scholarly journals The choice of public universities in a restructured and transforming Higher Education landscape: a student perspective

2016 ◽  
Vol 14 (3) ◽  
pp. 276-282 ◽  
Author(s):  
Soobramoney Penceliah ◽  
Samkele V.M. Konyana ◽  
Mandusha Maharaj
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Public Universities ◽  
Higher Education Institutions ◽  
Jel Classification ◽  
Metropolitan Region ◽  
Student Perspective ◽  
University Management ◽  
Cross Sectional ◽  
First Choice

The central tenet of the new Constitution of South Africa is to create equal and socially just economic order. This resulted in the higher education sector being restructured through incorporations and mergers. The limited financial resources, forces universities to evaluate and review their marketing strategies in order to attract suitably prepared and qualified students. The universities have not fully explored the role played by choice factors in influencing the students’ decision of enrolling at a particular university. The purpose of this study is to identify the factors that may influence students in their choice of selecting a public university in the Tshwane Metropolitan Region, South Africa. An empirical study was conducted amongst first year students at two public universities in the Tshwane Metropolitan Region, Pretoria. The study design was quantitative in nature, using a descriptive technique, cross sectional and collected data through the application of a non-probability sampling being utilized to obtain data from a sample of 216 respondents. The results of this study suggest that South African education landscape has evolved towards a market-orientated system in which Higher Education Institutions operate as businesses with marketing challenges. The results provide HEIs a guide to identify the key factors that influence students in the selection of a university in a developing country. University management should take cognizance of the gaps and position the university as an institution of first choice in South Africa. Keywords: demographics, choice factors, universities, higher education institutions (HEIs). JEL Classification: M31, L14, L31

scholarly journals ASSESSING THE IMPACT OF SERVICE RECOVERY STRATEGIES ON PROCEDURAL JUSTICE IN HIGHER EDUCATION INSTITUTIONS

2020 ◽  
Vol 8 (3) ◽  
pp. 230-239
Author(s):  
Steven Kayambazinthu Msosa ◽  
◽  
Gona Govender ◽  
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Procedural Justice ◽  
Public Universities ◽  
Higher Education Institutions ◽  
Service Recovery ◽  
Education Sector ◽  
Recovery Strategies ◽  
The Impact ◽  
Purposive Sample

Students in higher education institutions encounter different problems which are normally reported through the appropriate complaints channels. Sometimes institutions and their employees do not address the reported problems on time due to systematic issues such as internal processes or procedures which are cumbersome. This paper assessed the impact of service recovery strategies (speed and empowerment) on procedural justice in higher education institutions. The study was conducted across three public universities in South Africa using a purposive sample of 430 students. The findings showed that speed and empowerment have a positive and significant impact on procedural justice. The findings underpin the importance of fairness in the procedures being used to address student problems. Besides, the study could help faculty and institutional managers to pinpoint areas that are hindering the smooth running of the operations and interface between students and employees of the universities. This study contributes to the literature on procedural justice in the higher education sector and provides an analysis of students' experiences from the developing world where infrastructural and financial challenges contribute to the final recipe.

scholarly journals The effectiveness of sexual harassment policies and procedures at higher education institutions in South Africa

2011 ◽  
Vol 9 (1) ◽  
Author(s):  
Pierre Joubert ◽  
Christo Van Wyk ◽  
Sebastiaan Rothmann
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Sexual Harassment ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Staff Members ◽  
Policies And Procedures ◽  
Sexual Harassment Policies

Orientation: Sexual harassment policies are generally in place in higher education institutions without any indication of its effectiveness as determined by the awareness of the policy.Research purpose: The aim of this study was to investigate the awareness levels of academic staff members at higher education institutions in South Africa of sexual harassment policies and procedures in their institutions.Motivation for the study: A number of high profile court cases emphasised the need for effective policies to reduce the incidence of sexual harassment complaints.Research design, approach and method: A cross-sectional survey design was conducted amongst 161 academic staff members, representing 10 higher education institutions in South Africa. The measuring instrument that was used is the Sexual Harassment Questionnaire (SHQ) that was developed specifically for this study.Main findings: The results showed that despite indications that sexual harassment policies do exist and that they are regarded as effective tools in addressing sexual harassment, the implementation of such policies is not effective and few academic staff members received training and/or guidance on the utilisation of the policy. Significant correlation coefficients were found between the elements of an effective policy and between population group and some of the elements.Practical/managerial implications: Employers across the board should regularly conduct an audit to determine the level of awareness of sexual harassment policies and procedures and plan interventions.Contribution: No other study in South Africa attempted to measure the awareness levels of academics and its impact on the management of sexual harassment.

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.

Psychological Readiness for Mobile Learning Among Maldivian Students at Higher Education Institutions

2021 ◽  
Vol 9 (3) ◽  
pp. 224-232
Author(s):  
Fathimath Mumthaz
Keyword(s):  
Higher Education ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Paradigm Shift ◽  
Higher Education Institutions ◽  
Mode Of Delivery ◽  
Jel Classification ◽  
Educational Opportunities ◽  
Distance Learners ◽  
Readiness To Adopt

Objective - Mobile learning had widely impacted higher education, providing technology enabled educational opportunities to the mobile-first learners of the millennium, anytime, anywhere. The adoption of mobile technology rapidly increased among higher education institutions of Maldives, changing the psychological perception of distance learners who were located in different atolls of the country. Methodology/Technique - This paper was developed to explore psychological readiness of institutional distance learning students to adopt mobile learning in Maldives. Using quantitative approach, the research was conducted among the distance learners from three key higher education institutions of Maldives. Contributing to the e- questionnaire, three hundred and forty-three (n=340) students expressed their psychological readiness to adopt mobile learning in Maldives. Data collected using mobile technology was analysed using the analysis summary retrieved from Google forms and SPSS. Finding - The analysis revealed that majority of the students of Maldives higher education institutions were acquainted and psychologically ready to adopt mobile learning as a convenient mode of delivery. Novelty - Thereby, it can be said that students were willing to welcome mobile learning enhanced by mobile technology and were psychologically ready to adopt the emerging shift in the paradigm. Type of Paper - Empirical. Keywords: Mobile learning, psychological readiness, paradigm shift, higher education institutions, Maldives JEL Classification: I21, I23

Quality assurance systems: enemies or allies of innovation in higher education institutions?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mariana Ferreira de Mello Silva ◽  
Eduardo Raupp de Vargas
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Literature Review ◽  
Higher Education Institutions ◽  
University Management ◽  
Content Type ◽  
Body Of Knowledge ◽  
The University ◽  
The Relationship ◽  
Innovation In Higher Education

Purpose This study aims to examine the extant literature to analyze the relationship between quality assurance (QA) and innovation in the higher education context. Design/methodology/approach This study selected 63 articles through a systematic literature review in Scopus and Web of Science databases and performed a descriptive and thematic synthesis-analysis on the sample. Findings The research identifies several perspectives discussed on QA systems covering experiences, criticisms and practice implications. The literature review shows there is no clear consensus on whether innovation in higher education institutions (HEIs) is fostered or hindered by QA processes. However, it seems that the likelihood of innovativeness and positive QA outcomes are directly linked to how these processes are managed in universities. Research limitations/implications This review highlights the university management concerns that emerge with QA issues as it is not yet clear to what extent innovation is actually promoted in scenarios where QA is applied. Hence, this literature review could be considered comprehensive but not exhaustive. Further studies are recommended to improve the understanding of how HEIs can both innovate and ensure quality at the same time. Originality/value The paper contributes to the existing body of knowledge by advancing the opportunities and challenges that HEIs face due to QA system features.

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