University-industry-government research and development collaborations in public higher education institutions in South Africa

2022 ◽  
pp. 1-10
Author(s):  
Sinqobile Sihlobo ◽  
Sipho Mbatha
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Research And Development ◽  
Higher Education Institutions ◽  
Public Higher Education ◽  
Government Research ◽  
University Industry

scholarly journals An investigation into the accounting treatment of property, plant and equipment at public higher education institutions in South Africa

2014 ◽  
Author(s):  
◽  
Sunildutt Kheru
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Financial Reporting ◽  
Mixed Methods Research ◽  
Higher Education Institutions ◽  
Research Approach ◽  
Public Higher Education ◽  
Financial Reporting Standards ◽  
Useful Life ◽  
Asset Classes

Property, plant and equipment (PPE) constitute a significant portion of total assets of South African public higher education institutions. It is therefore important to keep proper records of the assets and to account for them accurately in the Annual Financial Statements. The aim of this study therefore was to investigate the accounting treatment of property, plant and equipment at public higher education institutions (PHEIs) in South Africa. The following objectives were addressed in this study, to: determine how assets are classified; find out how asset transactions are recorded; and to determine the accounting treatment of assets in terms of cost, depreciation, impairment and disposal. Based on the International Financial Reporting Standards, this study used a mixed-methods research approach to collect data regarding the accounting treatment of PPE at the 23 PHEIs in South Africa. Analysis of results indicated that some institutions: apply different useful lives for the same asset classes; use threshold amounts for the recording and depreciating of assets; use the same value for the recording and depreciating of assets while others record at one value but depreciate at a higher value; and depreciate PPE at different rates as they apply varying useful life to different asset classes. This study also found that while some institutions do impairment testing on an annual basis, others do not, as they do not have a policy in place for impairment testing. Given that the activities or business of educational institutions are similar in nature, this study recommends that PHEIs need to apply consistent recording of assets in terms of their useful life as the useful life of an asset has direct correlation with the surplus or deficit of an institution. This study makes further recommendations regarding the accounting treatment of PPE at PHEIs in South Africa based on the findings of this study. Suggestions for further research are also presented.

scholarly journals Foundation phase teacher provision by public higher education institutions in South Africa

2011 ◽  
Vol 1 (1) ◽  
Author(s):  
Whitfield Green
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Mother Tongue ◽  
Higher Education Institutions ◽  
Early Years ◽  
Public Higher Education ◽  
Higher Education Management ◽  
Education Management ◽  
The Public ◽  
Mother Tongue Instruction

The study reported in this paper investigated foundation phase teacher provision by the public universities in South Africa, with a view to carefully and accurately determine the extent to which foundation phase teacher provision matched national as well as provincial needs. The study draws on data obtained through a survey of teacher provision at the public higher education institutions (HEIs), conducted by the national Department of Education (DoE) in 2009, as well as from data relating to teacher education qualifications and programmes in the Higher Education Management Information System (HEMIS).The study confirmed perceptions that the number of new foundation phase teachers being produced by the public higher education institutions (HEIs) falls short of national and provincial needs, and that the provision of African language foundation phase teachers is particularly problematic, especially in the context of mother-tongue instruction in the early years.

scholarly journals Exploring the Dimensions of Innovation Culture in the Public Higher Education Institutions: Towards Improved Organizational Performance in Research and Development

2021 ◽  
Vol 1 (1) ◽  
pp. 36-57
Author(s):  
Paul Jersey Leron ◽  
Rowena Baconguis
Keyword(s):  
Higher Education ◽  
Research And Development ◽  
Organizational Performance ◽  
Higher Education Institutions ◽  
Secondary Data ◽  
Building Blocks ◽  
Public Higher Education ◽  
Academic Organizations ◽  
Research Areas ◽  
Innovation Culture

This paper extends the concept of innovation culture to the academic organizations, particularly public higher education institutions (HEIs). Through a case study approach, a total of 40 individuals composed of research and development (R&D) managers and administrators, innovators, and faculty research personnel from four selected public HEIs participated in the in-depth interviews and FGDs. Institutional statements were also used as secondary data. Through synthesis of previous studies, we learned the different organizational, human, and collaborative dimensions of innovation culture, however in the context of private manufacturing organizations. Results revealed that in academic organizations like public HEIs, the aspects of innovation and the concept of innovation culture were embedded in the institutional statements as well as in the values of the participants. It was also found that innovation culture is a widely understood concept in terms of its attributes or building blocks. Through this study, we understood the importance of innovation culture in promoting performance amidst the challenges of doing R&D in public HEIs. We learned that creativity and flexibility, innovation resources, training and capacity development, and coaching and mentoring were the key elements of innovation culture that can help address the managerial and institutional challenges in doing R&D in academic organizations. Lastly, identifying and assessing the specific dimensions and elements of innovation culture in academic organizations as well as determining their impacts of innovation culture on research productivity in academic organizations were relevant research areas to explore in future studies.

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.

scholarly journals Communication of Socially-Responsible Activities by Higher Education Institutions

2021 ◽  
Vol 13 (2) ◽  
pp. 483
Author(s):  
Libena Tetrevova ◽  
Jan Vavra ◽  
Simona Munzarova
Keyword(s):  
Higher Education ◽  
Czech Republic ◽  
Social Responsibility ◽  
Higher Education Institutions ◽  
Cultural Development ◽  
Primary Data ◽  
Communist Country ◽  
Public Higher Education ◽  
Socially Responsible ◽  
The Czech Republic

Higher education institutions play a fundamental role in the scientific, economic, social, and cultural development of each and every society. In view of new challenges such as the COVID-19 pandemic, the importance of their social responsibility and ability to effectively communicate the socially–responsible activities which are performed is growing. The aim of this article is to analyze and evaluate the scope and structure of socially-responsible activities communicated on the websites of public higher education institutions operating in a small post-communist country where education plays a traditional role—the Czech Republic, and to formulate recommendations for improvement of the level of communication of social responsibility by higher education institutions. Primary data was obtained using latent analysis of the content of the websites of all public higher education institutions operating in the Czech Republic. The CE3SPA method was applied. The survey which was performed shows that the level of communication of social responsibility by higher education institutions in the Czech Republic is low. Activities in the field of economic and social responsibility are communicated in the greatest scope. On the contrary, activities in the field of environmental responsibility are communicated the least. Public higher education institutions in the Czech Republic should therefore apply the measures proposed in the article, these also being transferrable to practice in other countries.

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.

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