scholarly journals Telecommuting academics within an open distance education environment of South Africa: More content, productive, and healthy?

2014 ◽  
Vol 15 (3) ◽  
Author(s):  
Deon Harold Tustin
Keyword(s):  
South Africa ◽  
Distance Education ◽  
Student Satisfaction ◽  
Work Productivity ◽  
Holistic Approach ◽  
Education Institution ◽  
Academic Setting ◽  
Education Environment ◽  
To Come ◽  
The Impact

<p>Outside an academic setting, telecommuting has become fairly popular in recent years. However, research on telecommuting practices within a higher education environment is fairly sparse, especially within the higher distance education sphere. Drawing on existing literature on telecommuting and the outcome of a valuation study on the success of an experimental telecommuting programme at the largest distance education institution in South Africa, this article presents discerning findings on telecommuting practices. In fact, the research builds on evolutionary telecommuting assessment methods of the direct or indirect effect (work based) and affective impact (emotional) on multiple stakeholder groups. This holistic approach allowed for comparative analysis between telecommuting and nontelecommuting academics with regard to the impact of telecommuting practices. The research reveals high levels of support for telecommuting practices that are associated with high levels of work productivity and satisfaction, lower levels of emotional and physical fatigue, and reduced work stress, frustration, and overload. The study also reveals higher levels of student satisfaction with academic support from telecommuters than nontelecommuters. Overall, the critique presents insightful findings on telecommuting practices within an academic setting, which clearly signal a potential for a shift in the office culture of higher distance education institutions in the years to come. The study makes a significant contribution to a limited collection of empirical research on telecommuting practices within the higher distance education sector and guides institutions in refining and/or redefining future telecommuting strategies or programmes.</p>

Distance Education and ‘Discovery Learning’ in First-year Journalism: A Case in Subject Improvement

2016 ◽  
Vol 26 (2) ◽  
pp. 214-225 ◽  
Author(s):  
Kate Ames
Keyword(s):  
Distance Education ◽  
Student Satisfaction ◽  
Social Engagement ◽  
Discovery Learning ◽  
First Year ◽  
Education Students ◽  
Education Environment ◽  
Education Model ◽  
Assessment Requirements ◽  
Social Constructivist Approach

This article examines the implications of adopting a discovery learning education model for distance education students in a first-year undergraduate journalism subject. It reviews subject enhancement strategies against learning theory and analyzes the ways students are engaged with subject content and assessment. Results of subject redesign included increased student satisfaction, greater retention and higher grades despite the increase in overall assessment requirements. It demonstrates that discovery learning based on group work and social engagement can be adopted in a distance education environment with positive outcomes. This article maps how a subject designed initially to align with a cognitivist/behaviourist model progressed to adopting a social constructivist approach. It concludes with a discussion of the issues associated with that transition.

The Impact of Sociocultural Factors in Multicultural Communication Environments

2011 ◽  
pp. 306-327 ◽  
Author(s):  
A. Ragusa
Keyword(s):  
Distance Education ◽  
Student Satisfaction ◽  
Sociocultural Factors ◽  
Virtual Communication ◽  
Organizational Policies ◽  
Case Examples ◽  
Global Citizens ◽  
Communication Processes ◽  
Communication Environments ◽  
The Impact

Changes in the availability and quality of communication technology have revolutionized, and fundamentally altered, learning environments. As citizens of the “Information Age,” the breadth and impact of global communication are triggering unprecedented transformation of social structures and institutions. This chapter explores the impact of commodification on education when institutions of higher education sell knowledge as a commercial good. The contemporary phenomenon of distance education is increasingly offered and purchased by an international market which experiences heightened pressure for standardization from the global citizens it serves. It is argued here that technological changes necessitate reevaluation of communication processes, discursive practices, and organizational policies. To stay competitive and produce quality products for increasingly international audiences, institutions must create well-articulated policies. By providing insight on the impact multiple socio-cultural and communicative norms have on virtual communication, this research uses qualitative discursive analysis of case examples to examine how variance in the structure and delivery of virtual communication environments at a leading distance education university in Australia affects student satisfaction, perception, and learning outcomes. Whereas previous research fails to include a theoretical or conceptual framework, this work draws upon interdisciplinary work from the fields of sociology, education, and science and technology studies. How “cyberspace” changes interaction rituals, masks cultural norms, and alters entrenched social expectations by creating new sensitivities is discussed, along with the ramifications of variation in technological availability, competence, and expectations in global classrooms. In sum, ideas for informing change in policy, administration, and the delivery of distance education and virtual communication in global environments are discussed to equip leaders and participants with skills to foster effective communicative and interaction strategies.

scholarly journals Producing subjectivities, taking risks: New directions for teaching women?s poetry in South Africa

Literator ◽  
2002 ◽  
Vol 23 (3) ◽  
pp. 117-138
Author(s):  
P.D. Ryan
Keyword(s):  
South Africa ◽  
Distance Education ◽  
Paulo Freire ◽  
Education Institution ◽  
Institutional Transformation ◽  
Reading And Writing ◽  
Race And Gender ◽  
New Directions ◽  
And Gender ◽  
Theoretical Considerations

This paper is based on five years experience of teaching an innovative poetry course at third-year level at a distance education institution. Conceived at a time when universities across the country were in the throes of academic and institutional transformation, the course departed radically from the so-called knowledge-as-accumulated-capital ethos and pointed toward assumptions initiated by Paulo Freire that knowledge can meaningfully emerge from the interaction of students from different backgrounds and asymmetrical social positions, especially when such knowledge is situated within a context which allows for creativity, self-reflexivity and critique. Most significantly, this course made available for students a forum for expressing subjectivity without the accompanying anxiety that they would be penalised for doing so. Questions are raised as to the value of presumed “objectivity” as a criterion for academic discourse, and theoretical considerations concerning the privileging of certain epistemologically suspect procedures are aired. Finally, I describe my particular contribution to the course as teacher of gender theory and show how students react to new, even revolutionary, ideas about the intersections of race and gender in relation to reading and writing about poetry.

Implementation of SDGs at the University of South Africa

2019 ◽  
Vol 20 (5) ◽  
pp. 932-950 ◽  
Author(s):  
Albert Mawonde ◽  
Muchaiteyi Togo
Keyword(s):  
South Africa ◽  
Distance Education ◽  
Operations Management ◽  
Environmental Science ◽  
Education Institution ◽  
Active Role ◽  
Individual Case ◽  
Process Data ◽  
Content Type ◽  
The University

Purpose The purpose of this paper is to demonstrate how universities can play a pivotal role in implementing sustainable development goals (SDGs). It recognises the advantage that universities have in responding to social challenges through their functions and operations, mainly through research and innovation and academic prowess. Not much guidance is available on how they can contribute to SDG implementation. The research is a case study of the University of South Africa, a distance education institution. It showcases how its science campus in Johannesburg has incorporated SDGs in its operations. Design/methodology/approach Data were collected through interviews with campus operations managers and sustainability office managers, a survey with environmental science honours students was conducted and observations of the Unisa Florida campus environment were undertaken to establish practices that contribute towards SDG implementation. Document analysis assisted in complementing the data collection process. Data were analysed by aligning practices with SDG indicators. Findings The research revealed a number of practices that align with SDGs in teaching, research, community engagement and campus operations management. Unisa is however challenged by financial limitations and as an open distance education and learning (ODeL) institution, it struggles to involve students in these projects. The paper concludes that while the most obvious contribution of universities to SDGs is towards quality education (SDG 4), higher education, including distance education institutions, can play an active role in implementing other SDGs as well. Research limitations/implications This research was limited to one institution, Unisa, owing to time limitations. While this might seem like the research was too selective, it was intentional, as the aim was to research a distance education institution. The research targeted staff involved in campus operations at Unisa’s Florida Campus, which is located in Johannesburg. Interviews were limited to students pursuing BSc Honours in Environmental Management. This was a methodological decision to contain the research, but making sure that the targeted respondents were the most informed. Individual case studies are often critiqued for being insufficiently representative to allow generalisations to other contexts (Jupp, 2006). This applies to this research in terms of “populations and universes” (Yin, 2003, p. 10), but generalisations to “theoretical propositions” (ibid) are possible. Originality/value There are few studies in Africa which researched implementation of SDGs in universities, let alone in ODeL institutions. The research revealed the challenge of involving students in sustainability practices in distance education institutions and serves as a testimony that such institutions can still have successful projects on and off campus. It suggests involving students in applied research based on the current sustainability projects on and off campus.

"An Investigation Of The İmpact Of Green Supply Chain Practices On Green Performance: Case Of Gauteng Province.".

2020 ◽  
Vol 11 (1) ◽  
pp. 168-168
Author(s):  
Chriss N Mangoukou Ngouapegne
Keyword(s):  
Higher Education ◽  
South Africa ◽  
High School ◽  
Student Satisfaction ◽  
Student Performance ◽  
Learning Experience ◽  
Developed Countries ◽  
Global Knowledge ◽  
Related Factors ◽  
The Impact

Worldwide, higher education is considered as a driver of economic, social and the political changes driving global knowledge (Ngoma, Ntale & Abaho 2017). Besides the increase access to education, the quality of graduate reflected by their academic performance is worrying (Ridzuan, Yunus, Abdullah, Bakar, Azlan & Ramlan 2018). Paloș, Maricuţoiu and Coste (2019), noticed that a large number of enrolled student graduates with poor grades or fail to graduate. In an attempt to retain and capture market share with the increase in study options, higher education all over the world are constantly struggling to provide a distinctive learning experience necessary to improve their students' performance (McGillicuddy & McGloin 2018). Considering the increasingly competitive and dynamic education environment, higher education can no longer ignore the needs and factors required to enhance student performance. Poor student performance in higher education institution has been a major source of concern for decision makers in the educational sector. Lai (2015), posits that the poor student performance can be attributed to the student-related factors such as attendance classes, score in high school, competence in quantitative subject and preparation to exam or tests. Moreover, Glew, Ramjan, Salas, Raper Creed and Salamonson (2019) state that poor attitude to the subject, lack of innovative teaching techniques, inadequate materials and inadequate funding to support the students negatively impact the performance of student. In addition, most prior research on performance has been done at high school or colleges, rather than at university level (Organisation for Economic Co-operation and Development (OECD) 2017). While, studies on student performance in developed countries are well documented, little attention has been dedicated in less developed countries such as South Africa (Ngoma et al., 2017). Given the difference between culture in developed and less developed counties, this study focused on investigating the antecedents of student performance in South Africa. Keywords: Student royalty, student satisfaction, student motivation, student performance

The Impact of Sociocultural Factors in Multicultural Communication Environments

2010 ◽  
pp. 1661-1683
Author(s):  
Angela T. Ragusa
Keyword(s):  
Distance Education ◽  
Student Satisfaction ◽  
Science And Technology Studies ◽  
Sociocultural Factors ◽  
Virtual Communication ◽  
Organizational Policies ◽  
Global Citizens ◽  
Communication Processes ◽  
Communication Environments ◽  
The Impact

Changes in the availability and quality of communicationtechnology have revolutionized, and fundamentally altered, learning environments. As citizens of the “Information Age,”the breadth and impact of global communication are triggering unprecedented transformation of social structures and institutions. This chapter explores theimpact of commodification on education when institutions of higher education sell knowledge as a commercial good. Thecontemporary phenomenon of distance education is increasingly offered and purchased by an international market which experiences heightened pressure for standardization from the global citizens it serves. It is argued here that technological changes necessitate reevaluation of communication processes, discursive practices, and organizational policies. To stay competitive and produce quality products for increasingly international audiences, institutions must create well-articulated policies. By providing insight on the impact multiple socio-cultural and communicative norms have on virtual communication, this research uses qualitative discursive analysis of caseexamples to examine how variance in the structure and delivery of virtual communication environments at a leadingdistance education university in Australia affects student satisfaction, perception, and learning outcomes. Whereas previous research fails to include a theoretical or conceptual framework, this work draws upon interdisciplinary work from the fields of sociology,education, and science and technology studies. How “cyberspace” changes interaction rituals, masks cultural norms, and alters entrenched social expectations by creating new sensitivities is discussed, along with theramifications of variation in technological availability, competence, and expectations in global classrooms. In sum, ideas for informing change in policy, administration, and the delivery of distance education and virtualcommunication in global environments are discussed to equip leaders and participants with skills to foster effective communicative and interaction strategies.

scholarly journals TEN YEARS STUDENT SATISFACTION TRENDS ON THE QUALITY OF EDUCATIONAL PROCESS

2020 ◽  
Vol 3 (2) ◽  
pp. 138-147
Author(s):  
Koviljka Banjević ◽  
Dragana Gardašević ◽  
Aleksandra Nastasić
Keyword(s):  
Student Satisfaction ◽  
Growth And Development ◽  
Education Institution ◽  
Educational Process ◽  
Institutional Performance ◽  
Continual Improvement ◽  
Performance Factors ◽  
Teaching Support ◽  
The Impact

The success of the Higher Education Institution (HEI) mostly depends on student satisfaction, as satisfied students are the basis of institutional existence, its growth and development. The previous does not mean diminishing other institutional performance factors, but the final goal of all processes is to retain existing students and attract freshmen through continual improvement of student satisfaction. The main objective of this paper is to analyse critically the results of measuring student satisfaction in the College of Professional Studies – Belgrade Polytechnic, in relation to the actions taken to improve the educational process. The study included 56 variables of the educational process and non-teaching support, and until now sample was comprised of 3275 undergraduates. For this paper, the variables of the educational process are separated, and the impact of improvements on student satisfaction is analysed by using appropriate statistical tools. The conclusions of this study may contribute to previous, actual and/or future researches in this field, and may equally serve to other HEIs (that operate in a similar environment) as a basis for enhancing student satisfaction.

scholarly journals An exploration of stereotype perceptions amongst support staff within a South African higher education institution

2014 ◽  
Vol 14 (1) ◽  
Author(s):  
Given R.B. Moloto ◽  
Lizelle Brink ◽  
J. Alewyn Nel
Keyword(s):  
Higher Education ◽  
South Africa ◽  
South African ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Support Staff ◽  
Research Approach ◽  
Higher Education Institution ◽  
Diverse Workforce ◽  
The Impact

Orientation: After the 1994 democratic elections, South African organisations had to replace discriminatory policies with new policies to integrate all people and to embrace diversity. As a consequence stereotypes may be more prevalent in diverse working environments.Research purpose: The objective of this study was to explore the experience of stereotypes amongst the support staff within a higher education institution.Motivation for this study: Changes within South African working environments, and specifically higher education institutions, resulted in more diverse management teams and a more culturally diverse workforce. With this in mind, the experience of stereotypes may become more prevalent within South African working environments. Many researchers have focused on stereotypes; however, studies on stereotypes within South Africa are limited, especially within higher education institutions. Research approach, design and method: The research approach was qualitative and a case study design was employed. A combination of both quota and convenience sampling was used. The sample consisted of (N = 30) support staff within a higher education institution in South Africa. Semi-structured interviews were used to collect data.Main findings: The results indicated that the participants do experience stereotypes within their workplace and also hold stereotypes of other people within their workplace. The most prevalent stereotypes mentioned by participants were age, gender, racial and occupational stereotypes. There is also an indication that stereotypes have cognitive, emotional and behavioural effects on the stereotyped.Practical/managerial implications: Organisations should do away with stereotyping by embracing and managing diversity and dealing with stereotypes, specifically within higher education institutions. When managers are aware of stereotypes and the effects thereof in the organisation, they can make every effort to eradicate the stereotypes and address the impact thereof.Contribution: In an environment where there is a diverse workforce, stereotyping is more likely to exist. This study will provide useful information about stereotypes within a higher education institution seeing that there are a limited number of studies on this topic within South Africa and within this specific occupation. The results of the study will enlighten the organisation to become more aware of stereotypes and the debilitating impact that they have on the individual and the organisation, thereby providing the organisation with the opportunity to address stereotypes and the impact thereof on employees and the organisation.

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