MANAGING CHANGE IN A COMPLEX, COMPETITIVE, CHANGING HIGHER EDUCATION ENVIRONMENT IN SOUTH AFRICA

Abstract In 2014, the Council on Higher Education (CHE) in South Africa introduced the Quality Enhancement Project (QEP) with a view to address the failure of traditional audits to improve student success and throughput. Through the lens of Bowe, Ball and Gold (1992)’ policy implementation theory, this article explores stakeholder experiences of the implementation of the intervention at four universities in South Africa. A qualitative, multiple case study research design was applied and purposive sampling of stakeholders was conducted using in-depth individual, focus group interviews and document analysis. The findings revealed that whilst there were both positive and negative outcomes in Bowe, Ball and Gold (1992)’ three contexts: the context of influence had a potential to influence change, the context of policy text production and the context of practice did not bring about the envisioned change. This suggests complexities of policy implementation influenced by different contexts of and approaches to QEP implementation. Critical findings suggest that the QEP was unsustainable due to a project mentality among stakeholders, the effects of the unstable higher education environment, lack of a change theory, policy borrowing, insufficient funds and lack of resources. Key words: quality enhancement, project mentality, Higher education South Africa, policy implementation.

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

Social Inclusion ◽

10.17645/si.v6i4.1666 ◽

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.

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TEAM WORKING IN FOREIGN LANGUAGE LEARNING THROUGH A CHALLENGE-BASED VIRTUAL HIGHER EDUCATION ENVIRONMENT

Humanities science current issues ◽

10.24919/2308-4863.4/31.214405 ◽

2020 ◽

Vol 4 (31) ◽

pp. 256-261

Author(s):

Inna SHKARBAN

Keyword(s):

Higher Education ◽

Foreign Language ◽

Language Learning ◽

Foreign Language Learning ◽

Team Working ◽

Education Environment ◽

Virtual Higher Education

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USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

Progressio South African Journal for Open and Distance Learning Practice ◽

10.25159/0256-8853/572 ◽

2015 ◽

Vol 37 (1) ◽

pp. 54-67 ◽

Cited By ~ 3

Author(s):

R J Singh

Keyword(s):

Higher Education ◽

South Africa ◽

Distance Learning ◽

Blended Learning ◽

Learning Experiences ◽

Learning Opportunities ◽

Face To Face ◽

E Learning ◽

Face To Face Learning ◽

Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

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A CUSTOMISED FRAMEWORK FOR EFFECTIVE PODCAST INTEGRATION IN A SOUTH AFRICAN HIGHER EDUCATION ENVIRONMENT

Progressio South African Journal for Open and Distance Learning Practice ◽

10.25159/0256-8853/729 ◽

2016 ◽

Vol 38 (1) ◽

pp. 14-32

Author(s):

Shane Pachagadu ◽

Liezel Nel

Keyword(s):

Higher Education ◽

Conceptual Framework ◽

South African ◽

Teaching And Learning ◽

Teaching And Learning Environment ◽

Education Environment ◽

University Of Technology ◽

African Higher Education ◽

South African Higher Education ◽

Effective Integration

Numerous studies have explored the potential of podcast integration in teaching and learning environments. This paper first presents and organises perspectives from literature in a conceptual framework for the effective integration of podcasting in higher education. An empirical study is then discussed in which the guidelines presented in the framework were evaluated for applicability in a selected course at a South African University of Technology. Since the results of the study revealed a number of aspects not accounted for in the conceptual framework, the framework was customised to make it more applicable for the particular higher education environment. The customised framework identifies four principles and a series of related guidelines for the effective integration of podcasts in a South African higher education teaching and learning environment. This framework can become a valuable resource for effective podcast integration in similar environments.

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AN INDUCTIVELY DERIVED RESEARCH FRAMEWORK FOR STUDENT SATISFACTION IN ODL: THE HIGHER EDUCATION ENVIRONMENT

Progressio South African Journal for Open and Distance Learning Practice ◽

10.25159/0256-8853/988 ◽

2016 ◽

Vol 38 (1) ◽

pp. 33-57

Author(s):

Marry Mdakane ◽

Christo J. Els ◽

A. Seugnet Blignaut

Keyword(s):

Higher Education ◽

Student Satisfaction ◽

Qualitative Data ◽

Tertiary Education ◽

Specific Aspect ◽

Written Narratives ◽

Research Framework ◽

Main Research ◽

Language Groups ◽

Education Environment

Student satisfaction, as a key psychological-affective outcome of tertiary education, is a direct measure of the success of Open Distance Learning (ODL). It is therefore vital for ODL Higher Education Institutions to assess and improve student satisfaction constantly. Existing theories on student satisfaction are mostly derived from deductive research, i.e. from research that considers the existing body of knowledge, followed by an investigation of a specific aspect or component, in order to reach a specific conclusion. We, however, maintain the inductive stance that a research framework for student satisfaction in ODL should be derived from students themselves. Accordingly, we purposively collected qualitative data from N=34 South African postgraduate ODL students, representative of various cultural language groups, with regard to student satisfaction. Supported by Atlas.ti, we composed an integrated dataset comprised of students’ responses to two focus-group interviews, as well as students’ written narratives in response to qualitative questions. Through meticulous qualitative data-analysis, we detected data categories, sub-categories, patterns and regularities in the integrated dataset. Theories and findings from the existing corpus of knowledge pertaining to student satisfaction in ODL illuminated our qualitative findings. This paper reports on the knowledge we gained from our participants pertaining to their student satisfaction with the Higher Education (HE) environment, the first of three main research components of an inductively derived research framework for student satisfaction in ODL.

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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.

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