How do students perceive sexual harassment? An investigation on the University of Natal, Pietermaritzburg campus

1995 ◽  
Vol 25 (3) ◽  
pp. 140-149 ◽  
Author(s):  
Julia D. Braine ◽  
Claire Bless ◽  
Penny M.C. Fox
Keyword(s):  
Sexual Harassment ◽  
Cultural Differences ◽  
South African ◽  
Tertiary Education ◽  
Preventive Actions ◽  
South African Universities ◽  
The University ◽  
The Impact ◽  
Degrees Of Severity

In this article the authors focus on definitions, incidence, perceptions and reactions to sexual harassment as analysed in various tertiary education institutions, including selected overseas universities, some South African universities, and most specifically in depth at the University of Natal, Pietermaritzburg (UNP). Data were obtained from 1082 students on the UNP campus who responded to a questionnaire. It was found that sexual harassment in varying degrees of severity is widespread on the UNP campus and that gender and cultural differences played a part in the perception of sexual harassment and its incidence. It was also found that students are dissatisfied with the preventive actions of authorities and are ready themselves to take part in action for curbing sexual harassment on campus. The relevance of this study has been clearly demonstrated by making authorities and students aware of, for instance, circumstances conducive to sexual harassment (e.g. Rag Week, parties, weekends), and the impact of the type of accommodation on the students' experience of sexual harassment (e.g. ‘digs’ compared to parents or university residences). Based on the findings a number of recommendations for actions are made.

Student Governance and the Academic Minefield During COVID-19 Lockdown in South Africa

2022 ◽  
pp. 255-276
Author(s):  
Vuyo Mthethwa
Keyword(s):  
South African ◽  
Academic Experiences ◽  
Academic Experience ◽  
Snowball Sampling ◽  
Self Regulated Learning ◽  
South African Universities ◽  
Resultant Effect ◽  
Student Governance ◽  
Modes Of Interaction ◽  
The Impact

Since 1997, the ordinary students at South African universities have depended on the SRC to be at the forefront of student advocacy in relation to resources to support their academic experiences. The onset of the lockdown on the eve of 26th March 2020 had an unprecedented effect on student life, with a change of student governance from cohesion to isolation. Adopting a snowball sampling methodology, 15 students registered at various South African universities were interviewed via WhatsApp about the support they received from their SRC during the COVID-19 lockdown. The impact of the lockdown on student governance is examined through the lens of ordinary students. Findings suggest that the surge to technology-based modes of interaction and self-regulated learning had a resultant effect of a highly compromised academic experience, even though some were able to adapt to online learning. Adjusted approaches to student governance are inevitable as the coronavirus continues to manifest.

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.

scholarly journals Exploring discrimination towards pharmacists in practice settings

2020 ◽  
Vol 18 (3) ◽  
pp. 1966
Author(s):  
Lik D. Chun ◽  
Rebecca Ye ◽  
Kyle J. Wilby
Keyword(s):  
Sexual Harassment ◽  
Pharmacy Practice ◽  
Primary Source ◽  
Verbal Abuse ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Phase Discrimination ◽  
Study Support ◽  
The University ◽  
The Impact

Background:  Discrimination towards pharmacists, as a public-facing health professional group, is reported but not well-studied. Objectives:  The aims of this study were to identify accounts of discrimination in pharmacy practice and to explore the nature and impacts of and discrimination experienced by pharmacists. Methods:  A cross-sectional survey was emailed to practice-based preceptors associated with the School of Pharmacy at the University of Otago. The survey included demographic questions, in addition to questions asking about the frequency and sources of different types of discrimination and abuse encountered in practice. Survey respondents could also provide their contact information for follow-up interviews. Interviews occurred after completion of the survey to better understand the nature of discrimination in pharmacy practice. A thematic analysis of interview transcripts was conducted to identify pertinent themes. Results: A total of 43 participants completed the survey. A total of 29 (67.4%) respondents reported experiencing discrimination in pharmacy practice. The most common types of discrimination experienced included discrimination based on gender, appearance, or past, present, or expected pregnancy. Verbal abuse and sexual harassment were also frequently reported. Most discrimination was sourced from patients, colleagues, or supervisors/leaders. Discrimination specific to pregnancy was largely sourced from supervisors/leaders. Verbal abuse was sources primarily from patients, patient’s family, supervisors/leaders, and other healthcare professionals. Patients were the primary source of sexual harassment. Three themes were identified from the interview phase: Discrimination occurs for a variety of reasons from different sources with different behaviors, the impact on a person is individualized/personal, and preventative strategies can be broad and encompass multiple layers of society. Conclusions:  Findings of this study support the notion that training programs must adjust to adequately train pharmacists with effective coping strategies, prevention mechanisms, and resilience building strategies. Pharmacist employers should also be accountable to creating zero tolerance workplaces and providing route maps for how pharmacists report and navigate situations when faced with discrimination. Doing so may result in a better equipped workforce that is able to navigate the pressures encountered through discrimination in practice.

scholarly journals South African universities in a time of increasing disruption

2021 ◽  
Vol 24 (1) ◽  
Author(s):  
Johan Coetzee ◽  
Brownhilder Neneh ◽  
Karlien Stemmet ◽  
Jana Lamprecht ◽  
Constance Motsitsi ◽  
...  
Keyword(s):  
Higher Education ◽  
South African ◽  
Curriculum Design ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
African Students ◽  
Study Approach ◽  
South African Universities ◽  
The Impact

Background: The Fourth Industrial Revolution (4IR) and the Coronavirus Disease 2019 (COVID-19) have disrupted the higher education environment in unprecedented ways.Aim: This article identifies the impact of increasing disruption driven by the 4IR and COVID-19 on the content and curriculum design of degree programmes in economic and management sciences offered by South African universities.Setting: Six South African and five top-tier US and UK universities.Methods: The study used a non-positivist qualitative research design and specifically the case-study approach. A document analysis of the information in university yearbooks and prospectuses was conducted, using a purposive sampling design.Results: An online presence will become more important due to increased disruption, and will not only ensure an additional revenue stream, but also promote continuity in operations and mitigate threats from competitors. COVID-19 has accelerated the extent of this disruption and expedited the migration to online teaching and learning platforms.Conclusion: Since science, technology, engineering and mathematics are integral to the majority of 4IR-related modules, South African universities must not shy away from degree programmes that ignore inter- and multi-disciplinary curriculum designs. Coupled with the challenges facing the majority of South African students to access electronic devices, data and the internet, COVID-19 has thrust this challenge to the forefront in the South African higher education landscape. By comparing the developments in South African universities with those in trendsetting, top-tier, global universities, management can assess the extent to which they are internationally competitive and adapting to the demands of the 4IR.

Ecological University for Transformative and Critical Intellectual Capital Advancement and Scholarship in South Africa

2019 ◽  
pp. 64-85
Author(s):  
Ndwakhulu Stephen Tshishonga
Keyword(s):  
South African ◽  
Ecological Model ◽  
Transformational Change ◽  
Higher Learning ◽  
New Order ◽  
Societal Challenges ◽  
Institutions Of Higher Learning ◽  
Key Stakeholders ◽  
South African Universities ◽  
The University

This chapter interrogates an ecological model of university as a framework to understanding evolving roles played by institutions of higher learning, particularly universities, thus including their implications for a wider society transformational change. Barnett has explored various models ranging from the metaphysical, scientific, entrepreneurial, and bureaucratic to liquid, therapeutic, authentic, and ecological models. The author further argues that being and becoming ecological is a huge project, as it takes the university into a new order of being. A university within this model becomes an entity that constantly engages with itself and its adjacent environment in order to remain relevant and be part of the solutions to the societal challenges. In this chapter, case studies from the South African universities were used as the research technique, including selected interviews with key stakeholders in the higher education sector.

“We Eat Sushi Now”: Targeting Hungry Students at South African Universities

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Mary Hames ◽  
Desiree Lewis
Keyword(s):  
South African ◽  
Knowledge Production ◽  
Student Support Services ◽  
Food System ◽  
Research Priorities ◽  
Public University ◽  
Western Cape ◽  
South African Universities ◽  
Media Reports ◽  
The University

Media reports, research, and student support services are paying an increasing amount of attention to the hunger experienced by students at South African universities. This article demonstrates that most of this attention is rooted in a food security paradigm, or in approaches that mitigate the effects of student hunger. It avoids addressing the causes of hunger, which lie in oppressive systems such as the neoliberal world food system and the operation of the entrepreneurial public university. Our discussion of trends at the University of the Western Cape (UWC) takes two trajectories: We explore the ways in which universities’ practical and research priorities reinforce hegemonic responses to hunger, and we reflect on explicitly politicised currents of critical work around students and hunger. What certain scholars and activists have termed “critical food system literacy” signals how transformative strategies and knowledge production are being developed at some universities—sometimes beyond the parameters of what is conventionally seen as food-centred advocacy, activism, or research.

scholarly journals Black Doctors and Discrimination under South Africa’s Apartheid Regime

2013 ◽  
Vol 57 (2) ◽  
pp. 269-290 ◽  
Author(s):  
Anne Digby
Keyword(s):  
Black Students ◽  
South African ◽  
Transformational Change ◽  
Political Activism ◽  
African Experience ◽  
South African Universities ◽  
Apartheid Regime ◽  
The Impact

AbstractThis article discusses an under-researched group and provides an analytical overview of the comparative experiences of African, Indian and Coloured doctors at South African universities during the apartheid era. It probes diversity of experience in training and practice as well as gendered differentiation amongst black students before going on to discuss the careers and political activism of black doctors as well as the impact of recent transformational change on their position. It briefly assesses how singular this South African experience was.

Legal Certainty and Fundamental Rights

2020 ◽  
Keyword(s):  
South African ◽  
Fundamental Rights ◽  
Current Interest ◽  
High Current ◽  
Legal Certainty ◽  
Legal Research ◽  
The Past ◽  
Legal Questions ◽  
The University ◽  
The Impact

This book, containing legal research on the impact of legal certainty and fundamental rights on different branches of the law from a South African and German perspective, is the culmination of a collaboration between the University of Augsburg and the University of Johannesburg over the past decade. Topics of high current interest are introduced by South African scholars and responded to by their German counterparts, leading to a deeper understanding of open legal questions in both legal systems.

scholarly journals Teaching pervasive skills to South African accounting students

2019 ◽  
Vol 18 (1) ◽  
pp. 53-79 ◽  
Author(s):  
K Barac ◽  
L Du Plessis
Keyword(s):  
South African ◽  
Real World ◽  
Teaching Methods ◽  
Competency Framework ◽  
Accounting Students ◽  
The Real ◽  
South African Institute ◽  
South African Universities ◽  
The University ◽  
Chartered Accountants

Professional accountants need to retain and maintain a broad skills set. In response to this need, the South African Institute of Chartered Accountants (SAICA) emphasises the mastering of pervasive skills in its competency framework and expects South African universities offering its accredited programmes to produce graduates able to demonstrate such skills at acceptable levels of competence upon entry into the workplace. This study investigates the manner in which SAICA-accredited South African universities offer and teach pervasive skills, and attempts to determine whether heads of departments have identified the teaching of these skills as being the responsibility of the university, or not. These views were solicited through an e-mailed questionnaire. The study found that although the development of pervasive skills is an outcome largely included in these accredited undergraduate programmes, their presentation and integration into the courses vary considerably, and more integration of pervasive skills into course majors should be considered. Teaching methods and practices followed by the universities show significant diversity, and this result corresponds with those reported elsewhere in the literature. It is a concern that there is only limited use of research-based projects in these undergraduate programmes. An interesting finding of the study was that heads of departments perceive the acquisition of some pervasive skills to be best achieved in the real-world, practical workplace, rather than in the theoretical confines of the universities’ lectures and tutorials.

scholarly journals Use of Digital Technological Tools among Undergraduate English Language Learners in Pakistan

2020 ◽  
Vol 10 (4) ◽  
pp. 61
Author(s):  
Maheen Tufail Dahraj ◽  
Hina Manzoor ◽  
Mahnoor Tufail
Keyword(s):  
English Language Learners ◽  
Undergraduate Students ◽  
Online Survey ◽  
English Language ◽  
Tertiary Education ◽  
Undergraduate Level ◽  
Use Of Technology ◽  
Technological Tools ◽  
The University ◽  
The Impact

Technology has become an important source for enhancing the knowledge of the students. Apart from the non-academic purposes, the use of technology for the academic purposes also has greater impact on the process of learning specifically on tertiary education. Therefore, it has become essential for higher education institutions to focus on the available opportunities for integrating technology in the academic setting. The developing countries like Pakistan, however; are facing some major challenges in technology integration due to the unavailability of sufficient financial resources. Hence, this study explores the use of digital technological tools at undergraduate level in one of the public sector universities of Pakistan. The study also examines the impact of the medium of instruction and respective discipline of the tertiary level students on the use of technology. For this purpose, an online survey was conducted from 200 undergraduate students studying in four different disciplines in the university. The findings revealed that the majority of the students at the undergraduate level have accessibility to smartphones, laptops or desktop computers in the university but only a few students use these available technological tools for learning purposes. Smartphones were determined to be the most easily available technological tool while the students generally do not prefer carrying their laptops to the university. Besides this, the students also reported having limited technological knowledge and skills for the digital tools to be used for educational and learning purposes. However, a greater percentage of the students were willing to participate in training sessions for learning.

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