Journal articles: 'Universities and colleges. South Africa'

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Wolhuter, C. C., J. L. Van der Walt, and F. J. Potgieter. "THE CASE FOR AN ADAPTED COMMUNITY COLLEGE MODEL FOR SOUTH AFRICA TO ADDRESS THE PROBLEM OF NEETS." Progressio: South African Journal for Open and Distance Learning Practice 37, no. 2 (November 9, 2015): 115–28. http://dx.doi.org/10.25159/0256-8853/596.

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A serious problem in South Africa is the existence of 2.8 million people we can refer to as NEETs. This term refers to youths between the ages of 18 and 24 years who are neither in employment nor in education or training in South Africa (Cloete and Butler-Adams 2012). This article argues for the institution of community colleges to fill the niche between colleges for further education and training and universities. This niche represents a model of higher education that has already internationally proven its value for steering NEETs into worthwhile careers. After a conceptual clarification of the term ‘Community College’ and an overview of its track record, it is argued that the South African context dictates for the model to be adapted in two ways. Firstly: a South African community college should fully utilise ICT (Information and Communication Technology) and offer education of a blended type. Secondly, as a result of this, the concept of ‘community’ needs to be redefined more broadly than has traditionally been the case with community colleges abroad.

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Morgan, Eric J. "The World Is Watching: Polaroid and South Africa." Enterprise & Society 7, no. 3 (September 2006): 520–49. http://dx.doi.org/10.1017/s1467222700004390.

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This article examines the Polaroid Corporation’s “experiment” in South Africa during the 1970s, which began after African American workers pressured the company to pull its operations out of South Africa in protest of the white minority government’s apartheid policies. It argues that Polaroid’s initiatives, little studied until now, led other American companies to question their presence in South Africa and inspired both student divestment movements at Harvard and other colleges and universities and the efforts of Leon Sullivan, whose 1977 “Sullivan Principles” urged American companies to treat their workers in South Africa as they would treat their counterparts in the United States in an effort to battle racism and apartheid. Despite Polaroid’s efforts, engagement with South Africa and apartheid proved futile, which initiated a larger movement to completely disengage from South Africa.

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Alabi, Micheal Omotayo, Deon De Beer, and Harry Wichers. "Applications of additive manufacturing at selected South African universities: promoting additive manufacturing education." Rapid Prototyping Journal 25, no. 4 (May 13, 2019): 752–64. http://dx.doi.org/10.1108/rpj-08-2018-0216.

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Purpose This paper aims to provide a comprehensive overview of the recent applications of additive manufacturing (AM) research and activities within selected universities in the Republic of South Africa (SA). Design/methodology/approach The paper is a general review of AM education, research and development effort within selected South African universities. The paper begins by looking at several support programmes and investments in AM technologies by the South African Department of Science and Technology (DST). The paper presents South Africa’s AM journey to date and recent global development in AM education. Next, the paper reviews the recent research activities on AM at four selected South African universities, South Africa AM roadmap and South African AM strategy. The future prospects of AM education and research are then evaluated through a SWOT analysis. Finally, the paper looks at the sustainability of AM from an education perspective. Findings The main lessons that have been learnt from South African AM research activities within selected universities are as follows: AM research activities at South African universities serve as a platform to promote AM education, and several support programmes and investments from South Africa’s DST have greatly enhanced the growth of AM across different sectors, such as medical, manufacturing, industrial design, tooling, jewellery and education. The government support has also assisted in the actualisation of the “Aeroswift” project, the world’s largest and fastest state-of-the-art AM machine that can 3D print metal parts. The AM research activities within South Africa’s universities have shown that it is not too late for developing countries to start and embrace AM technologies both in academia and industry. Based on a SWOT analysis, the future prospects of AM technology in SA are bright. Practical implications Researchers/readers from different backgrounds such as academic, industrial and governmental will be able to learn important lessons from SA’s AM journey and the success of SA’s AM researchers/practitioners. This paper will allow the major investors in AM technologies and business to see great opportunities to invest in AM education and research at all educational levels (i.e. high schools, colleges and universities) in South Africa. Originality/value The authors believe that the progress of AM education and research activities within SA’s universities show good practice and achievement over the years in both the applications of AM and the South African AM strategy introduced to promote AM research and the educational aspect of the technologies.

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Lake, Rebecca S. "How College/University Presidents around the World Make Decisions." Research in Comparative and International Education 1, no. 1 (March 2006): 109–19. http://dx.doi.org/10.2304/rcie.2006.1.1.9.

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The world is rapidly changing into a different kind of world where the wealth of a nation is defined by the educational level of its people. Higher education institutions throughout the world provide the means to meet today's information and knowledge requirements dictated by the ever-fluid global marketplace. Colleges and universities offer courses and programmes allowing nations to reap the benefits of an educated workforce and compete globally. College/university presidents by their position wield great power and authority to direct their respective institutions. Decisions made by presidents of colleges/universities have significant consequences on complex transnational tertiary education issues. If college/university presidents around the world are expected to make similar types of decisions to foster a borderless transnational tertiary education system, then it is important to know more about the substance of their work and how they make administrative and fiscal management decisions. The purpose of this global study was to identify ‘pre-choice’ factors employed by presidents of higher education institutions around the world when making decisions. Seven college/university presidents, one participant on each continent (North America, South America, Africa, Asia, Australia and Europe, with an island representative as a substitute for Antarctica) was selected to accommodate global distribution.

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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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Roets, Lizeth, Yvonne Botma, and Cecilna Grobler. "Scholarship in nursing: Degree-prepared nurses versus diploma-prepared nurses." Health SA Gesondheid 21 (October 11, 2016): 422–30. http://dx.doi.org/10.4102/hsag.v21i0.1001.

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Background: The nursing profession needs nurses with a higher level of education and not merely more nurses to enhance patient outcomes. To improve quality patient care the nursing discipline needs to be advanced through theory development and knowledge generation, thus graduate nurses. Nursing scholarship cannot be limited to nurse academics, but is the responsibility of every nurse. Although the world is looking towards combating the decline in nursing numbers with better educated nurses, South Africa is planning to address the problem with more lower qualified nurses.Aim: The aim of this study being reported here was to establish whether degree-prepared nurses in South-Africa partake more often in scholarly activities than diploma-prepared nurses.Method: A cross-sectional descriptive design was used. The population was all professional nurses registered with the South African Nursing Council who obtained either a four year degree or four year diploma in nursing. Data were gathered from 479 respondents, using aself-administrative questionnaire.Results: Three times more nursing educators (n = 19) achieved a degree as first qualification than their colleagues (n = 6) who achieved a diploma as first qualification. All but one (n = 18) nursing educators who obtained a degree as first qualification are educators in the private sector that include both universities as well as nursing colleges of private hospital groups. Data further revealed that most nurse educators and those in managerial positions were degree prepared. More degree prepared nurses than diploma prepared nurses were actively involved in scholarly activities such as research (30,5% compared to 25,5%) andimplementing best practice guidelines (62,2% compared to 55,9%).Conclusion: The global nursing crisis, nor the nursing profession, will benefit by only training more nurses. The profession and the health care sector need more degree prepared nurses to improve scholarship in nursing.

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Webb, Patrick, Le’Brian Patrick, and Sandra H. Sulzer. "Stigma and Status at an HBCU: Perceptions of Racial Authenticity Among Racially Underrepresented Students in the South." Journal of Black Studies 49, no. 2 (January 3, 2018): 171–86. http://dx.doi.org/10.1177/0021934717749416.

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The existence of race-based stigma among minority populations in the United States has been well-documented. Notably, the acting White accusation has garnered considerable attention in relation to the African American population. Interestingly, studies related to this accusation have been primarily centered around Black students at Predominately White Institutions. Comparably, a focus on African American college students at Historically Black Colleges and Universities is limited. The purpose of this study is to determine the extent to which student characteristics (i.e., age, classification) are associated with the acting White accusation. Utilizing a quantitative method design, we analyzed over 100 student surveys which identified a number of significant outcomes. Through the use of ANOVA, findings indicate that both student classification and age are significantly associated with a number of aspects related to the race-based stigmatization. Limitations, policy implications, and areas of further research are discussed.

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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) (September 5, 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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Ronnick, Michele. "In Search of Helen Maria Chesnutt (1880-1969), Black Latinist." New England Classical Journal 48, no. 1 (May 14, 2021): 110–21. http://dx.doi.org/10.52284/necj/48.1/article/ronnick.

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Classical scholars have begun to delineate the dynamic pattern of black classicism. This new subfield of the classical tradition involves the analysis of the creative response to classical antiquity by artists as well as the history of the professional training in classics of scholars, teachers and students in high schools, colleges and universities. To the first group belongs Helen Maria Chesnutt (1880-1969). Born in Fayetteville, NC, Chesnutt was the second daughter of acclaimed African American novelist, Charles W. Chesnutt (1858-1932). She earned her B.A. from Smith College in 1902 and her M.A. in Latin from Columbia University in 1925. She was a member of the American Philological Association and the Classical Association of the Middle West and South. Her life was spent teaching Latin at Central High School in Cleveland, OH. This is the first full scale account of her career.

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McLachlan, Ian D., and David J. Ryan. "A.I.M.S. in the Classroom." Mathematics Teacher 87, no. 5 (May 1994): 364–70. http://dx.doi.org/10.5951/mt.87.5.0364.

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Hilton College is an independent school for boys in South Africa with strong traditions and a well-respected academic reputation. Three years ago, although Hilton's examination results were good and the vast majority of finalyear students (the equivalent of grade 12 in the United States) were transferring to universities, the mathematics department was nevertheless uneasy. This uneasiness rested in the fact that, in our opinion, schooling and education are not necessarily synonymous.

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Corder, Hugh. "South Africa's First Bill of Rights: Random Recollections of One of it's Drafters." International Journal of Legal Information 32, no. 2 (2004): 313–21. http://dx.doi.org/10.1017/s0731126500004157.

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It is an honor to have been invited to deliver this paper on my experiences as a member of the group drafting South Africa's first Bill of Rights in the course of the constitutional negotiations in 1993 to such an august international audience. I am also very pleased to be sharing the podium with Christina Murray, since we were student contemporaries (although at neighboring universities) and have been close colleagues in the Department of Public Law at the University of Cape Town since early 1988. Despite our close working relationship over these years, however, I think that this is the first occasion upon which we have talked jointly about our experiences in assisting the drafting of the Constitution, which makes it a special occasion for us, too. Mine will be a very personal recollection and assessment of a period in the constitutional history of South Africa which I never believed possible, let alone that I should have played a small part in it.

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Ojo, Emmanuel O., and Anthony J. Onwuegbuzie. "University Life in an Era of Disruption of COVID-19: A Meta-Methods and Multi-Mixed Methods Research Study of Perceptions and Attitudes of South African Students." International Journal of Multiple Research Approaches, no. 12(1) (April 30, 2020): 20–55. http://dx.doi.org/10.29034/ijmra.v12n1editorial3.

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On 18 March 2020, all South African universities and colleges were closed due to the COVID-19 virus. By early April, 10 universities announced that they were planning to resume teaching and learning online, including the University of the Witwatersrand (i.e., Wits University), Johannesburg, which is the joint highest ranked university in Africa. Therefore, the purpose of this editorial was to examine the perceptions and attitudes of these students regarding online learning in an era of disruption of COVID-19, uniquely using both multi-mixed methods research approaches (i.e., involving the partial integration of multiple methods research approaches and mixed methods research approaches) and meta-methods study approaches (i.e., involving the full[er] integration of multiple methods research approaches and mixed methods research approaches). A total of 4,419 Wits University students completed an online survey. A principal components analysis of one of survey’s scales, namely, the Attitude of Students Towards COVID-19 and its Impact on Higher Education scale, revealed 2 subscales, namely, Students’ Self-regulation Towards COVID-19-Based Higher Education and Attitudes Toward Teaching, Learning, and Assessment in COVID-19-Based Higher Education. Nonparametric analyses revealed that scores on these measures discriminated gender, age group, level of student (i.e., undergraduate vs. postgraduate), locality status (i.e., local vs. international student), and registration status (i.e., full-time vs. part-time). A multiple analysis of the open-ended responses by the VOSviewer 1.6.14 text mining software program led to the identification of 6 metathemes. Similarly, WordStat 8.0.29 topic modeling yielded 5 metathemes that mapped onto VOSviewer’s 6 metathemes, indicating triangulation of findings. A sentiment analysis revealed negative sentiments that identified not only the biggest challenges for students but also the characteristics of students who experience these challenges. Finally, a cluster analysis, combined with chi-square analyses, led to the identification of 4 clusters of students who differed with respect to their attitudes and online experiences. Implications of these findings are discussed.

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Al-Saleh, Danya, and Neha Vora. "Contestations of Imperial Citizenship: Student Protest and Organizing in Qatar's Education City." International Journal of Middle East Studies 52, no. 4 (November 2020): 733–39. http://dx.doi.org/10.1017/s0020743820001026.

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Texas A&M, a public land grant university in College Station, Texas, has a long history of engagement with the Bush family. These ties highlight the university's entanglement with US imperial enterprises, which extend into the Persian Gulf. George H. W. Bush's own explanation of why he decided to place his presidential library at the campus despite not attending Texas A&M focused on these connections: “Over the years, Aggies have provided great service to the Armed Forces of our country. Patriotism abounds at A&M.” Meanwhile, Qatar hosts the largest concentration of US troops abroad. The US military's Central Command is at Al Udeid Air Base, not far from the Education City complex that hosts TAMUQ and several branch campuses of American and other foreign universities. The students at these institutions are Qatari citizens, South Asian and Arab immigrants, and international students, primarily from Asia, Africa, and the Middle East.

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Parrott, R. Joseph. "Yoruba Richen, director. Promised Land. 2010. 57minutes. English. South Africa/United States. Third World Newsreel. $59.95 for elementary/secondary schools and public libraries; $225.00 for colleges and universities." African Studies Review 58, no. 2 (September 2015): 283–85. http://dx.doi.org/10.1017/asr.2015.64.

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Smit, Denine, and Voet Du Plessis. "Sexual Harassment in the Education Sector." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 14, no. 6 (June 9, 2017): 172. http://dx.doi.org/10.17159/1727-3781/2011/v14i6a2613.

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Education should safely shape the minds and attitudes of young adults and children, especially with the in loco parentis principle in mind. Young adults who have experienced sexual harassment in the very environment that should have protected them as learners suffer greatly from social problems and from emotional and academic strain. Victims often become future harassers themselves. Sexual harassment should be eradicated from the education sector in toto to ensure a safe learning environment. High incidences of harassment have been found among college students in America, while a very small percentage of such transgressions have been reported. Similar statistics in South African universities are not available, the problem is therefore managed in a void. The position in schools is more alarming. In South Africa it has been found that 30 per cent of girls are raped at school and that male learners and educators are the main culprits. Not only is the magnitude of this problem gravely underestimated, but the effect of sexual harassment on learners has also not been managed properly. The authors argue that the focus is on avoiding legal responsibility and accountability, rather than on being proactive. The historic invisibility of sexual harassment in education can be attributed to the wrongful silencing thereof.

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Samkin, Grant, and Annika Schneider. "Using university websites to profile accounting academics and their research output." Meditari Accountancy Research 22, no. 1 (July 14, 2014): 77–106. http://dx.doi.org/10.1108/medar-05-2014-0038.

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Purpose – The purpose of this paper is to examine the profiles of Australian, New Zealand and South African accounting faculty members. Additionally, the study investigates whether there are any differences in research productivity of the accounting faculty between countries as measured by peer-reviewed academic journal output. Design/methodology/approach – This archival study uses details obtained from webpages of Departments of Accounting in the three countries to construct a profile of accounting academics. Findings – Significant differences in the profiles of accounting academics were found that can be attributed to the institutional factors that exist in each country. Staffs at the junior lecturer and lecturer levels are more likely to be female, while senior lecturers and professors in all three countries were more likely to be male. While Australia and New Zealand had a similar percentage of staff holding PhD or equivalent academic qualifications, only a small proportion of the South African faculty held PhD or equivalent qualifications. A greater proportion of the South African faculty was professionally qualified compared to their Australian and New Zealand counterparts. New Zealand accounting faculty was more productive than their Australian colleagues, with South African academics being the least productive. Academics holding a doctoral qualification or equivalent were more productive than those that did not. Research limitations/implications – The research limitations relate to the use of websites as the primary data source. Incompleteness of information, inconsistencies in the type of information presented and a lack of comparability of information across institutions and countries may have led to some errors and omissions. However, given the relatively large sample size of 2,049 academics, this was not deemed to materially affect the final analysis. Originality/value – The paper provides an important contribution to the literature on accounting academics. It is the first of its kind to present a comprehensive “snapshot” of the profiles of accounting academics at the universities in Australia, New Zealand and South Africa.

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Van der Bijl, André, and Vanessa Taylor. "Developing a WIL curriculum for post-school lecturer qualifications." Journal of Vocational, Adult and Continuing Education and Training 3, no. 1 (October 22, 2020): 22. http://dx.doi.org/10.14426/jovacet.v3i1.122.

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The South African Department of Higher Education and Training (DHET) published two policies in 2013 and 2015 respectively, on professional qualifications for lecturers at Technical and Vocational Education and Training (TVET) and at Adult and Community Education and Training (ACET) colleges. These policy frameworks require lecturers in TVET and ACET to complete work-integrated learning (WIL) in two settings: teaching (eg in classrooms, laboratories, workshops) and industry-based (eg factory, work sites, offices). Whereas the notion of industry and specialised workplace WIL for TVET and ACET lecturers was welcomed in certain circles, its inclusion in the ACET policy and the associated qualifications were not uniformly welcomed. Antagonism emerged primarily from some universities planning to offer ACET lecturer qualifications, ranging from insecurity about matters related to its implementation to outright rejection. This article draws on the theory of critical discourse analysis (CDA), reflecting on and debating the challenges that emerged during the development of the national curriculum frameworks for industry and the specialised workplace-based WIL component of the qualifications. Three discourses emerged: the first relates to a conflict between adult and community education with the discourse on industry-based WIL; a second relates to differences of opinion about what constitutes appropriate specialised workplace-based WIL for trainee ACET lecturers; and the third relates to the nature of ACET. It is argued that it differs from other forms of education and should not be subordinated to the ‘dictates of the state and capital’.

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Wilson, Kristin Bailey, and Wouter Van Alebeek. "South African Universities Viewed Through a Community College Lens." New Directions for Community Colleges 2017, no. 177 (March 2017): 71–83. http://dx.doi.org/10.1002/cc.20243.

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Londt, Cindy, and Lize Moldenhauer. "Best Practice Focused Occupationally-Directed Education, Training and Development Practice Prospects Linked to Workplace E-learning." International Journal of Advanced Corporate Learning (iJAC) 11, no. 2 (December 19, 2018): 4. http://dx.doi.org/10.3991/ijac.v11i2.9140.

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Currently, South Africa offers learning that is credit bearing and directly linked to workplace based learning programmes and qualifications. However, e-learning in South Africa is under-developed, and information is not readily available on how universities and colleges are dealing with the advent of e-learning, and how it is linked to occupational learning based qualifications. Learning has changed over the years, but it is assumed that the e-learning model is aimed at people who are technologically more knowledgeable, and who wish to interact electronically with the learning experience.Considering the various challenges linked to all types of learning, providing critical research on the success of implementing an e-learning approach is required. In addition to this, it is necessary to identify the efficacy of such a model in specific industries. Challenges are identified but not limited to:a) The profile of the learnerb) Computer literacy of learnersc) Socio-economic status of learnersd) Collecting evidence from workplace e) Learner motivation and its managementOccupationally Directed Education Training and Development Practice is an innovative opportunity to create e-learning opportunities that are contextualized to industry specific needs. In addition to this, e-learning is no longer linked to a computer but all forms of devices that enable user interaction. Enabling learning to be shared through phones and tablets provides continuous opportunities for improvement of education and access to such education.In response to these needs, the e-learning model will attempt to offer learners support specifically for those in an industry where there are time constraints.This research attempts to clarify the debates that industry and academia are engaged with surrounding the efficacy of e-learning and how to create opportunities that are linked to the socio-economic status of a country. Furthermore, it provides a practical analysis of a learning intervention in which skills and knowledge are conventionally passed through workplace-based specific e-learning opportunities.

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Cherry, Michael. "South Africa boosts funding for universities." Nature 379, no. 6567 (February 1996): 666. http://dx.doi.org/10.1038/379666a0.

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Nkomo, Mokubung, and Chika Sehoole. "Rural‐based universities in South Africa." International Journal of Sustainability in Higher Education 8, no. 2 (April 17, 2007): 234–46. http://dx.doi.org/10.1108/14676370710726689.

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Cherry, Michael. "South Africa tightens spending for universities." Nature 362, no. 6420 (April 1993): 487. http://dx.doi.org/10.1038/362487b0.

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Budiansky, Stephen. "US investment: Universities and South Africa." Nature 315, no. 6018 (May 1985): 360. http://dx.doi.org/10.1038/315360a0.

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Hendricks, Cheryl. "Decolonising Universities in South Africa: Rigged Spaces?" International Journal of African Renaissance Studies - Multi-, Inter- and Transdisciplinarity 13, no. 1 (January 2, 2018): 16–38. http://dx.doi.org/10.1080/18186874.2018.1474990.

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Balester, Valerie M., David G. Lanoue, and Vivian A. Wilson. "Bard South: Teaching Writing at Historically Black Colleges and Universities." South Central Review 7, no. 2 (1990): 70. http://dx.doi.org/10.2307/3189336.

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Kleintjes, Wayne George, and Claudia Naidu. "CMSA The Colleges of Medicine of South Africa NPC." South African Journal of Plastic & Reconstructive Aesthetic Surgery & Burns 3, no. 2 (November 10, 2020): 50. http://dx.doi.org/10.7196/sajprasb.2020.v3i2.48.

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Lumby, Jacky. "Technical colleges in South Africa: planning for the future." Journal of Vocational Education & Training 52, no. 1 (March 2000): 101–18. http://dx.doi.org/10.1080/13636820000200109.

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DeLancey, Mark, December Green, and Kenneth Menkhaus. "African Politics at American Colleges and Universities: Topics, Approaches and Readings." Political Science Teacher 2, no. 2 (1989): 1–4. http://dx.doi.org/10.1017/s0896082800000556.

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In 1987 we surveyed a number of teachers of African politics in order to examine the topics, theoretical frameworks and textbooks/readings treated in those courses. The information presented below was derived from responses to 42 questionnaires and from analysis of 35 syllabi. Reference is also made to a similar 1978 study.About three-fourths of the courses reported were defined as “comparative politics” with international relations treated secondarily; the remaining courses combined comparative and international politics. Sixty-five percent of the courses were offered exclusively to undergraduates. Sixty-seven percent concentrated on sub-Saharan Africa, 14% the entire continent, and 19% southern Africa.Instructors vary widely in their course introduction. The most popular method is historical, but nine spend one to two weeks “setting the scene” of contemporary Africa before the historical overview. Twenty-two percent explicitly address approaches to the study of African politics. Some treat competing approaches to “development” or approaches to the causes and cures of poverty in Africa. This roughly compares to the percent of respondents who indicated a desire to expose students to competing paradigms. Although the low percentage of direct treatment of competing approaches is surprising, the syllabi indicate that many teachers integrate the issue throughout the course.

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Sandenburgh, Polly, and Acacia Schut. "Teaching in Africa: Two Programs for Educators." African Issues 28, no. 1-2 (2000): 93–100. http://dx.doi.org/10.1017/s1548450500006946.

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Education-abroad programs have been available to the adventurous student in U.S. colleges and universities for many decades. Traditionally, European destinations were sought. Over time, opportunities expanded to include less overtly Western countries and cultures. What all of these diverse programs had in common, however, is that they led to so-called developed countries. Opportunities to study in Third World countries were not rigorously exploited, and the African continent was all but ignored.

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Essandoh, Pius K. "Counseling Issues with African College Students in U.S. Colleges and Universities." Counseling Psychologist 23, no. 2 (April 1995): 348–60. http://dx.doi.org/10.1177/0011000095232009.

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The increasing number of international students in U.S. colleges and universities has led to increased research on counseling international students. Despite this increased interest in the counseling needs of international students, very little has been written about one group of international students, those from Africa. This article identifies counseling needs of African college students and discusses suggestions for helping American counselors work effectively with African college students.

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Gore, Oliver Tafadzwa. "“Student Disadvantage”: Key University Stakeholders’ Perspectives in South Africa." International Journal of Higher Education 10, no. 1 (November 4, 2020): 214. http://dx.doi.org/10.5430/ijhe.v10n1p214.

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Universities in South Africa seem to be struggling to create inclusive conditions for black students to succeed in their studies. The persistence of inequality in universities could be partly blamed on the use of the term ‘historically disadvantaged’, which is not defined in policy documents, and this has resulted in universities being unclear on what exactly to address in their transformation. Using the capability approach in this study, it is argued that policy should address the structural, institutional and environmental factors that contribute to student disadvantage, which prevent the development of opportunities and agency among students. Seven semi-structured interviews were conducted to collect qualitative data from key stakeholders who dealt with student affairs (university staff and student representative council [SRC] members) at one South African university with the aim of developing an understanding of student disadvantage from their perspective. The findings revealed that student disadvantage manifests through structural and institutional factors, namely a culture of racism, alienating university campuses, student poverty, university teaching, and gender inequality. The study recommends that universities consider addressing these factors in their transformation.

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Du Plessis, J. L. "Bioprospecting, legislation and research at universities in South Africa." Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 25, no. 4 (September 22, 2006): 221–25. http://dx.doi.org/10.4102/satnt.v25i4.164.

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South Africa is particularly rich in biodiversity. This biodiversity may be utilised and has commercial potential. Bioprospecting is the systematic evaluation of biodiversity by making use of advanced technologies in search of and development of commercially, valuable new products. The international Convention on Biodiversity and the national Biodiversity Act accentuate the sustainable use and conservation of biodiversity and set certain prerequisites for bioprospecting and the research concerned with it. Research with indigenous biological resources is also affected by this legislation. Almost every university in South Africa is involved in bioprospecting projects and/or research with indigenous biological resources. A short overview of the origin of the Biodiversity Act is given. Research management and researchers are hereby informed of the current legal implications of the Biodiversity Act on research at universities.

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Rottenberg, Simon. "The universities and South Africa: The campaign for divestment." Minerva 24, no. 2-3 (1986): 223–41. http://dx.doi.org/10.1007/bf01096612.

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Cherry, Michael. "Universities win as South Africa reverses 1997 funding trend." Nature 393, no. 6683 (May 1998): 297. http://dx.doi.org/10.1038/30568.

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Bangani, Siviwe, and Veliswa Tshetsha. "Collaboration on LibGuides in public universities in South Africa." Global Knowledge, Memory and Communication 67, no. 4/5 (July 2, 2018): 259–75. http://dx.doi.org/10.1108/gkmc-11-2017-0099.

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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 (January 11, 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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Lekhanya, Lawrence Mpele. "The role of universities in promoting social entrepreneurship in South Africa." Journal of Governance and Regulation 4, no. 3 (2015): 67–71. http://dx.doi.org/10.22495/jgr_v4_i3_p6.

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Social entrepreneurship can help to reduce socio-economic problems facing many countries including South Africa. Also it can be used as a strategic tool in building social cohesion in country. This paper aimed to examine the role of Universities in promoting social entrepreneurship in South Africa. The study also look assess the support that universities are providing to social entrepreneurship and to evaluate the extend of the support. The paper also analyses most strategies used by South African universities to help the development of social entrepreneurship. Mix approaches of qualitative and quantitative techniques were employed for data collection. The primary data was collected from six universities in South Africa where two comprehensive universities, two universities of Technologies from KwaZulu -Natal province and two comprehensive universities in Gauteng province were chosen for sample for this study. The sample consisted of 40 respondents made up of deans of faculties, heads of departments, and director of social entrepreneurship and head of social entrepreneurship department respectively according to structure of each university. Combination of structured qualitative and five –point Likert scale questionnaire were emailed to the respondents to complete. The results reveal that most of respondents are not involved in social entrepreneurship activities, or any entrepreneurship development programs. The findings also indicate that some respondents they had no clue about social entrepreneurship that their universities are involved in. the study was limited by exploratory nature. Therefore, generalization must be done with care. Further research should aim to target large sample and include other academic staff rather than focusing only on the deans and heads of departments.

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Mlama, Penina. "African Perspectives on Programs for North American Students in Africa: The Experience of the University of Dar es Salaam." African Issues 28, no. 1-2 (2000): 24–27. http://dx.doi.org/10.1017/s1548450500006806.

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The University of Dar es Salaam has a long history of links with universities in different parts of the world. Currently it has formal link agreements with 61 universities in Africa, Asia, and Europe, including 12 in North America (11 in the United States and 1 in Canada). Seven out of the 12 include student exchange at undergraduate or graduate levels. These universities include Carleton, Brown, Connecticut, Hampton, Florida, Iowa, North Carolina (Chapel Hill), universities in the consortium of American Lutheran colleges, and a number of others organized under the International Student Exchange Program (ISEP) and the International Reciprocal Student Exchange Program (IRSEP).

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Netshakhuma, Nkholedzeni Sidney. "Analysis of South African universities and communities archives." Global Knowledge, Memory and Communication 68, no. 8/9 (November 24, 2019): 635–51. http://dx.doi.org/10.1108/gkmc-02-2019-0015.

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Purpose The purpose of this study to investigate the relationships between South Africa (SA) universities and universities surrounding communities (USC) for preserving community histories and serve the universities’ mandate to support their local communities and support universities’ teaching and scholarship. Design/methodology/approach The study used a multiple case study approach through interviews. The population of the study comprised representatives from selected universities and their USC. Findings The findings revealed a lack of effective relationships between universities and USC to preserve communities’ histories. Hence, the communities’ archives are tools for teaching and scholarship. Relations between universities and USC are to be built on trust. Accountability and transparency are to be considered by both parties. Research limitations/implications The research is limited to selected SA universities, namely, University of Venda, Witwatersrand, Johannesburg, Pretoria and SA and USC. The findings are applicable to all SA universities and USC. Practical implications The relationship between universities and USC has a practical impact on the National archives of South Africa (NARSSA) to collect communities archives because it is in conflict with the mandate of NARSSA. The National Archives’ Act 43 of 1996 obliged NARSSA to collect and preserve communities’ archives on behalf of societies. Social implications Lack of universities and USC can lead to the loss of communities histories or archives. Originality/value This paper appears to be the first to research the relationship between SA universities and USC.

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Bagwasi, Mompoloki Mmangaka. "Multilingual universities in South Africa reflecting society in higher education." Current Issues in Language Planning 16, no. 1-2 (December 13, 2014): 173–80. http://dx.doi.org/10.1080/14664208.2014.992195.

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Motloung, L. A. "Factors related to industrial action at universities in South Africa." Society in Transition 31, no. 1 (January 2000): 88–92. http://dx.doi.org/10.1080/21528586.2000.10419014.

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Lekena, L. L., and A. Bayaga. "Knowledge Generation in Educational Research: Case of South Africa Universities." International Journal of Educational Sciences 7, no. 3 (November 2014): 801–11. http://dx.doi.org/10.1080/09751122.2014.11890244.

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Turner, Sarah, and John Bound. "Closing the Gap or Widening the Divide: The Effects of the G.I. Bill and World War II on the Educational Outcomes of Black Americans." Journal of Economic History 63, no. 1 (March 2003): 145–77. http://dx.doi.org/10.1017/s0022050703001761.

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The effects of the G.I. Bill on collegiate attainment may have differed for black and white Americans owing to differential returns to education and differences in opportunities at colleges and universities, with men in the South facing explicitly segregated colleges. The empirical evidence suggests that World War II and the availability of G.I. benefits had a substantial and positive impact on the educational attainment of white men and black men born outside the South. However, for those black veterans likely to be limited to the South in their educational choices, the G.I. Bill had little effect on collegiate outcomes.

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DENIS, PHILIPPE. "The Beginnings of Anglican Theological Education in South Africa, 1848–1963." Journal of Ecclesiastical History 63, no. 3 (June 20, 2012): 516–33. http://dx.doi.org/10.1017/s0022046910002988.

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Various attempts at establishing Anglican theological education were made after the arrival in 1848 of Robert Gray, the first bishop of Cape Town, but it was not until 1876 that the first theological school opened in Bloemfontein. As late as 1883 half of the Anglican priests in South Africa had never attended a theological college. The system of theological education which developed afterwards became increasingly segregated. It also became more centralised, in a different manner for each race. A central theological college for white ordinands was established in Grahamstown in 1898 while seven diocesan theological colleges were opened for blacks during the same period. These were reduced to two in the 1930s, St Peter's College in Johannesburg and St Bede's in Umtata. The former became one of the constituent colleges of the Federal Theological Seminary in Alice, Eastern Cape, in 1963.

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Duma, Princess Thulile, and Remy Chidozie Nnadozie. "Management development in the context of developing universities technology in South Africa." Corporate Ownership and Control 11, no. 4 (2014): 424–27. http://dx.doi.org/10.22495/cocv11i4c4p5.

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Management development is one of the critical capacity development areas in South Africa, more so in the wake of the vision of transformation of the country. In certain South African Universities, there is a challenge of promoting lecturers to managerial positions without any support of development. This paper reviews this practice particularly in the context of Universities of Technology. The findings reveal that universities in particular need to invest in its management development for purposes of sustainability and continuity.

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Saha, Neete. "International Students and Scholars in the United States: Coming From Abroad." Journal of International Students 4, no. 3 (July 1, 2014): 296–98. http://dx.doi.org/10.32674/jis.v4i3.469.

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International students and scholars in the United States: Coming from abroad is a well-written, well-researched, and well-timed monograph. In pursuit of higher education, international students have continued to attend colleges and universities in the United States of America in spite of the educational, emotional, and cultural issues. According to the Institute of International Education (IIE), 723, 277 international students and more than 115,000 international scholars matriculated in American colleges and universities in 2010/2011 (pp. 4-9). The editors, Heike Alberts and Helen Hazen, have not only provided readers with an opportunity to learn about international students and scholars from Asia, Africa, and Europe but have also addressed critical issues faced by the international students and scholars in the United States.

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Byrd, W. Carson, Rachelle J. Brunn-Bevel, and Parker R. Sexton. "‘WE DON’T ALL LOOK ALIKE’." Du Bois Review: Social Science Research on Race 11, no. 2 (2014): 353–85. http://dx.doi.org/10.1017/s1742058x14000162.

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AbstractThe examination of student group performance is a constant need as American higher education continues to expand and become more racially and ethnically diverse. Recent scholarship on the academic performance of Black students at elite colleges and universities has glossed over possible disparities among these students, particularly among different immigrant groups. The current study clarifies these differences in academic performance by examining four Black student groups at elite colleges and universities in the United States: native Blacks, Black immigrants from Africa, Black immigrants from the Caribbean and Latin America, and Black immigrants from other parts of the globe. The analyses point to many similarities and differences among the four Black student groups in their characteristics and influences on their academic performance in college such as gender, precollege friendships, high school academic preparation, college major, and closeness to Whites and Blacks. Additionally, this study found evidence of possible colorism among Black students at elite colleges.

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DIGBY, ANNE. "EARLY BLACK DOCTORS IN SOUTH AFRICA." Journal of African History 46, no. 3 (November 2005): 427–54. http://dx.doi.org/10.1017/s0021853705000836.

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The article adopts the approach of a group biography in discussing the careers and ambitions of early black South African doctors selecting both those trained abroad, and the first cohorts trained within South Africa who graduated at the Universities of Cape Town and the Witwatersrand from 1945–6. It focuses on the ambiguities involved, by looking at tensions between professional altruism and entrepreneurialism in pursuing a medical career, as well as that between self-interest and selflessness in attempting to balance the requirements of a medical practice against those involved in political leadership. The paper highlights the significance of the political leadership given by black doctors in the mid-twentieth century and indicates the price paid for this in loss of medical resources under the apartheid regime. Two annexes provide original data on the medical and political contributions of individuals.

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HAN, JUNGHEE, and ALMAS HESHMATI. "DETERMINANTS OF FINANCIAL REWARDS FROM INDUSTRY–UNIVERSITY COLLABORATION IN SOUTH KOREA." International Journal of Innovation Management 20, no. 07 (August 5, 2016): 1650075. http://dx.doi.org/10.1142/s1363919616500754.

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The external circumstances for universities have been changing rapidly. In order to be competitive, survive and flourish, universities have turned to external sources to generate revenues. The literature refers to this phenomenon as academic capitalism, defined as the involvement of colleges and their faculty in market-like behaviours, which has become a key feature of higher education finances in most countries. As a result, technology transfer, technological commercialisation, and patents via industry–university collaboration represent a source of financial rewards. This paper explores the determinants of financial rewards of universities sourced from academic engagement through industry–university collaboration in South Korea. We have found that technology transfer per employees working at technology licensing offices, participation of engineering faculty, patent approvals, and the number of firms with incubators within universities significantly contributes to university revenues. The following determinants of financial performance are unexpectedly not contributors to revenue: technological commercialisation using technology transfer, distinguished faculty and incentive rules for inventors. In the light of these findings, it appears that an entrepreneurial university program is likely to play a strong role in university finances in Korea.

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White, Aaronette M., and Cheryl A. Potgieter. "Teaching Community Psychology in Postapartheid South Africa." Teaching of Psychology 23, no. 2 (April 1996): 82–86. http://dx.doi.org/10.1207/s15328023top2302_2.

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Community Psychology can play an important role in the post-apartheid psychology curriculum as South Africa struggles to implement its Reconstruction Development Programme. A Community Psychology course was developed to address some of the pressing issues that face the Black majority in South Africa. The course perspective, course structure, reading materials, and assignments are described. The relevance of psychology during the postapantheid era and the challenges that psychologists face at historically Black South African universities are discussed. The course has been contextualized for South Africa; however, it can be adapted to suit any Community Psychology course taught in societies that struggle with racist, sexist, and economic forms of oppression.

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Journal articles on the topic 'Universities and colleges. South Africa'

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