Technology Versus Quality Education in an Underdeveloped Region: A Case Study of UNISA Students in Former CISKEI Homeland in Eastern Cape

10.31355/8 ◽  
2017 ◽  
Vol 1 ◽  
pp. 001-011
Author(s):  
Agyei Fosu
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Curriculum Design ◽  
Cost Reduction ◽  
Rate Of Change ◽  
Point Of View ◽  
Future Research ◽  
Regional Economies ◽  
Underdeveloped Countries ◽  
Underdeveloped Region

NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose................................................................................................................................................................................................. This paper seeks to show how University of South Africa (UNISA) is using technology to connect lecturers, tutors and students of [UNISA] in an underdeveloped region in South Africa (SA) to reduce cost and time of travelling to access information, tutorials and help [available] in designated centers, hence making quality and higher education more accessible and less costly. Background................................................................................................................................................................................................. This empirical study gives evidence to back the effectiveness, helpfulness and cost reduction of using technology as a medium of making quality and higher education accessible to under developed regions. Methodology................................................................................................................................................................................................. Quantitative and purposeful sampling was deemed appropriate for the study, whereby 200 questionnaires was developed and specifically distributed to UNISA students from former Ciskei towns at East London Tutorial Center. Contribution................................................................................................................................................................................................. The paper is about the usage of mobile technology for knowledge creation and dissemination, instruction and learning, The data generated and presented add to the knowledge base about underdeveloped countries. This data and the conclusions reached based the analysis could be of interest to researchers, university administrators, politicians, planners and policy makers in underdeveloped countries. Findings......................................................................................................................................................................................................... Evaluation of the overall effectiveness, helpfulness and cost reduction of e-tutorials show a slight advantage over the face-face tutorials. Recommendations for Practitioners............................................................................................................................................................. In the quest for ways and means of making quality and higher education accessible to underdeveloped regions, no matter which medium is chosen, the periodic measurement of success in terms of effectiveness, helpfulness, and cost implication in relation to the learner cannot be over looked. Recommendation for Researchers.................................................................................................................................................................. More work needs to be done to check the effectiveness of technology as an efficient medium to provide access to quality and higher education to underdeveloped regional economies. Impact on Society.............................................................................................................................................................................................. The results could have significant implications for raising the level of education and advancing employment equity by improving the delivery and accessibility to quality and higher education to underdeveloped regional economies. Future Research................................................................................................................................................................................................. The analysis of cost efficiency and effectiveness done in this work is just representative of one point of view: the student one of accessibility and cost. There is, however, need in future work to research the implications for the institutions of higher education (in terms teaching design, curriculum design, knowledge of individual learning types, need for change in and rate of change in knowledge view, learning philosophies), individual stakeholders, and the competitive re-positioning of society.

Technology versus Quality Education in an Underdeveloped Region: A Case Study of UNISA Students in Former Ciskei Homeland in Eastern Cape

10.28945/3780 ◽  
2017 ◽  
Author(s):  
Agyei Fosu
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Curriculum Design ◽  
Cost Reduction ◽  
Rate Of Change ◽  
Point Of View ◽  
Future Research ◽  
Regional Economies ◽  
Underdeveloped Countries ◽  
Underdeveloped Region

Aim/Purpose: This paper seeks to show how University of South Africa (UNISA) is using technology to connect lecturers, tutors and students of [UNISA] in an underdeveloped region in South Africa (SA) to reduce cost and time of travelling to access information, tutorials and help [available] in designated centers, hence making quality and higher education more accessible and less costly. Background: This empirical study gives evidence to back the effectiveness, helpfulness and cost reduction of using technology as a medium of making quality and higher education accessible to under developed regions. Methodology Quantitative and purposeful sampling was deemed appropriate for the study, whereby 200 questionnaires was developed and specifically distributed to UNISA students from former Ciskei towns at East London Tutorial Center. Contribution: The paper is about the usage of mobile technology for knowledge creation and dissemination, instruction and learning, The data generated and presented add to the knowledge base about underdeveloped countries. This data and the conclusions reached based the analysis could be of interest to researchers, university administrators, politicians, planners and policy makers in underdeveloped countries. Findings: Evaluation of the overall effectiveness, helpfulness and cost reduction of e-tutorials show a slight advantage over the face-face tutorials. Recommendations for Practitioners: In the quest for ways and means of making quality and higher education accessible to underdeveloped regions, no matter which medium is chosen, the periodic measurement of success in terms of effectiveness, helpfulness, and cost implication in relation to the learner cannot be over looked. Recommendation for Researchers: More work needs to be done to check the effectiveness of technology as an efficient medium to provide access to quality and higher education to underdeveloped regional economies. Impact on Society The results could have significant implications for raising the level of education and advancing employment equity by improving the delivery and accessibility to quality and higher education to underdeveloped regional economies. Future Research: The analysis of cost efficiency and effectiveness done in this work is just representative of one point of view: the student one of accessibility and cost. There is, however, need in future work to research the implications for the institutions of higher education (in terms teaching design, curriculum design, knowledge of individual learning types, need for change in and rate of change in knowledge view, learning philosophies), individual stakeholders, and the competitive repositioning of society.

scholarly journals A REVIEW OF RECENT PAPERS ON ONLINE DISCUSSION IN TEACHING AND LEARNING IN HIGHER EDUCATION

2019 ◽  
Vol 9 (3) ◽  
Author(s):  
Michael Hammond
Keyword(s):  
Higher Education ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Online Discussion ◽  
Future Research ◽  
Online Forums ◽  
Computer Communication ◽  
Asynchronous Online Discussion ◽  
Design Software ◽  
Additional Value

This paper presents a review of a sample of recent case studies on the use of asynchronous online discussion in higher education. These studies are analyzed in terms of curriculum design, assumptions about teaching and learning, and claims and reported conditions for using online discussion. The claims made for asynchronous online discussion—in particular the opportunities for interaction between learners, and permanent access to these interactions—are found to be frequently based on social constructivist principles. Asynchronous online discussion is seen as offering additional value by providing learners with experience of computer communication tools and opportunities for taking part in group work. Several constraints on participation within online forums are described. These are discussed in relation to the nature of curriculum design, software design, tutor support, and learners’ attitudes and previous experience. The conditions under which asynchronous online discussion may best support learning are set out, and avenues for future research are suggested.

The reality of the availability of teaching techniques from the faculty members’ point of view at the Faculty of Science and Arts in Al-Ula Branch of Taibah University: واقع توافر تقنيات التدريس من وجهة نظر أعضاء هيئة التدريس بكلية العلوم والآداب بجامعة طيبة (فرع العلا)

2020 ◽  
Vol 4 (48) ◽  
Author(s):  
Yousef Mufleh Saleem Jarrah
Keyword(s):  
Curriculum Design ◽  
Point Of View ◽  
Faculty Members ◽  
Future Research ◽  
Validity And Reliability ◽  
Negative Effects ◽  
Teaching Techniques ◽  
Technological Developments ◽  
General Average ◽  
The University

The current study aimed to know the reality of the availability of teaching techniques from the faculty members’ point of view at the Faculty of Science and Arts in Al-Ula at Taibah University, and the effects of non-availability for these techniques. The researcher used the descriptive approach, and the study sample consisted of all members of the original community who are (121) faculty members (male, female). The researcher prepared a questionnaire consisting of (42) techniques for gathering information, and it was verified validity and reliability. The study has come across the following results: It was found that the average mean of the reality of the availability of teaching techniques was satisfactorily with an average of (2.41), and (50.1%) percentage with a degree (disagree) and that is the highest degree of availability of five techniques with a general average of (4.30) and with a (54.4%) percentage with a degree (agree). As for the general mean for the medium techniques, it was (1.84) with a (46.1%) percentage and with a degree (disagree). The lowest levels of those technologies, which are almost non-existent, were with a general average (1.45) with a (68.6%) percentage and a degree (strongly disagree). As the results indicated there are statistically significant differences in the opinions of the study sample individuals on the reality of the availability of teaching techniques according to the gender variable at the level of the tool as a whole in favor of males. Finally, in the light of the results of the study, also the negative effects of the lack of teaching techniques in Science and Arts in Al-Ula were clearly seen and the feasibility of the study as well. The study also concluded to feasibility of the study the reality of the techniques in the college and strengthening the practical side in using the modern methods of the teaching and diversity in exchange of information with the learner, and developing the self abilities for the learner. This study is concluded with several recommendations, the most important of which are: the university administration should ensure the availability of teaching techniques in colleges, keep pace with technological developments, and conduct more future research on ensuring digital quality and the possibility of integration in curriculum design.

scholarly journals ‘You have to keep your head on your shoulders’: A systems psychodynamic perspective on women leaders

2018 ◽  
Vol 44 ◽  
Author(s):  
Claude-Helene Mayer ◽  
Louise Tonelli ◽  
Rudolf M. Oosthuizen ◽  
Sabie Surtee
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Women Leaders ◽  
Mother Tongue ◽  
Future Research ◽  
Women Leadership ◽  
Tongue Position ◽  
Context Specific ◽  
Education Resource ◽  
Role Confusion

Background:Women leaders within Higher Education Institutions (HEIs) in South Africa have increased in numbers over the past years and they have changed the dynamics in these institutions. Yet, it is a subject that has hardly been explored from the perspective of women leaders.Aim:The aim of this study is to explore the experiences of women leaders in HEIs from a systems psychodynamic perspective using the conflict, identity, boundaries, authority, roles, task (CIBART) model, a well-researched model to analyse systems psychodynamics and to gain a deeper understanding of (un)conscious dynamics within organisations.Methods:This qualitative study is based on Dilthey‘s modern hermeneutics. Interviews were conducted with 23 women leaders from the Higher Education Resource Services South Africa, network across 8 HEIs. Observations were conducted in one organisation to support the data analysis and interpretation. Data were analysed through content analysis.Findings:Findings show that women leaders re-evaluate and reconstruct themselves constantly within organisations. This continuous re-evaluation and reconstruction become visible through the constructs of the CIBART model. The findings reveal deeper insights into systems psychodynamics, which considers anxiety within the system where women leaders seem to contain such anxiety by mobilising specific defence mechanisms. Certain diversity markers, such as race, gender, mother tongue, position within the organisation and generational belonging play a role in creating the dynamics. Women leaders’ experience of de-authorisation and role confusion impacts significantly on women leadership and their action towards ownership.Practical implications: The study provides new, valuable and context-specific insights into women leadership seen through the lens of the CIBART model, highlighting unconscious dynamics that need practical attention in the HEIs to empower women leaders for gender-specific leadership training.Originality or value: Findings provide a foundation for future research on women leaders and applied solutions to empower women leaders, whilst reducing anxiety within the system. The study provides complex insights, which should create increasing awareness in women leaders towards being containers of anxiety and creating new ways of empowered women leadership.

scholarly journals Emotional intelligence in South African women leaders in higher education

2017 ◽  
Vol 43 (0) ◽  
Author(s):  
Claude-Hélène Mayer ◽  
Rudolf M. Oosthuizen ◽  
Sabie Surtee
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Emotional Intelligence ◽  
Women Leaders ◽  
South African ◽  
African Women ◽  
Future Research ◽  
Structured Interviews ◽  
Leadership Qualities ◽  
South African Women

Orientation: This study contributes to an in-depth understanding of emotional intelligence (EI) in women leaders in Higher Education Institutions (HEIs) in South Africa from an inside perspective.Research purpose: The purpose of this study is to explore EI in South African women leaders working in HEIs to identify women leader’s strengths, foci and their possible areas of development. The aim is to get deeper insights in EI in women leaders because EI is associated with effective leadership qualities, creativity and innovation, as well as empathetic communication which is needed in the challenging HEI workplaces.Motivation for the study: Emotional intelligence is an important source for women leaders to increase leadership qualities. This study is motivated by a deep interest to explore aspects of EI in women leaders in this specific professional context.Research design, approach and method: The study uses a qualitative research design and an approach based on Dilthey’s modern hermeneutics of ‘Verstehen’ (understanding). Twenty-three women leaders of the Higher Education Research Service (HERS-SA) network were interviewed through semi-structured interviews. One researcher observed behaviour in one HEI to support the interpretation of the data. Data were analysed through content analysis.Main findings: Findings show that women leaders mainly refer to intrapersonal emotional quotient (EQ), followed by interpersonal EQ, adaptability, stress management and, finally, general mood. The most highly rated components of EQ are self-regard, followed by interpersonal relationships, problem solving, empathy, emotional self-awareness, assertiveness, impulse control and social responsibility. Findings also provide ideas on what EQ components can be further developed.Practical/managerial implications: New insights are provided on what components of EI should be developed in women leaders to increase overall EI, on cognitive and behavioural levels.Contribution/value-add: This research provides new and original context-specific insights on EI in HEIs in South Africa, which can be used as a basis for future research on women leaders while providing a knowledge base for contemporary training of EI in HEIs.

scholarly journals The role of the church in the #FeesMustFall movement in South Africa: Practical Theological reflection

2018 ◽  
Vol 74 (1) ◽  
Author(s):  
Mookgo S. Kgatle
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Point Of View ◽  
Theological Reflection ◽  
Poor Students ◽  
Practical Theological ◽  
Number Of Publications ◽  
The Moment ◽  
The Many ◽  
The Church

In 2015 and 2016, South Africa experienced one of the unique student-led protests since the dawn of democracy that touched the world, the #FeesMustFall movement. Out of the many demands that the students made in the movement, one is outstanding, fee-free higher education. A large number of publications have been written on the movement from an economical and educational point of view. Most of these publications argue that a fee-free higher education for all students is not an affordable or sustainable option for South Africa at the moment. What is new in this article is a practical theological reflection on the movement in general and the demand for a fee-free higher education by students in particular. The article looks at the possibilities of fee-free higher education for the poor students in South Africa by exploring the roles of the church in the #FeesMustFall movement.

The Benefits of Peer Tutoring and Peer Mentoring in University

2018 ◽  
pp. 20-35
Author(s):  
Ernesto López-Gómez ◽  
Celia Camilli-Trujillo
Keyword(s):  
Higher Education ◽  
Peer Tutoring ◽  
Peer Mentoring ◽  
Integrated Approach ◽  
Point Of View ◽  
University Student ◽  
Peer Collaboration ◽  
Future Research ◽  
The University ◽  
The Impact

This chapter presents the results of a review of research about peer tutoring and peer mentoring in higher education oriented by two fundamental aims. The first of them, deepen and clarify from the conceptual point of view the peer tutoring and the peer mentoring in the university context and, in second place, to explore and evidence the benefits and the impact that these support modalities has in the light of the results of international investigations. The results show that the benefits of peer collaboration focus on two horizons: academic achievement and human-social development. An integrated approach is needed, for its greater impact for the university student. Finally, some conclusions and some guidelines for future research are proposed.

scholarly journals A move towards heutagogy to empower theology students

2016 ◽  
Vol 72 (1) ◽  
Author(s):  
Erna Oliver
Keyword(s):  
Higher Education ◽  
South Africa ◽  
South African ◽  
Curriculum Design ◽  
Student Support ◽  
South African Context ◽  
Academic Literature ◽  
African Context ◽  
Education Needs ◽  
Theology Students

Society is transforming from the industrial era to an information based, network society. Thereis widespread consensus that due to this revolution in society, education needs to make aparadigm shift in order to stay relevant to the changing needs of society. Although thisparadigm shift is promoted widely in academic literature, it seems as if in practice there arestumbling blocks preventing higher education to make positive strides into a new directionwithin the South African context. This research highlights some of the hurdles that OpenDistance Learning higher education in South Africa is experiencing and also suggests apossible way forward to overcome these obstacles through the implementation of selfdeterminedlearning (heutagogy). In order for heutagogy to be implemented successfully,student support is of the upmost importance both in the curriculum design and the actualteaching and presenting of courses.

Exploring stakeholder roles in the management of indoor environmental quality of higher education institutes in South Africa

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mpho Ndou ◽  
Clinton Aigbavboa ◽  
Wellington Didibhuku Thwala
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Environmental Quality ◽  
Stakeholder Management ◽  
The Body ◽  
Future Research ◽  
Indoor Environmental Quality ◽  
Content Type ◽  
Management Roles

PurposeThis study aims to explore the influential role stakeholder play in the management of indoor environmental quality (IEQ) in facilities of higher education institutions (HEIs) in South Africa. By defining the indoor environmental challenges facing HEI's, an alternative redress to these challenges can be achieved through stakeholder management.Design/methodology/approachThe study adopted a quantitative survey approach which was informed by a post-positivism philosophical stance. The closed-ended questionnaire survey was used to gather views from academic and administrative staff who were employed in various HEIs across South Africa. The literature review revealed 13 influential stakeholder management roles which were explored. The gathered data was analysed using descriptive and inferential statistics that evaluated the influential role stakeholder play in the management of IEQ in HEIs.FindingsExploratory factor analysis (EFA) revealed three core categories of stakeholder management roles to being community engagement and awareness, organisational commitment and objective function. These roles play an integral part of overhauling the current IEQ conditions in HEIs, which subsequently improves the quality of education through efficient academic and administrative performance.Originality/valueThe study contributes to the body of knowledge as it reveals that HEI, particularly in developing countries like South Africa, can improve their current IEQ conditions through adopting critical stakeholder management roles. Also, this study provides further theoretical background for future research in the area of stakeholder management which has been lacking in previous IEQ studies.

scholarly journals Perspectives on Historically Marginalized Doctoral Students in the United States and South Africa

10.28945/4210 ◽  
2019 ◽  
Keyword(s):  
Higher Education ◽  
United States ◽  
South Africa ◽  
Doctoral Students ◽  
Doctoral Education ◽  
The United States ◽  
Future Research ◽  
Cultural Frameworks ◽  
Higher Education Internationalization ◽  
Doctoral Experience

[This Proceedings paper was revised and published in the 2019 issue of the International Journal of Doctoral Studies, Volume 14] Aim/Purpose: This work expands discussions on the application of cultural frameworks on research in doctoral education in the United States and South Africa. There is an emphasis on identifying and reinterpreting the doctoral process where racial and cultural aspects have been marginalized by way of legacies of exclusions in both contexts. An underlying premise of this work is to support representation of marginalized students within the context of higher education internationalization. Background: Decades of reporting provide evidence of statistical portraits on degree attainment. Yet, some large-scale reporting does not include representation of historically marginalized groups until the 1970’s in the United States, and the 2000’s for South Africa. With the growth of internationalization in higher education, examination of the impact of marginalization serves to support representation of diversity-focused discussions in the development of regional international education organizations, multilateral networks, and cross-collaborative teaching and research projects. Methodology: Qualitative research synthesis of literature focused on a dimensional framework of diversity provides a basis for this discussion paper regarding the potential of Sankofa as a cultural framework for examining the historically marginalized doctoral experience in the United States and South Africa. Contribution: A major contribution of this work offers critical questions on the use of cultural frameworks in doctoral education in the US and South Africa and broader dynamics of higher education internationalization. Findings: Sankofa reveals critical insight for reinterpretation of the doctoral process through comparison of perspectives on the historically marginalized doctoral experience in the United States and South Africa. They include consideration of the social developments leading to the current predicament of marginalization for students; awareness of the different reporting strategies of data; implementation of cultural frameworks to broaden the focus on how to understand student experiences; and, an understanding of the differences in student-faculty relationships. Recommendations for Practitioners: Recommendations for practitioners highlight the application of cultural frameworks in the development and implementation of practical strategies in the support of historically marginalized doctoral students. Recommendations for Researchers: Recommendations for researchers consider the application of cultural frameworks in the development of scholarship supporting historically marginalized doctoral students within a global context. Impact on Society: Intended outcomes for this work include increasing awareness about historically marginalized doctoral students. Recommendations are focused on improving their academic and career experiences in the United States and South Africa with global implications for this student population. Future Research: Future research should consider the application of cultural frameworks when examining the historically marginalized doctoral experience within global, national, and local contexts.

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