The Quest for Gender Equity Through Internationalisation Strategies at Higher Education Institutions in the Western Cape, South Africa

2013 ◽  
pp. 53-72
Author(s):  
Marko Kwaramba ◽  
Samson Mukanjari
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Gender Equity ◽  
Higher Education Institutions ◽  
Western Cape ◽  
Internationalisation Strategies

scholarly journals Insights and Current Debates on Community Engagement in Higher Education Institutions: Perspectives on the University of the Western Cape

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110114
Author(s):  
Fred Bidandi ◽  
Anthony Nforh Ambe ◽  
Claudia Haking Mukong
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Community Engagement ◽  
Policy Development ◽  
Higher Education Institutions ◽  
Research Question ◽  
Standard Procedure ◽  
Specific Reference ◽  
Western Cape ◽  
The University

This study investigated the insights and current debates on community engagement in higher education institutions with specific reference to the University of the Western Cape (UWC) in South Africa. The article argues that although community engagement seems to present some challenges, it has become an integral part of higher education in South Africa and beyond. The article examines community engagement in higher education institutions and evaluates its contributions based on the research question. The article evaluates community engagement from the perspective of the UWC, community, and students. Data were collected through semi-structured with key informants. In total, 12 participants participated in the interviews. Thematic analysis was used to analyze the data. The results of the study show that community engagement is dependent on institutions’ relationships built between particular communities, which are easily lost if the people involved change. The results also show that community engagement has become a requisite for promotion and policy development. However, it reveals that issues of Memorandum of Understanding (MOU) often take time affecting students and researchers. Moreover, the findings indicate that there is no standard procedure for community engagement as departments, individual lecturers, and students have unique and different interests.

Challenges Posed by Information and Communication Technologies (ICT) for South African Higher Education Institutions

10.28945/2679 ◽  
2003 ◽  
Author(s):  
ME Herselman ◽  
HR Hay
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Driving Forces ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Revolutionary Change ◽  
Information And Communication ◽  
Teaching Learning

Information and Communication Technologies (ICT) are the major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come. The revolutionary change which is taking place in Information and Communication Technologies (ICTs), has dramatic effects on the way universities carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to higher education institutions (HEIs) in developing countries particular in South Africa as South Africa is viewed as the leading country on the continent.

Accelerating the implementation of SDG 4: stakeholder perceptions towards initiation of sustainable community engagement projects by higher education institutions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Lombuso Precious Shabalala ◽  
Sisa Ngcwangu
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Community Engagement ◽  
Narrative Analysis ◽  
Qualitative Methodology ◽  
Higher Education Institutions ◽  
Reciprocal Relationship ◽  
Stakeholder Perceptions ◽  
Content Type ◽  
Sustainable Community

Purpose This paper aims to present the results of an investigation on how a reciprocal relationship between the University of Mpumalanga (UMP) in South Africa and the surrounding communities can be used to accelerate the implementation of sustainable development goal 4 (SDG 4). The aim of this paper is to establish stakeholder perceptions on the role of higher education institutions (HEIs) in the development and implementation of sustainable community engagement (CE) projects geared towards the acceleration of SDG 4. Design/methodology/approach A qualitative methodology was adopted. This consisted of a presentation at UMP, an educational tour of the campus and discussion sessions with 3 education officials and 19 high schools representatives from Ehlanzeni District Municipality, Mpumalanga Province, South Africa. Content and narrative analysis were used to analyse the data obtained during the discussions. Findings The key findings indicate that a reciprocal relationship between HEIs and their surrounding communities can be used to accelerate the implementation of SDG 4 by positioning HEIs to take the lead with initiatives and implementation of CE projects. Research limitations/implications For HEIs to be in a better position to take a leading role in CE, they must guide without imposing, else it may lead to stakeholders losing interest. Practical implications The importance of a mutual working relationship between HEIs and communities becomes paramount, as it may lead to the realisation and acceleration of SDG 4 through CE. It is suggested that HEIs prioritise CE and also involve communities from the conceptualisation of any project. Originality/value The paper raises awareness and demonstrates the importance and possibilities of using CE towards the acceleration of the implementation of SDG 4 by HEIs.

scholarly journals Sexual Harassment at African Higher Education Institutions

2018 ◽  
Vol 94 ◽  
pp. 4 ◽  
Author(s):  
Christine Dranzoa
Keyword(s):  
Higher Education ◽  
Sexual Harassment ◽  
Gender Equity ◽  
Higher Education Institutions ◽  
Well Being ◽  
Good Health ◽  
Gender Based Violence ◽  
The Sustainable Development ◽  
Gender Policy ◽  
Gender Based

In most African states, joining higher education institutions (HEIs) is, for students, an investment in their own economic progress. Yet, HEIs are sites where sexual harassment and gender-based violence (GBV) occur, increasing the vulnerability of newly enrolled female students and of women in general. A strong gender policy environment, a clear stand by senior management at HEIs, and the empowerment ofmen with respect to gender equity issues are remedies to help achieve the Sustainable Development Goals (SDGs), especially goal 3 (Good Health and Well-being), goal 4 (Quality Education), goal 5 (Gender Equality), and goal 10 (Reduced Inequality).

scholarly journals DIGI-HE – A Strategic Reflection Tool on Digitalisation at European Higher Education Institutions

2020 ◽  
pp. 289-298
Author(s):  
Ulf-Daniel Ehlers ◽  
Patricia Bonaudo
Keyword(s):  
Higher Education ◽  
Technology Use ◽  
Assessment Tool ◽  
Higher Education Institutions ◽  
Conceptual Approach ◽  
Self Assessment ◽  
Self Reflection ◽  
Learning And Teaching ◽  
Research And Innovation ◽  
Internationalisation Strategies

Digitalisation is an issue of growing importance at all higher education institutions (HEIs). It is often developed and driven bottom-up. In this regard, the intended self-assessment tool that the present paper aims to present “DIGI-HE” will support higher education institutions in developing their individual approaches to foster digitisation, methodological and conceptual approach. The present paper will outline the methodological procedure of design and subsequent validation of the tool. In a time when experimentation with, and mainstreaming of digital technology use is progressing to develop holistic strategies that encompass learning and teaching, research and innovation, as well as cooperation and outreach DIGI-HE will represent a self-reflection tool adapted to higher education to support the institutional efforts, to develop and implement strategies, which purposeful and holistic in comprising both missions, education and research. It will also furthermore attach particular importance to the need for dialogue among all actors and stakeholders in digitalisation, and address areas of activities relation to cooperation and outreach, including internationalisation strategies and practices.

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