scholarly journals Academic Staff in Engineering and the Built Environment at Durban University of Technology: A Baseline Study of Gender Equality

2019 ◽  
Vol 1 (1) ◽  
pp. 103-112
Author(s):  
Lesley Anne Cooke ◽  
Hester Jackson ◽  
Zakheeya Armoed
Keyword(s):  
South Africa ◽  
Built Environment ◽  
Engineering Education ◽  
Gender Equality ◽  
Academic Staff ◽  
Women In Science ◽  
Academic Departments ◽  
Baseline Study ◽  
University Of Technology ◽  
Engineering And Technology

AbstractThe research reported in this paper is part of a large Personalised Engineering Education South Africa III Project that involves eight universities across Europe and South Africa. One of the foci of the project is around gender equality in engineering education. The literature on Women in Science, Engineering and Technology (STEM) in general is briefly reviewed. Attention then shifts to gender equality in STEM, academia, and engineering education more specifically. Management Information data from 2014 to 2018 were analysed to establish a baseline for the number and the rank of female staff in seven academic departments in the Faculty of Engineering and the Built Environment (EBE) at Durban University of Technology (DUT). The results show that there is low representation of female staff in the selected academic departments. Female staff are not represented in the higher academic ranks such as Associate or Full Professors. These findings resonate with other published research. This baseline study will be used to further investigate the experiences of women in EBE at DUT.

scholarly journals Customer service orientation of institutes of higher learning in South Africa: A case study of universities of technology

2014 ◽  
Vol 11 (4) ◽  
pp. 299-310
Author(s):  
Lawrence Mpele Lekhanya
Keyword(s):  
South Africa ◽  
Customer Service ◽  
Academic Staff ◽  
Higher Learning ◽  
Ethical Behaviour ◽  
Service Orientation ◽  
Managerial Implication ◽  
Technology Students ◽  
University Of Technology ◽  
Kwazulu Natal

The purpose of the study was to investigate the customer service orientation of institutes of higher learning in South Africa, with specific reference to Universities of Technology in KwaZulu–Natal (KZN). As an exploratory study, the research aimed at understanding how various factors, of customer service orientation of institutes of higher learning, affected the perceived service quality provided to students. This quantitative survey was conducted among the universities’ students, located in the province of KwaZulu–Natal, South Africa. A cross-sectional survey design was used to assess university of Technology students’ perceptions of customer service orientation, by means of a 5-point Likert scale questionnaire. A total of 110 questionnaires were analysed. Findings indicated that, most university of Technology students either agreed or were neutral regarding the customer service orientation they received in their respective universities of Technology, with above average, overall mean scores. The important factors that determined the customer service orientation of universities of Technology in South Africa were facilities, academic staff attendance during lecturing periods, administration of other activities relevant to the students, equal research funding accessibility, as well as ethical behaviour and professionalism of academic staff. The managerial implication is that measuring the customer service orientation of the universities of technology, to prioritize those factors identified as important by the students, for effective management of customer service. Providing good customer services across the universities is critical in gaining a competitive edge in the education sector.

scholarly journals The Relevance of the Master’s in Engineering Education at a University of Technology in South Africa

2019 ◽  
Vol 1 (1) ◽  
pp. 1-9
Author(s):  
Kholeka Moloi ◽  
Maurice Ndege
Keyword(s):  
South Africa ◽  
Engineering Education ◽  
Relevant Literature ◽  
National Development ◽  
Developmental State ◽  
University Of Technology ◽  
Engineering Sciences ◽  
Vision 2030 ◽  
Theoretical Paper ◽  
And Mathematics

AbstractThe purpose of this theoretical paper is to explain the relevance of the Master of Engineering Education (M Eng. in Education) at one university of technology in South Africa, that comprises four distinct faculties. The paper is based on relevant literature review. The M Eng in Education creates the nexus between Engineering Sciences and Education as specific fields of study and research to enhance cross-boundary knowledge, skills, pedagogy and application. This is in line with the South African National Development Plan, Vision 2030, that accentuates the need for Science, Technology, Engineering and Mathematics (STEM) education in the country to address the economy, develop skills, create jobs, eradicate poverty and unemployment towards a capable developmental state. Using a social constructivist lens, the researchers draw from their experiences while working with Engineering lecturers who enrolled for the Postgraduate Diploma in Higher Education (PGDHE) programme, offered within the institution. From the interaction with the Engineers through the PGDHE programme, the researchers found that the teaching and research skills of these engineers fundamentally improved because they had to submit long essay-type assessments. The researchers conclude that the M Eng in Education will enable engineers to teach better and improve student learning within their classrooms.

Final Thoughts and Concluding Comments

2013 ◽  
pp. 239-263
Keyword(s):  
Gender Equality ◽  
Computer Games ◽  
Occupational Segregation ◽  
Women In Science ◽  
Skills Shortage ◽  
Engineering And Technology ◽  
Pertinent Question ◽  
Male Dominated ◽  
New Industry

Why women are underrepresented in certain careers has been a pertinent question for career researchers and scholars interested in gender equality issues for decades. Researchers have been particularly interested in the lack of women in science, engineering, and technology careers, as well as those with high mathematics content. Throughout this book, the authors have highlighted why gendered occupational segregation is an issue for both gender equality and essential in addressing the skills shortage in some occupations. They have aimed to give readers an overview of key areas to consider in assessing gendered occupational segregation. Importantly, the authors wanted to highlight the multifaceted variables involved in perpetuating and reinforcing gendered occupational segregation, especially for women in science, engineering, and technology careers. They have demonstrated how a multiplicity of interacting influences shape women’s careers. In particular, this book has emphasised the role of psychological, organizational, and social factors in understanding career roles and trajectories. Many books have looked at women’s underrepresentation in the ICT and SET industries; however, this book has taken into account not only these male dominated industries but has also included other male dominated industries such as construction, and the new industry of computer games, in order to understand the reasons behind this underrepresentation.

NATURE, PATTERNS AND TRENDS OF RESEARCH COLLABORATION AMONG ACADEMICS IN SELECTED UNIVERSITIES IN NIGERIA AND SOUTH AFRICA

Mousaion ◽  
2016 ◽  
Vol 34 (1) ◽  
pp. 1-22
Author(s):  
Sani A. Fari ◽  
Dennis Ocholla
Keyword(s):  
South Africa ◽  
Knowledge Sharing ◽  
South African ◽  
Research Collaboration ◽  
Academic Staff ◽  
Depth Of Knowledge ◽  
University Of Technology ◽  
Kwazulu Natal ◽  
Common Goals ◽  
The University

In this article, we argue that research collaboration, as an activity embarked upon by two or more individual researchers to attain common goals, is crucial in determining the breadth and depth of knowledge sharing among academics. The aim of the study was to investigate the nature, patterns and trends of research collaboration among academics in six universities in Nigeria and South Africa between 2003 and 2013. The study determined the level and extent of knowledge sharing among the actors by exploring several aspects of research collaboration. We targeted all the academic staff at the six universities whose publications appeared in the SCOPUS database for the research period. The data was first extracted from SCOPUS by using affiliation search by university for the study period. Through descriptive and evaluative bibliometrics or publication count, domestically and internationally co-authored papers and major collaborating institutions between 2003 and 2013 were determined with the hope of finding co-authorship links for the six universities. The study revealed that research collaboration does occur among academics/researchers in the universities. The South African universities, namely, the University of KwaZulu-Natal (UKZN), Durban University of Technology (DUT) and University of Zululand (UZ) collaborated with each other. However, in Nigeria, there was only one collaborative tie between Ahmadu Bello University (ABU) and the Federal University of Technology (FUT), and no collaboration with Umaru Musa Yar’adua University (UMYU). South Africa also had a higher number of universities among the top 20 universities collaborating between the two countries within the study period.

scholarly journals Incorporation of Practice Based Approach into Engineering Education at Master Level: Analysis of Needs of Teaching staff at Cape Peninsula University of Technology within PEESA III Project

2019 ◽  
Vol 1 (1) ◽  
pp. 180-188
Author(s):  
Norbert Gruenwald ◽  
Anthony Staak ◽  
Stephen Bosman ◽  
Ruben Ndihokubwayo ◽  
Jeļena Zaščerinska ◽  
...  
Keyword(s):  
South Africa ◽  
Engineering Education ◽  
Research Question ◽  
Teaching Staff ◽  
Practical Training ◽  
Employee Education ◽  
University Of Technology ◽  
Cape Peninsula ◽  
Master Level ◽  
Teacher Professional

AbstractCompany’s work, growth and development are facilitated by the synergy between employee education and working. However, fresh employees who recently graduated from higher education institutions are often mismatched to their jobs due to their imbalances between skills offered or, in other words, education, and skills needed or, in other words, practice in the world of work. For bridging the gap between graduates’ skills and company’s needs, technical universities traditionally devote much time to students’ practical training. The aim of the present paper is to analyse scientific literature on practice based approach underpinning empirical study of needs of teaching staff within PEESA III Project for incorporation of practice based approach into engineering education at master level in South Africa. The data was collected through focus group interview at Cape Peninsula University of Technology in May 2019. The findings of the present research are that university teachers’ experience in practice based approach at universities in South Africa has to be enriched. The following research question has been formulated: How to organize a teacher professional development within teacher training for effective incorporation of practice based approach into engineering education at master level in South Africa? Directions of further research are formulated.

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