Pedagogical Factors That Affect Technology Integration at Two Universities of Technology in South Africa

2018 ◽  
Vol 39 (2) ◽  
Author(s):  
Sheila Xakaza-Kumalo
Keyword(s):  
Higher Education ◽  
Technology Integration ◽  
South African ◽  
Higher Education Institutions ◽  
Pedagogical Issues ◽  
Central Research ◽  
Integration Of Technology ◽  
South African Universities ◽  
Educational Factors ◽  
Technology In Higher Education

This paper reports on a case study that was conducted at two South African universities of technology to explore the integration of technology in higher education institutions. Fourteen participants from these two institutions provided their perspectives about the pedagogical considerations that were important educational factors in the integration of technology in higher education institutions. The framework proposed by Tedre, Apiola, and Cronjé was used as a measuring tool to determine pedagogical elements that were essential in the adoption of technology. The aim of this research was to evaluate the effectiveness of the said framework as an analytical tool, and to contribute to its refinement. The central research question concerned the extent to which this framework was useful for a situational analysis at the relevant two South African universities. Although the universities’ educational strategies and policies were found to be analogous, differences were identified in the manner of and approach to the implementation of educational technology. The pedagogical considerations for e-learning uptake in both universities were similar to a certain extent. The findings further showed that most of the educational factors that affected technology integration resonated with pedagogical issues experienced in other developing countries. It was concluded that students could determine the future of learning as they persistently engaged in potentially rhizomatic learning environments. This paper offers recommendations that address dramatic transformation in higher education institutions due to emerging technologies and radical changes that are experienced. The limitations of the study and suggestions for future research are also highlighted.

scholarly journals The development of a framework for blended learning in the delivery of Library and Information Science curricula at South African universities

2015 ◽  
Author(s):  
◽  
Mogiveny Rajkoomar
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
South African ◽  
Teaching And Learning ◽  
Education And Training ◽  
Research Approach ◽  
Pedagogical Issues ◽  
South African Universities ◽  
Learning Interventions ◽  
And Training

The core interest in blended learning lies in the need to provide more engaged learning experiences while recognizing the potential of ICTs which has a profound impact on all aspects of life including the Library and Information Service (LIS) field. This doctoral study was undertaken with the objective of exploring the educational and pedagogical issues in blended learning for the development of a framework for designing and implementing blended learning in the delivery of LIS curricula in South African universities. The target populations for this study included, LIS educators from higher education institutions in South Africa offering LIS education, LIS students from these institutions exposed to blended learning interventions and facilitators of blended learning (individuals in institutional teaching and learning units) from the various institutions offering LIS education and using blended learning. The study adopted a mixed method research approach using a fully mixed dominant status design to explore and understand the phenomenon of blended learning at a more detailed level by using qualitative follow-up data (for example, interviews with LIS educators and institutional facilitators of blended learning and focus group discussions with LIS students) to explain and explore the results of a largely quantitative Web survey. The theoretical framework that underpinned the study involved various learning theories, learning styles as well as blended learning models relating to the higher education environment. The key findings of the study reveal that blended learning remains a complex concept with no clear consensus on the key components that need to be blended, how much of each component to blend and the criteria that are needed for the interventions to be regarded as blended learning. This flexibility, to an extent, allows for institutions to tailor the concept and maximise the potential of blended learning while still being responsive to the diverse student populations at South African higher institutions. The framework for blended learning in the delivery of LIS curricula at South African universities proposed by this study is generated from the theories informing this study; the literature reviewed; existing frameworks for blended learning such as Khan’s octagonal framework and the Community of Inquiry (CoI) framework; the findings of this study; the researcher’s own educational experiences; and, is grounded in the larger field of higher education. The use of blended learning has the potential to transform LIS education and training by encouraging LIS educators to reflect on their teaching and learning practices and to use the proposed framework as a guideline to design and implement pedagogically sound blended learning interventions for LIS education and training.

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

scholarly journals Internal barriers to supply chain management implementation in a South African traditional university

2018 ◽  
Vol 12 ◽  
Author(s):  
Mamokgadi Z. Masete ◽  
Chengedzai Mafini
Keyword(s):  
Higher Education ◽  
Supply Chain ◽  
Supply Chain Management ◽  
South African ◽  
Management Practices ◽  
Higher Education Institutions ◽  
Successful Implementation ◽  
Public Higher Education ◽  
Chain Management ◽  
Internal Barriers

Background: The demand for higher education in South Africa continues to increase, placing pressure on public higher education institutions to satisfy this demand. Supply chain management is one of the practices that may be implemented to ensure that public universities improve their operations and can, therefore, meet the increased demand for higher education in the country.Objectives: This study aimed to explore the barriers to the implementation of supply chain management practices at a South African public university.Method: The study used a qualitative case study approach using a sample of 17 members of management and staff at a South African traditional university in the Limpopo Province. Data were collected using a combination of a focus group discussion and semi-structured in-depth interviews.Results: The study generated eight themes that embody the barriers to the implementation of supply chain management at the institution. These themes were labelled as stakeholder buy-in, knowledge of supply chain management, supply chain systems and processes, procurement policy and practices, implementation of supply chain management, stakeholder change management, human resource management and organisational culture.Conclusion: Various internal barriers impair the implementation of supply chain management practices at the institution. Administration at the institution has invested limited resources, time and initiatives to ensure the successful implementation of supply chain management. The focus should be directed to finding lasting solutions to each of the barriers identified in this study. Further studies should address the issue of external barriers to supply chain management in public higher education institutions.

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.

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