scholarly journals Factors Affecting the Enrolment Rate of Students in Higher Education Institutions in the Gauteng province, South Africa

2016 ◽  
Vol 53 (1) ◽  
pp. 64-80 ◽  
Author(s):  
Mpho Joyce Matsolo ◽  
Wilson C Ningpuanyeh ◽  
A Sathiya Susuman
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Large Scale ◽  
Higher Education Institutions ◽  
Secondary Data ◽  
Household Survey ◽  
Drop Out ◽  
Gauteng Province ◽  
Enrolment Rate ◽  
Factors Affecting

The purpose of this research is to investigate and analyse higher education institutions’ enrolment and drop-out rates within the Gauteng province, South Africa. Large-scale secondary data from the General Household Survey, obtained from Statistics South Africa (2012) were used. This study’s findings show that finance, orphan-hood, transport to the higher education institutions and, to a lesser extent, unplanned pregnancies, are some of the main factors that affect the enrolment rate of students. This study hopes to be useful to policy-makers, research managers and other decision-makers within the higher education (HE) landscape.

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 FACTORS AFFECTING THE CHOICE OF HIGHER EDUCATION INSTITUTIONS BY PROSPECTIVE STUDENTS IN LATVIA

2016 ◽  
Vol 4 ◽  
pp. 422-430 ◽  
Author(s):  
Nadezda Rika ◽  
Jana Roze ◽  
Irina Sennikova
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
Stepwise Regression ◽  
Higher Education Institutions ◽  
Organizational Factors ◽  
Spearman Correlation ◽  
Prospective Students ◽  
Social Psychological ◽  
Factors Affecting ◽  
Comprehensive Knowledge

Because of increasing competition among Latvian higher education institutions (HEIs), the administrators of these institutions are becoming increasingly interested in understanding how their potential students choose their institution. Comprehensive knowledge of consumer behavior allows institutions to become more effective at making good strategic marketing decisions and to better respond to customers’ needs. The purpose of this study is to understand what factors affect the decision of secondary school leavers in choosing a particular higher education provider and the variables that might predict a student’s choice. The research is based on data collected by the means of a survey distributed among final year students of Latvian secondary schools, with 644 responses analyzed using Spearman correlation and stepwise regression analysis. Analysis of four major groups of factors: cultural, social, psychological, and organizational, revealed that psychological and organizational factors are the best predictors of the choice of HEI. These explained 48% of the variance of the dependent variable (R2 = 0.48; F (1; 641) = 293.46; p < 0.001). The results provide details of the factors with great importance to young people of Latvia in choosing their higher education provider. The HEI can use these factors for designing various student attraction strategies, and thus increase their market share and competitiveness.

scholarly journals Cloud-Based Education As a Service (CEAAS) System Requirements Specification Model of Higher Education Institutions in Industrial Revolution 4.0

2019 ◽  
Vol 8 (2S8) ◽  
pp. 1382-1386 ◽  
Keyword(s):  
Higher Education ◽  
Data Exchange ◽  
Large Scale ◽  
Production Efficiency ◽  
Industrial Revolution ◽  
Higher Education Institutions ◽  
Requirements Specification ◽  
Scale Production ◽  
Research And Innovation ◽  
System Requirements

In today’s higher education institutions (HEIs), intelligentization and digitization of education process are greatly required. Production industries are presently making changes from large-scale production to specialized or customized production. The term Industry 4.0 (IR 4.0) represents the fourth industrial revolution; the present movement or inclination of automation and data exchange and sharing in manufacturing technologies with the main aim of satisfying the individual customer desire and needs. The quick progressions in production technologies and its uses in the industries enhance production efficiency and change the workplace from tasks-based to the human-focused features. Higher education in the IR 4.0 (HE 4.0) is a complex, intricate and intriguing opportunity which has the potential to change the society for the better. The convergence and integration of man and machine will decrease the subject distance between social science and humanity and also technology and science. This will definitely need in-depth and diverse interdisciplinary teaching, research and innovation. Cloud computing (CC) as an IR 4.0 contributing technology, provides a novel means of educating people that will ultimately disrupt the present HEIs systems. Cloud-based education as a service in the era of fourth industry (CEaaS 4.0) can deliver education services in the shortest, most effective, and best affordability. The aim of this study is to propose a CEaaS system requirements specification (SRS) model that includes functional and non-fictional requirements; aligned with IR 4.0, the next industrial revolution.

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