Higher education institutions (HEIs) in South Africa require teaching and learning to include work-integrated learning (WIL) within specific learning offerings. The different learning options provided by various faculties have unique and diverse procedures which justify different WIL approaches at HEIs. A lack of structure regarding the information management (IM) for WIL across departments results in different processes being followed, which can impact negatively on the optimal utilisation of WIL. Frameworks for IM for WIL, however, have been developed at international HEIs. Using a qualitative approach and phenomenological research design and working with these frameworks as well as the Theory of Motivated Information Management, the researchers collected data using semi-structured individual interviews and group discussions from the University of Cincinnati (UC) and the Northwestern University (NWU) in Illinois, United States (US). This article presents the findings of an IM framework from these two US universities. After research was conducted at a South African university, a conceptual framework was developed for the IM for WIL based on the framework from the international universities that may be implemented at HEIs in South Africa. With time this framework could betested in a number of settings that could lead to the development of a model for IM for WIL in the South African context. The article, however, reports on the findings of the two international universities only and the conceptual framework requires further testing and validation before it can be published.

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Alemu, Sintayehu Kassaye. "Nico Cloete, Peter Maassen and Tracy Bailey (eds) (2015) Knowledge Production and Contradictory Functions in African Higher Education." Learning and Teaching 9, no. 1 (2016): 101–11. http://dx.doi.org/10.3167/latiss.2016.090108.

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Nico Cloete, Peter Maassen and Tracy Bailey (eds) (2015) Knowledge Production and Contradictory Functions in African Higher Education Cape Town, South Africa: African Minds, 295 pp., ISBN: 978-1-920677-85-5.

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Du Toit, Nina (HG). "Designing a Model for Facilitating the Inclusion of Higher Education International Students with Disabilities in South Africa." Social Inclusion 6, no. 4 (2018): 168–81. http://dx.doi.org/10.17645/si.v6i4.1666.

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Higher education in South Africa is regulated by several policies, and the obligation of increased access and participation of persons with disabilities into higher education is recognized in legislation (Department of Education, 1997; Department of Higher Education and Training, 2013). However, research indicates that the proportion of students with disabilities in higher education and in study programmes abroad is still very low worldwide (Fazekas, 2017; Organisation for Economic Co-operation and Development, 2011). Study opportunities for these students in higher education institutions abroad, including South Africa, should therefore be increased to provide equal access and experience in an inclusive higher education environment. This study explores possible reasons for the low engagement of South African students with disabilities in international mobility programmes and the function of key role-players in supporting international students with disabilities studying in South Africa (incoming students) and South African students with disabilities studying abroad (outgoing students). This study also explores the ways by which the exchange process could be facilitated more effectively within the context of an inclusive higher education environment. Data on the support services offered to these students was obtained by means of questionnaires sent to the International Relations Offices and Disability Rights Units at higher education institutions in South Africa. The study culminated in the design of a model which specifies the roles of the various role-players in supporting international students with disabilities during their pre-departure, study and return phases.

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Gmerek, Tomasz. "The development of South African higher education within the apartheid system (1948-1994) – selected aspects." Biuletyn Historii Wychowania, no. 38 (October 11, 2019): 97–114. http://dx.doi.org/10.14746/bhw.2018.38.7.

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The article include the consideration of development of South African Higher Education System in Apartheid Era (1948-1994). Particular emphasis was placed on reconstructing educational practices and policy that is implemented toward different racial groups in South Africa. An attempt was made at examining the relationship between schooling, segregation processes, discrimination practices and the development of higher education institutions.

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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 (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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Wolhuter, C. C., and P. Langa. "Management and Governance in Higher Education: South African Universities under Siege." Acta Paedagogica Vilnensia 46 (September 8, 2021): 105–18. http://dx.doi.org/10.15388/actpaed.2021.46.7.

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The recent spate of changes in university management worldwide should be carefully considered, interrogated and assessed against its impact on the capacity of the university fulfilling its unique role in society. For various justifiable reasons, South African higher education has been finding itself under the spotlight of the international community since 1994. The article surveys the South African academic profession vis à vis the changes that have been taking place regarding university governance and management. It is concluded that the South African academic profession, as far as (de jure and de facto) governance and management are concerned, find themselves sandwiched between two forces: from national and institutional governance on top, and the student corps from the bottom. This threatens the very survival of the university. A new exercise surveying the South African academic profession, as provided for by the Academic Profession in Knowledge Society (APIKS) international survey of the academic profession currently taking place, appears both timous and promising.

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Mwaniki, Munene. "Language and social justice in South Africa's higher education: insights from a South African university." Language and Education 26, no. 3 (2012): 213–32. http://dx.doi.org/10.1080/09500782.2011.629095.

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Bhana, Anrusha, and Sachin Suknunan. "The impact of ethical leadership on employee engagement within a South African public higher education institution." Problems and Perspectives in Management 17, no. 4 (2019): 314–24. http://dx.doi.org/10.21511/ppm.17(4).2019.26.

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Ethical leadership has become a fundamental building block amongst the corporate organizations globally. However, minimal research evidence was found from a higher education institution (HEI) perspective, including the evidence from a South African higher education setting. Due to the lack of research linking the ethical leadership`s style and employee`s engagement (EE) at higher education institutions, it becomes important to find out if ethical leadership can positively promote the EE, which, in turn, can promote various other benefits at the institutions. Therefore, this study aims to examine this from the perspective of ethical leadership style and its impact on the EE. This study focused on a large HEI (Higher Education institution) based in KwaZulu-Natal (South Africa). Quantitative data collection employed the probability sampling targeting 420 employees. Questionnaires were used as data collection tools and obtained a response rate of 312 (74%). The results show that the average mean value for EE (M = 2.87) was weak in comparison to the measurement standard of 3.00, which implied a lack of EE between leadership and employees. In addition, the results indicate that ethical leadership can positively influence the EE (M = 4.27), thus, indicating the need for more ethical leadership at this institution. Furthermore, the current lack of employee`s engagement by leaders that do not exhibit the ethical leadership style can result in employees` disengagement at the institution.

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Tandlich, Roman, Nosiphiwe P. Ngqwala, Aileen Boshoff, et al. "Challenges and Curriculum Transformation in the Higher Education Sector in South Africa: A Case Study in WASH to Improve the Training of Pharmacists." Acta Educationis Generalis 8, no. 1 (2018): 3–32. http://dx.doi.org/10.2478/atd-2018-0001.

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AbstractIntroduction: South Africa is a member state of the “BRICS” bloc (BRICS2017.org, 2017) and the G20 group of the 20 nations/economic blocs, which between them account for the majority of the world’s trade and economic activity. It faces many developmental challenges which are mirrored in its higher education sector. In this article, the authors seek to provide an overview of the challenges that South African higher education faces in the achievement of the developmental goals of the country. The focus of this paper is a case study in WASH (water, sanitation and hygiene) to improve context-specific responses that trains pharmacists on knowledge and skills.Methods: The study was performed as a combination of calculations and a literature review to obtain the background or current status of the higher education sector and developmental planning in South Africa. For this, data were extracted from the Statistics South Africa reports, relevant professional articles on South African higher education sector and results of postgraduate research. Workshop results which were obtained as a collaboration between a public and a private higher education institution and results of postgraduate research were used as the paradigm for transformation and decolonisation of the curriculum for a professional degree in South Africa.Results and discussion: Challenges exist in the South African tertiary education sector and the graduation rate currently stands at 65.1% of the target set by the National Development Plan. Around 58.1% of all students do not complete their university/post-secondary education, which could provide a partial explanation for the skills shortage in South Africa. Decolonisation and transformation of the tertiary education curriculum are major topics in the discourse on higher education in South Africa. The authors propose that one way to achieve this would be inclusion of research results and group activities in the area of water, sanitation and hygiene as a topic for possible and partial transformation of the Bachelor of Pharmacy curriculum.Conclusions: The current article summarises some of topics and challenges that drive the current discourse, developmental and curriculum debate in higher education in South Africa. Student access and through put at tertiary institutions need to be improved and the curriculum needs to be transformed.

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Calitz, Andre, Samual Bosire, and Margaret Cullen. "The role of business intelligence in sustainability reporting for South African higher education institutions." International Journal of Sustainability in Higher Education 19, no. 7 (2018): 1185–203. http://dx.doi.org/10.1108/ijshe-10-2016-0186.

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Purpose This paper aims to show that business intelligence (BI) is a key component of a sustainability-reporting framework for higher education institutions (HEIs). Design/methodology/approach Four questionnaires were administered to Registrars and managers at 21 South African HEIs and at selected international HEIs. The data analysis entailed both descriptive and inferential statistics. Findings The study confirmed that factors such as management buy-in, the availability of BI reports and the provision of reporting guidelines were positively related to effective strategic planning. The study shows that the use of BI by South African HEIs is still at a low maturity level. Research limitations/implications The case study used is the Nelson Mandela University in Port Elizabeth, South Africa. The implications are relevant for all 26 HEIs in South Africa. Practical implications HEIs must invest in technological tools, including BI to provide information in understandable and usable formats for management and other relevant stakeholders. Social implications BI reporting can assist all stakeholders to obtain the relevant and required information relating to HEI operations and strategic management initiatives and activities. Originality/value The study concludes that HEIs ought to invest in BI technologies that can assist the sustainability reporting process to ensure stakeholder satisfaction and regulatory compliance.

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Lumadi, Mutendwahothe Walter. "Managing Diversity At Higher Education And Training Institutions: A Daunting Task." Journal of Diversity Management (JDM) 3, no. 4 (2008): 1–10. http://dx.doi.org/10.19030/jdm.v3i4.4996.

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Higher Education and Training Institutions (hereafter referred to as HETIs) are changing rapidly world-wide. Traditional academic cultures and relationships are being challenged, bringing new social dynamics to higher education systems and increasing diversity and differentiation within and between institutions. Against the backdrop of these changes, this article will attempt to shed light on the significance of diversity management at HETIs in the democratic country of South Africa. Although the scope of the study is South African driven, its recommendations may be relevant to all institutions around the globe.

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Zondo, Robert Walter Dumisani. "EXPLORING ENTREPRENEURSHIP EDUCATION IN THE PRIVATE HIGHER EDUCATION INSTITUTIONS (HEIs) IN SOUTH AFRICA (SA)." CBU International Conference Proceedings 5 (September 23, 2017): 516–20. http://dx.doi.org/10.12955/cbup.v5.977.

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The role of educators in education is indispensable. Hence, students continuously search for a business education that can equip them with the necessary entrepreneurial knowledge and skills to succeed in running businesses. Consequently, this study evaluates the perception of Academic Managers in the private Higher Education Institutions (HEI) of South Africa (SA) on the significance of entrepreneurship education. It explores the reasons for offering such an education in the private HEIs in SA. There were 78 private Higher Education Institutions (HEIs) in SA that were identified for participation in this study. These institutions are registered in terms section 54 (1) (c) of the South African Act (SAQA, 2012). For the study to achieve its objectives, the South African Qualification Authority (SAQA) provided a sample frame of all the private HEIs in SA. From the 78 HEIs identified, 22 offered the pastoral courses and were excluded from the study. As a result, a target population of 56 HEIs participated in the study. This research has two objectives. That is, examining the perception of Academic Managers on entrepreneurship education, and the reasons for offering such education in the private HEIs in SA. This study uncovers the need for entrepreneurship education in private HEIs of SA. The results present the value of entrepreneurship education as a practice that develops students into cross functional innovative thinkers. It provides valuable data relating to the significance of entrepreneurship education for developing students into business minded individuals.

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Mutula, Stephen, and Daisy Jacobs. "Knowledge Management Solution to Challenges of Higher Education in South Africa." International Journal of Innovation in the Digital Economy 1, no. 1 (2010): 1–18. http://dx.doi.org/10.4018/jide.2010091501.

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This article presents challenges facing higher education in South Africa and how knowledge management can be applied to ameliorate the situation. Some of these challenges include internal and external pressures for accountability and transparency in the management of the institutions; declining state subsidies; stiff competition from global counterparts; low graduate throughput; declining enrolments; inadequate facilities (e.g. space, ICTs and equipment); ill-prepared graduates for the job market; limited partnership with industry and government; brain drain; bureaucracy and general poor service delivery. The authors submit that South African universities have largely not embraced knowledge management practices and argue that KM integration within the universities’ strategic processes and operations can help address the challenges facing them. The article is largely based on authoritative secondary and primary sources complemented by the authors’ experiences working within university environments in Southern Africa.

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Lepori, Benedetto, and Rajani Naidoo. "Field Interconnectedness and Strategic Action in South-African Higher Education." Academy of Management Proceedings 2017, no. 1 (2017): 11266. http://dx.doi.org/10.5465/ambpp.2017.11266abstract.

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Portnoi, Laura, and Andrew Kretz. "Global Competition and Employment Equity in South African Higher Education." Education and Society 28, no. 1 (2010): 5–23. http://dx.doi.org/10.7459/es/28.1.02.

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Shackleton, Lesley, Sarah Riordan, and Desireé Simonis. "Gender and the transformation agenda in South African higher education." Women's Studies International Forum 29, no. 6 (2006): 572–80. http://dx.doi.org/10.1016/j.wsif.2006.10.004.

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Kraak, André. "Discursive Tensions in South African Higher Education, 1990 to 2002." Journal of Studies in International Education 8, no. 3 (2004): 244–81. http://dx.doi.org/10.1177/1028315304265337.

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Rouhani, Sepideh. "Internationalisation of South African Higher Education in the Postapartheid Era." Journal of Studies in International Education 11, no. 3-4 (2007): 470–85. http://dx.doi.org/10.1177/1028315307304185.

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Hall *, Martin, Ashley Symes, and Thierry M. Luescher. "The culture of governance in South African public higher education." Journal of Higher Education Policy and Management 26, no. 1 (2004): 91–107. http://dx.doi.org/10.1080/1360080042000182555.

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Mutanga, Oliver. "Inclusion of Students with Disabilities in South African Higher Education." International Journal of Disability, Development and Education 65, no. 2 (2017): 229–42. http://dx.doi.org/10.1080/1034912x.2017.1368460.

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Papageorgiou, Elmarie, and Chris William Callaghan. "Personality and adjustment in South African higher education accounting studies." South African Journal of Accounting Research 32, no. 2-3 (2018): 189–204. http://dx.doi.org/10.1080/10291954.2018.1442649.

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Mwaniki, Munene, Dionne van Reenen, and Leketi Makalela. "Advanced language politics in South African higher education post #RhodesMustFall." Southern African Linguistics and Applied Language Studies 36, no. 1 (2018): iii—v. http://dx.doi.org/10.2989/16073614.2018.1452876.

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Bennett, Jane, and Vasu Reddy. "Researching the Pedagogies of Sexualities in South African Higher Education." International Journal of Sexual Health 21, no. 4 (2009): 239–52. http://dx.doi.org/10.1080/19317610903307712.

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Smout, Michael, and Sandra Stephenson. "Quality Assurance in South African Higher Education: A new beginning." Quality in Higher Education 8, no. 2 (2002): 197–206. http://dx.doi.org/10.1080/1353832022000004386.

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