scholarly journals Designing a Model for Facilitating the Inclusion of Higher Education International Students with Disabilities in South Africa

2018 ◽  
Vol 6 (4) ◽  
pp. 168-181
Author(s):  
Nina (HG) Du Toit
Keyword(s):  
Higher Education ◽  
South Africa ◽  
International Students ◽  
Students With Disabilities ◽  
South African ◽  
Higher Education Institutions ◽  
African Students ◽  
Persons With Disabilities ◽  
Education Environment ◽  
Role Players

Higher education in South Africa is regulated by several policies, and the obligation of increased access and participation of persons with disabilities into higher education is recognized in legislation (Department of Education, 1997; Department of Higher Education and Training, 2013). However, research indicates that the proportion of students with disabilities in higher education and in study programmes abroad is still very low worldwide (Fazekas, 2017; Organisation for Economic Co-operation and Development, 2011). Study opportunities for these students in higher education institutions abroad, including South Africa, should therefore be increased to provide equal access and experience in an inclusive higher education environment. This study explores possible reasons for the low engagement of South African students with disabilities in international mobility programmes and the function of key role-players in supporting international students with disabilities studying in South Africa (incoming students) and South African students with disabilities studying abroad (outgoing students). This study also explores the ways by which the exchange process could be facilitated more effectively within the context of an inclusive higher education environment. Data on the support services offered to these students was obtained by means of questionnaires sent to the International Relations Offices and Disability Rights Units at higher education institutions in South Africa. The study culminated in the design of a model which specifies the roles of the various role-players in supporting international students with disabilities during their pre-departure, study and return phases.

scholarly journals Exploration of the academic lives of students with disabilities at South African universities: Lecturers’ perspectives

2017 ◽  
Vol 6 ◽  
Author(s):  
Oliver Mutanga ◽  
Melanie Walker
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Human Rights ◽  
Students With Disabilities ◽  
South African ◽  
Literature Report ◽  
Persons With Disabilities ◽  
Policy Debates ◽  
South African Universities ◽  
Academic Lives

Background: A decade has passed since South Africa signed and ratified the Convention on the Rights of Persons with Disabilities, a human rights treaty that protects the rights and dignity of people with disabilities. However, not much have changed for students with disabilities. Objectives: The aim of this study was to explore lecturers’ experiences with, and perspectives on, disability as well as with students with disabilities. It was hoped that this would contribute to the ongoing policy debates about diversity, inclusion and support for students with disabilities at universities.Methods: In an effort to understand the lives of students with disabilities better, a study which included students with disabilities, lecturers and disability supporting staff was conducted at two South African universities – University of the Free State and University of Venda. The paper takes a snapshot view of four lecturers and their perceptions of the lives of students with disabilities at their respective universities. Results and Conclusion: Although most disability literature report students with disabilities blaming lecturers for their failure to advance their needs, this paper highlights that the education system needs to be supportive to lecturers for the inclusive agenda to be realised. An argument is made for a more comprehensive approach towards a national disability policy in higher education involving many stakeholders. Without a broader understanding of disability, it will be difficult to engage with the complex ways in which inequalities emerge and are sustained.

scholarly journals Wheelchair users, access and exclusion in South African higher education

2017 ◽  
Vol 6 ◽  
Author(s):  
Desire Chiwandire ◽  
Louise Vincent
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
South African ◽  
Ad Hoc ◽  
Persons With Disabilities ◽  
Wheelchair Users ◽  
Staff Members ◽  
Leading Role ◽  
South African Universities ◽  
The Right

Background: South Africa’s Constitution guarantees everyone, including persons with disabilities, the right to education. A variety of laws are in place obliging higher education institutions to provide appropriate physical access to education sites for all. In practice, however, many buildings remain inaccessible to people with physical disabilities.Objectives: To describe what measures South African universities are taking to make their built environments more accessible to students with diverse types of disabilities, and to assess the adequacy of such measures.Method: We conducted semi-structured in-depth face-to-face interviews with disability unit staff members (DUSMs) based at 10 different public universities in South Africa.Results: Challenges with promoting higher education accessibility for wheelchair users include the preservation and heritage justification for failing to modify older buildings, ad hoc approaches to creating accessible environments and failure to address access to toilets, libraries and transport facilities for wheelchair users.Conclusion: South African universities are still not places where all students are equally able to integrate socially. DUSMs know what ought to be done to make campuses more accessible and welcoming to students with disabilities and should be empowered to play a leading role in sensitising non-disabled members of universities, to create greater awareness of, and appreciation for, the multiple ways in which wheelchair user students continue to be excluded from full participation in university life. South African universities need to adopt a systemic approach to inclusion, which fosters an understanding of inclusion as a fundamental right rather than as a luxury.

The Role of University Leadership in Advocating Social Justice in South African Higher Education

2021 ◽  
pp. 1527-1544
Author(s):  
Naziema Begum Jappie
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Social Justice ◽  
Higher Education Institutions ◽  
Black Population ◽  
Governance System ◽  
Role Players ◽  
New Democracy ◽  
South African Higher Education

Higher education institutions in South Africa are undergoing remarkable changes. Traditionally, universities have been governed on a scholastic, academic, and research basis. This promoted an authoritarian and autonomous governance system, which clearly justified separate education under apartheid. The new democracy in South Africa vowed to change the system to ensure equity, diversity, and justice in education. Universities had to transform to benefit the underprivileged, disadvantaged, Black population of the country. This resulted in universities having to conduct their activities in a corporate style and, as such, required a commitment by all stakeholders to succeed. University leaderships are important role players who are pivotal in ensuring that social justice prevails. This chapter will investigate the role of leadership in shaping vision and mission in addition, ensuring policy implementation at the various higher education institutions.

The role of business intelligence in sustainability reporting for South African higher education institutions

2018 ◽  
Vol 19 (7) ◽  
pp. 1185-1203 ◽  
Author(s):  
Andre Calitz ◽  
Samual Bosire ◽  
Margaret Cullen
Keyword(s):  
Higher Education ◽  
South Africa ◽  
South African ◽  
Business Intelligence ◽  
Higher Education Institutions ◽  
Sustainability Reporting ◽  
Regulatory Compliance ◽  
Content Type ◽  
Stakeholder Satisfaction ◽  
South African Higher Education

Purpose This paper aims to show that business intelligence (BI) is a key component of a sustainability-reporting framework for higher education institutions (HEIs). Design/methodology/approach Four questionnaires were administered to Registrars and managers at 21 South African HEIs and at selected international HEIs. The data analysis entailed both descriptive and inferential statistics. Findings The study confirmed that factors such as management buy-in, the availability of BI reports and the provision of reporting guidelines were positively related to effective strategic planning. The study shows that the use of BI by South African HEIs is still at a low maturity level. Research limitations/implications The case study used is the Nelson Mandela University in Port Elizabeth, South Africa. The implications are relevant for all 26 HEIs in South Africa. Practical implications HEIs must invest in technological tools, including BI to provide information in understandable and usable formats for management and other relevant stakeholders. Social implications BI reporting can assist all stakeholders to obtain the relevant and required information relating to HEI operations and strategic management initiatives and activities. Originality/value The study concludes that HEIs ought to invest in BI technologies that can assist the sustainability reporting process to ensure stakeholder satisfaction and regulatory compliance.

scholarly journals An investigation of students’ experience of service quality delivered by administrative staff at one site of a South African comprehensive university

2018 ◽  
Author(s):  
◽  
Mxolisi Walter Ntoyakhe
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Service Quality ◽  
South African ◽  
Higher Education Institutions ◽  
Administrative Staff ◽  
Comprehensive University ◽  
Five Dimensions ◽  
Perceptions And Expectations ◽  
The University

Over the last decade the institutional framework within which most universities in South Africa operate has undergone major transformation forcing the higher education sector to become more competitive in its approach to attracting and retaining quality students. Against this background, service quality has been put forward as a critical determinant of competitiveness. Higher Education Institutions are increasingly placing greater emphasis on meeting students’ expectations and needs. As institutions of higher learning become more student orientated, student perceptions of higher educational facilities and services are becoming more essential. It is clear that there is a need to measure students’ experience of service quality in order to develop innovative academic structures, facilities and services to retain and attract new students. Therefore, this study used a mixed research approach and a nonprobability sampling technique to identify the sample size. The purpose of this study was to investigate the students’ experience of service quality delivered by administrative staff at one site of a South African Comprehensive University. Underpinned by the Gap Model of service delivery and an adapted SERVQUAL instrument, this study sought to determine perceptions and expectations of service quality across five dimensions, namely: tangibles; reliability; responsiveness; assurance; and empathy. Questionnaires were used as data collection instrument to collect data from two hundred and sixty (260) registered students; twelve (12) academic departments, residence and library administrative staff members. Questionnaires were used to gather data from administrative staff of academic department, library and residence; and registered students in one comprehensive university in South Africa. Statistical Package for the Social Sciences (SPSS) version 24 was used to analyse the data. Statistical tools that include frequencies, mean scores and tabulations were utilized to present the data from findings. The Wilcoxon signed ranks test was also utilized to further analyse the significance of the gaps. Various gaps between students’ perceptions and expectations indicating dissatisfaction with administrative services particularly among the students were identified. The findings from the study indicated that, a negative service quality gap exists at selected site of Comprehensive University in SA. The findings further suggested that issues such as service quality planning and monitoring, establishing recovery mechanisms for service failures, and student- driven service design and standards need to be high on the agenda at higher education institutions to ensure service quality. All five dimensions of SERVQUAL indicated a negative score or quality gap suggesting that the administrators of selected departments need to urgently close the gaps that exist at their institution; key recommendations were thus made to improve the gaps identified. Frequent interaction between the administrators and the students is recommended for the university as it provides important information on student expectations and perceptions. Continuous employee training to improve the existing skills is also recommended for comprehensive university employees as it can have a good impact on meeting the students’ expectations of the service quality dimensions. The study therefore, concluded that the university needed urgent intervention in terms of developing proper academic support structures, facilities and quality services that would satisfy the needs of students.

scholarly journals MANAGING INFORMATION FOR WORK-INTEGRATED LEARNING AT HIGHER EDUCATION INSTITUTIONS

Mousaion ◽  
2016 ◽  
Vol 32 (3) ◽  
pp. 13-28
Author(s):  
Roelien Brink ◽  
Martie Mearns ◽  
Tanya Du Plessis
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Conceptual Framework ◽  
Information Management ◽  
South African ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Integrated Learning ◽  
Phenomenological Research Design ◽  
Work Integrated Learning

Higher education institutions (HEIs) in South Africa require teaching and learning to include work-integrated learning (WIL) within specific learning offerings. The different learning options provided by various faculties have unique and diverse procedures which justify different WIL approaches at HEIs. A lack of structure regarding the information management (IM) for WIL across departments results in different processes being followed, which can impact negatively on the optimal utilisation of WIL. Frameworks for IM for WIL, however, have been developed at international HEIs. Using a qualitative approach and phenomenological research design and working with these frameworks as well as the Theory of Motivated Information Management, the researchers collected data using semi-structured individual interviews and group discussions from the University of Cincinnati (UC) and the Northwestern University (NWU) in Illinois, United States (US). This article presents the findings of an IM framework from these two US universities. After research was conducted at a South African university, a conceptual framework was developed for the IM for WIL based on the framework from the international universities that may be implemented at HEIs in South Africa. With time this framework could betested in a number of settings that could lead to the development of a model for IM for WIL in the South African context. The article, however, reports on the findings of the two international universities only and the conceptual framework requires further testing and validation before it can be published.

scholarly journals The influence of public procurement policies on the implementation of procurement best practices in South African universities

2012 ◽  
Vol 6 (1) ◽  
Author(s):  
Winnie Dlamini ◽  
Intaher M. Ambe
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Best Practices ◽  
South African ◽  
Higher Education Institutions ◽  
Public Procurement ◽  
Related Literature ◽  
The Public ◽  
Environmental Development ◽  
The Relationship

The relationship between public procurement policies and procurement best practices (PBPs) in higher education institutions is inevitable. Higher education institutions (HEIs) in South Africa play a crucial role in contributing to the economic, social and environmental development of the country. Hence the implementation of PBPs has a key role in creating a competitive advantage for higher education. The purpose of this article is to determine the influence of public procurement policies on the implementation of PBPs in the public HEIs in South Africa. The article employs a theoretical review of related literature on public procurement and PBPs. The article articulates that public procurement policies influence the implementation of PBPs in public HEIs in South Africa.

scholarly journals Preparation of students with disabilities to graduate into professions in the South African context of higher learning: Obstacles and opportunities

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Sibonokuhle Ndlovu ◽  
Elizabeth Walton
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
South African ◽  
Theory And Practice ◽  
The South ◽  
Negative Attitudes ◽  
Self Advocacy ◽  
Persons With Disabilities ◽  
Education Support ◽  
Professional Degrees

Background: Persons with disabilities continue to be excluded from professions in South Africa despite legislation on non-discrimination and equity. Objectives: We sought to identify both the opportunities and obstacles that students with disabilities face in professional degrees. Method: Selected texts from the South African and international literature were analysed and synthesised. Results: Students with disabilities are afforded opportunities to graduate into professions through the current climate of transformation, inclusion and disability policies, various support structures and funding. These opportunities are mitigated by obstacles at both the higher education site and at the workplace. At university, they may experience difficulties in accessing the curriculum, disability units may be limited in the support they can offer, policies may not be implemented, funding is found to be inadequate and the built environment may be inaccessible. Fieldwork poses additional obstacles in terms of public transport which is not accessible to students with disabilities; a lack of higher education support extended to the field sites, and buildings not designed for access by people with disabilities. At both sites, students are impacted by negative attitudes and continued assumptions that disability results from individual deficit, rather than exclusionary practices and pressures. Conclusion: It is in the uniqueness of professional preparation, with its high demands of both theory and practice that poses particular obstacles for students with disabilities. We argue for the development of self-advocacy for students with disabilities, ongoing institutional and societal transformation and further research into the experiences of students with disabilities studying for professional degrees.

scholarly journals The expenditure and foreign revenue impact of international students on the South African economy

2011 ◽  
Vol 4 (2) ◽  
pp. 391-406 ◽  
Author(s):  
Naum Aloyo ◽  
Arnold Wentzel
Keyword(s):  
Higher Education ◽  
South Africa ◽  
International Students ◽  
South African ◽  
Impact Analysis ◽  
Balance Of Payments ◽  
Economic Effects ◽  
Nelson Mandela ◽  
Internationalisation Of Higher Education ◽  
South African Universities

In South Africa, there is still no clear policy of internationalisation of higher education, partly due to limited research. So far, only two efforts – at Nelson Mandela Metropolitan University (NMMU) in 2004 and Rhodes University in 2005 – have been made to determine the expenditure and foreign revenue impact of international students on South Africa. Each of these papers sampled only a single university, so they are of limited use for national impact analysis. To build on these studies, this research was conducted at six South African universities that admit the largest number of international students and also included the economic effects of spending items hitherto neglected. We show that international students (mainly from Africa) contribute significantly to South African GDP and balance of payments, but that South Africa still lags behind in exploiting and enhancing these benefits.

scholarly journals Foremost causes of high academic turnover rate at some South African universities

2016 ◽  
Vol 7 (2) ◽  
pp. 106-114
Author(s):  
Solly Matshonisa Seeletse ◽  
Joel Lehlaba Thabane
Keyword(s):  
Higher Education ◽  
South Africa ◽  
South African ◽  
Turnover Rate ◽  
Higher Education Institutions ◽  
Monetary Cost ◽  
Exit Interviews ◽  
The Poor ◽  
South African Universities

The paper focuses on experiences of resigning academics in higher education institutions (HEIs) of South Africa. The concern was the huge monetary cost involved, and student delays due to these resignations. The networks of the researchers benefitted this study by being alerted to resignations of academics in HEIs and arranging some of the interviews that were held. In some cases, exit interviews were also used. The study shows that these HEIs are negligent by failing to develop the appropriate policies for the new dispensation, and the bad practices of appointing managers. In addition, the improperly appointed managers lack skill and knowledge in management. As a result they discriminate, victimize and make job unbearable for some employees. Some of these employees who end up rising. Moreover, the decisions taken by the improperly appointed managers are also not monitored. Hence,the poor decisions made are not being over-ruled. The recommendations are that policies should be designed to align with the laws stated, and suitably experienced and qualified officials be appointed to enforce the policies. Also, interventions are needed regarding the powers given to improperly appointed managers

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