Assessing cognitive, social and teaching presences during emergency remote teaching at a South African university

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Zayd Waghid ◽  
Lawrence Meda ◽  
Jane Adhiambo Chiroma
Keyword(s):  
South African ◽  
Online Teaching ◽  
Single Case ◽  
Academic Staff ◽  
Intervention Strategies ◽  
Primary Data ◽  
Content Type ◽  
Active Teaching ◽  
African Context ◽  
The University

PurposeThis study aims to examine how lecturers at a South African university navigated teaching and learning in the current educational landscape obscured by the global pandemic. The authors examine how lecturers employed a community of inquiry (CoI) in their online classrooms within the context of emergency remote teaching (ERT). The study further aims to ascertain students’ feedback concerning current ERT practices at the university toward cultivating a CoI. Doing this would offer more appropriate interventions and support for lecturers and students from, within and for an African context. If not, instructors might risk reproducing and perpetuating the same outdated pedagogies before the pandemic.Design/methodology/approachA mixed-method research design informed by a pragmatist paradigm was used. Primary data were collected from 40 lecturers at the university through online questionnaires of which 10 lecturers responded to e-mail interviews. The original CoI survey was distributed among 150 students in the Faculty of Education at the university.FindingsThe findings revealed that, despite the rushed and trial nature of the use of ERT, there were instances of a CoI among students. The findings further revealed that the majority of the lecturers were not adequately prepared for ERT as a result of limited experience with asynchronous and synchronous online teaching. There was evidence of an absence of a strong active teaching presence that was found to have negatively influenced the development of social and cognitive presences during ERT.Research limitations/implicationsOnly a single faculty at one university was selected in this single case.Practical implicationsThe results of the study have significant implications for faculties and academic staff who are currently teaching online in response to the teaching challenges paused by the COVID-19 pandemic. These findings will assist lecturers in developing appropriate pedagogical intervention strategies to enhance strong and active teaching and social presences necessary for cultivating the cognitive presences among students during ERT.Originality/valueThis is one of the first empirical studies to explore the influence of ERT on the cognitive, social and teaching presences at a university in an African context. The findings and conclusion of the study are novel as they relate to the development of appropriate pedagogical practices and intervention strategies suitable for ERT in response to the current education crisis.

scholarly journals Preliminary development of the Higher Education Hindrance Demands Scale amongst academics in the South African context

2019 ◽  
Vol 45 ◽  
Author(s):  
Nelesh Dhanpat ◽  
Roslyn De Braine ◽  
Madelyn Geldenhuys
Keyword(s):  
Higher Education ◽  
South Africa ◽  
South African ◽  
Online Teaching ◽  
Academic Staff ◽  
South African Context ◽  
The South ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
African Context

Orientation: Over the past two decades, since the advent of democracy in South Africa, the country has undergone transformation in virtually all sectors of society. Education is no exception, with higher education institutions (HEIs) also experiencing change. The transformation of HEIs has brought about many new challenges, demands and stresses that may hinder the work performance of academics.Research purpose: This study seeks to determine the ‘hindrance demands’ unique to the South African context by developing and validating the Higher Education Hindrance Demands Scale (HEHDS). This scale includes a set of demands placed on academics’ experiences in this context.Research approach, design and method: Data were collected from 184 academic staff members from HEIs based on a quantitative research design using a cross-sectional survey. Data were analysed through exploratory factor analysis (EFA), while the reliability of the scale was obtained through Cronbach’s coefficient alpha.Main findings: The results produced, as anticipated, a six-factor model consisting of: (1) workload, (2) higher education unrest, (3) change management, (4) decolonisation, (5) online teaching and learning and (6) psychological safety. The findings indicated excellent reliability, ranging between 0.74 and 0.90.Practical and managerial implications: Taking into consideration the context in which HEIs operate in South Africa, it is noteworthy that the recommendations in this article will assist in identifying the hindrance demands placed on academic staff. Researchers in the field are therefore called to validate the instrument developed through the use of confirmatory factor analysis.Contributions or value-add: This study adds to the limited research on hindrance demands placed on staff in HEIs.

scholarly journals Addressing the Needs of Academic Staff in Supporting Students with Mental Health Conditions in Online Programmes at a Distributed University

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Rachel Stephanie Erskine ◽  
Eilidh MacPhail
Keyword(s):  
Mental Health ◽  
Policy Development ◽  
Online Teaching ◽  
Academic Staff ◽  
Health Conditions ◽  
Teaching Staff ◽  
Face To Face ◽  
Mental Health Conditions ◽  
Time Of Application ◽  
The University

Professional experience prompted the initial discussions of the need to identify increased research and further support for academic staff in teaching online with students who have mental health conditions whether these are disclosed or not at the time of application to a distributed university. With the prevalence of mental health conditions increasing in the general population, it stands to reason that increasing numbers of students with mental health conditions are entering higher education. Studying online is different than being in a face-to-face environment and online teaching staff need to have additional skills to be able to individualise their teaching to cater for their students as well as be able to support those with mental health conditions. It is proposed that research among programme leaders, module leaders and personal academic tutors within the University of the Highlands & Islands is undertaken to contribute the academic perspective to supportive policy development within the University for this group of students.

Formation of strategic networks under high uncertainty of a megaproject

2016 ◽  
Vol 31 (5) ◽  
pp. 575-586 ◽  
Author(s):  
Anssi Jussila ◽  
Tuija Mainela ◽  
Satu Nätti
Keyword(s):  
Nuclear Power ◽  
Network Formation ◽  
Single Case ◽  
Research Question ◽  
Primary Data ◽  
Content Type ◽  
Strategic Networks ◽  
Formation Conditions ◽  
Second Tier ◽  
High Uncertainty

Purpose The purpose of this paper is to examine the formation of strategic networks between second-tier actors in the context of a construction megaproject. The research question addressed is: How do second-tier strategic networks form in high uncertainty projects? Design/methodology/approach This is a qualitative single-case study, which examines strategic network formation in the context of a nuclear power plant construction project. Focused interviews with parties involved or having an interest in the megaproject were used as the primary data collection method. Findings The conditions for network formation in a megaproject context are specified with a focus on the determinants of uncertainty. A total of six second-tier network types with different formation conditions and potential roles in the project are characterized. Research limitations/implications Analyzing the prerequisites of strategic network formation and examining the characteristics of various networks (that are either planned, taking shape or existing between the companies) in this specific context creates a basis for further study of network formation over network levels. Practical implications The formation of strategic networks is critical for many actors in the construction and related industries who are willing to participate in large projects. With the help of our findings, managers are able to define opportunities to orchestrate early phase network formation processes in uncertain circumstances, such as megaprojects. Originality/value The contribution of this paper lies in the close examination of strategic network formation from the second-tier actor perspective under circumstances of high uncertainty related to the early phases of megaprojects. Likewise, the illustration of different types of evolving nets in different phases of uncertain projects offers a contribution to the present discussion on strategic nets.

Professional community and student engagement in higher education: rethinking the contributions of professional staff

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Yaw Owusu-Agyeman ◽  
Enna Moroeroe
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Professional Community ◽  
Professional Staff ◽  
Data Set ◽  
Content Type ◽  
Service Culture ◽  
The University

PurposeScholarly studies on student engagement are mostly focused on the perceptions of students and academic staff of higher education institutions (HEIs) with a few studies concentrating on the perspectives of professional staff. To address this knowledge gap, this paper aims to examine how professional staff who are members of a professional community perceive their contributions to enhancing student engagement in a university.Design/methodology/approachData for the current study were gathered using semi-structured face-to-face interviews among 41 professional staff who were purposively sampled from a public university in South Africa. The data gathered were analysed using thematic analysis that involved a process of identifying, analysing, organising, describing and reporting the themes that emerged from the data set.FindingsAn analysis of the narrative data revealed that when professional staff provide students with prompt feedback, support the development of their social and cultural capital and provide professional services in the area of teaching and learning, they foster student engagement in the university. However, the results showed that poor communication flow and delays in addressing students’ concerns could lead to student disengagement. The study further argues that through continuous interaction and shared norms and values among members of a professional community, a service culture can be developed to address possible professional knowledge and skills gaps that constrain quality service delivery.Originality/valueThe current paper contributes to the scholarly discourse on student engagement and professional community by showing that a service culture of engagement is developed among professional staff when they share ideas, collaborate and build competencies to enhance student engagement. Furthermore, the collaboration between professional staff and academics is important to addressing the academic issues that confront students in the university.

Decision-making system for higher education university selection: comparison of priorities pre- and post-COVID-19

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Krishnadas Nanath ◽  
Ali Sajjad ◽  
Supriya Kaitheri
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Higher Education Institutions ◽  
Mode Of Delivery ◽  
Primary Data ◽  
Final Decision ◽  
Content Type ◽  
University Selection ◽  
The University ◽  
The Impact

PurposeUniversity selection in higher education is a complex task for aspirants from a decision-making perspective. This study first aims to understand the essential parameters that affect potential students' choice of higher education institutions. It then aims to explore how these parameters or priorities have changed given the impact of the COVID-19 pandemic. Learning about the differences in priorities for university selection pre- and post-COVID-19 pandemic might help higher education institutions focus on relevant parameters in the post-pandemic era.Design/methodology/approachThis study uses a mixed-method approach, with primary and secondary data (university parameters from the website and LinkedIn Insights). We developed a university selector system by scraping LinkedIn education data of various universities and their alumni records. The final decision-making tool was hosted on the web to collect potential students' responses (primary data). Response data were analyzed via a multicriteria decision-making (MCDM) model. Portal-based data collection was conducted twice to understand the differences in university selection priorities pre- and post-COVID-19 pandemic. A one-way MANOVA was performed to find the differences in priorities related to the university decision-making process pre- and post-COVID-19.FindingsThis study considered eight parameters of the university selection process. MANOVA demonstrated a significant change in decision-making priorities of potential students between the pre- and post-COVID-19 phases. Four out of eight parameters showed significant differences in ranking and priority. Respondents made significant changes in their selection criteria on four parameters: cost (went high), ranking (went low), presence of e-learning mode (went high) and student life (went low).Originality/valueThe current COVID-19 pandemic poses many uncertainties for educational institutions in terms of mode of delivery, student experience, campus life and others. The study sheds light on the differences in priorities resulting from the pandemic. It attempts to show how social priorities change over time and influence the choices students make.

A generic investigation process for South African commercial forensic practitioners

2020 ◽  
Vol 27 (2) ◽  
pp. 587-600 ◽  
Author(s):  
Jacobus Gerhardus J. Nortje ◽  
Daniel P. Bredenkamp
Keyword(s):  
South Africa ◽  
Best Practices ◽  
South African ◽  
Governance Structure ◽  
Primary Data ◽  
Cross Sectional ◽  
Content Type ◽  
Cross Sectional Design ◽  
Investigation Process

Purpose The purpose of this paper is to critically analyse and discuss the identification of a generic investigation process to be followed by the commercial forensic practitioner in South Africa. Design/methodology/approach This paper is a cross-sectional design that commenced with a review of the current available literature, highlighting the different approaches, processes and best practices used in local and international forensic practices. The methodology includes primary data collected with questionnaires from commercial forensic practitioner (N = 75) process users. Findings This paper identifies the following five distinct categories in the forensic investigation process, with sub-processes, namely, initiation, planning, execution, reporting and reflection. Research limitations/implications The study focuses only on the South African members of the Institute of Commercial Forensic Practitioners (ICFP) fraternity in South Africa as the ICFP is a leading body that, through membership, offers a recognised professional qualification in commercial forensics. Practical implications An investigation process for commercial forensic practitioners in South Africa could be used by the ICFP that would provide a governance structure for the ICFP. Originality/value The originality of this paper lies in setting out of an account of forensic accounting processes and best practices nationally and internationally. The missing knowledge is that no such research is known to have been conducted in South Africa. Currently, to the authors’ knowledge, no formalised investigation process exists. The contribution of the study is that by using an investigation process, it may enhance the quality of forensic investigations and contribute to the successful investigation and prosecution of commercial crime in South Africa that will be beneficial to all stakeholders.

Reconsidering criminal law-based liability for corporations and directors in South Africa

2019 ◽  
Vol 26 (4) ◽  
pp. 1085-1094
Author(s):  
Herbert Kawadza
Keyword(s):  
South Africa ◽  
South African ◽  
Criminal Law ◽  
Negative Impact ◽  
Criminal Liability ◽  
Annual Reports ◽  
Content Type ◽  
Criminal Sanctions ◽  
Fresh Perspective ◽  
African Context

Purpose It is recognised that the mere proscription of corporate offences is not adequate to deter misconduct or engender compliance. There is a need for the enforcement of the rules through robust culture-changing sanctions. The purpose of this paper is to demonstrate the inadequacies of criminal law liability in ensuring compliance with ethical corporate conduct in South Africa. Design/methodology/approach This paper is purely qualitative. For expository purposes, it draws from the Criminal Procedure Act, 51 of 1977 as well the corporate criminality enforcement trends and data from the National Prosecutions Agency’s annual reports to demonstrate that much as criminal liability is enshrined in a statute it has, however, not yielded the expected results. It situates the debate within the broader economic criminological scholarship. Findings This paper argues that even though the option of prosecuting corporations and directors is part of South African law, many corporate offences are not brought into the criminal justice system. Judging by its erratic imposition, criminal liability has failed to express the indignation and condemnation that are normally attached to criminal sanctions. Several reasons account for this. These include evidentiary, legal, technical and definitional complexities of some corporate offences, which lead to them being regarded as “unprosecutable crimes”. This has a negative impact on enforcement. Originality/value This paper is novel because it approaches the debate from a fresh perspective, economics and criminology. Not much scholarly attention has been devoted to analysing the efficacy of criminal sanctions in the South African context. This paper attempts to fill that gap.

Perspectives on Blended Open Distance Education Learning and Teaching in a South African Context

2010 ◽  
pp. 20-49
Author(s):  
Shawren Singh ◽  
Hsuan Lorraine Liang
Keyword(s):  
South Africa ◽  
Distance Education ◽  
Blended Learning ◽  
South African ◽  
Tertiary Education ◽  
Learning Approaches ◽  
Learning And Teaching ◽  
Advantages And Disadvantages ◽  
African Context ◽  
The University

In this chapter, we will discuss the blended learning approach that has been adopted by the University of South Africa (an open and distance learning tertiary education institute). We will discuss our perspectives on using these blended learning approaches and tools in order to facilitate our teaching. We will then provide a comparison on the advantages and disadvantages of some of the blended approaches we have used. We will also discuss the future trends of the use of blended approaches in the context of open distance education and learning. Lastly, we will conclude this chapter by providing our perspectives on the blended learning and teaching approaches adopted by the University of South Africa.

Public sector entrepreneurship in South Africa

2019 ◽  
Vol 8 (4) ◽  
pp. 500-512
Author(s):  
Boris Urban ◽  
Mmapoulo Lindah Nkhumishe
Keyword(s):  
South Africa ◽  
Public Sector ◽  
South African ◽  
Middle Level ◽  
Primary Data ◽  
Content Type ◽  
The Public ◽  
Provision Of Services ◽  
Efficiency And Effectiveness ◽  
Organisational Factors

Purpose Many unanswered questions remain regarding the authors’ understanding of how entrepreneurship can be fostered in the public sector. To fill this knowledge gap, the purpose of this paper is to conduct an empirical investigation to determine the relationship between different organisational factors and entrepreneurial orientation (EO) in the South African public sector. Design/methodology/approach Primary data are sourced from middle-level managers at municipalities in the three largest provinces across South Africa. Hypotheses are statistically tested using regression analyses. Findings Results reveal that the organisational antecedents of structure and culture explain a significant amount of variation in the EO dimensions of innovativeness, risk taking and proactiveness. Additionally, the findings on organisational rewards converge with an emerging stream of research which highlights that while rewards works well to motivate individuals in the private sector, they are negatively correlated with entrepreneurship in the public sector. Research limitations/implications The study implications relate to the efficiency and effectiveness of service delivery of municipalities in South Africa. Due to increases in community protest actions, it is necessary not only to maximise efficiency in the provision of services, but also to innovate and be proactive in order to achieve more with less resources. Originality/value By investigating previously unrelated factors in the public sector, the authors create closer conceptual and empirical links between the role of organisational factors and each of the EO dimensions. Furthermore, the study takes place in a relatively under-researched entrepreneurship and public sector context.

Exploring entrepreneurial orientation and intentions among technical university students

2019 ◽  
Vol 61 (6) ◽  
pp. 718-736
Author(s):  
Swagatika Sahoo ◽  
Rajeev Kumar Panda
Keyword(s):  
University Students ◽  
Entrepreneurial Orientation ◽  
Resource Planning ◽  
Entrepreneurial Intentions ◽  
Primary Data ◽  
Content Type ◽  
Individual Level ◽  
The Individual ◽  
The University ◽  
The Impact

Purpose The purpose of this paper is to empirically investigate the impact of the contextual antecedents on the individual entrepreneurial orientation (IEO) of university graduates, which, in turn, affects their entrepreneurial intentions (EIs). Design/methodology/approach Primary data were collected in the form of 510 valid responses from engineering students across two technical universities in India, through a structured questionnaire consisting of scales adapted from the extant literature, and the data were empirically validated in this study. The reliability and validity measures of the constructs were validated through the confirmatory factor analysis, and the proposed hypotheses were validated using structural equation modelling. Findings The results of this empirical analysis validate that the contextual antecedents have a significant positive impact on students’ entrepreneurial orientation (EO), which, in turn, has a significant positive influence on EIs. Research limitations/implications This analysis depicts the significance of EO as a perceptual driver at the individual level and substantiates that the availability of resources such as startup capital, access to business information, social networks and supportive university context significantly affects the decision-making process of an individual to venture into an otherwise uncertain occupation of entrepreneurship. Practical implications The study has the likely potential to help university administrators and policymakers to allocate resources, develop strategies and provide effective entrepreneurial learning in entrepreneurship-oriented courses aimed at honing entrepreneurial skills and self-confidence of the university students. This holistic model can be used as a tool for resource planning and prioritising in order to provide the desired contextual support essential for fostering the IEO of the university students towards adopting entrepreneurial career, thereby assisting them to achieve their career goals and the broader objective of nation-building. Originality/value This study adopts an innovative approach to empirically validate the EO construct at the individual level, which has been studied at the organisation (firm) level till today. This research explores the relevant contextual antecedents and analyses their impact on IEO as well as the explanatory capacity of IEO to explain students’ EIs in the contextual backdrop of universities in a fast transitioning economy like India.

Sign in / Sign up

Export Citation Format

Share Document