Student Governance and the Academic Minefield During COVID-19 Lockdown in South Africa

2022 ◽  
pp. 255-276
Author(s):  
Vuyo Mthethwa
Keyword(s):  
South African ◽  
Academic Experiences ◽  
Academic Experience ◽  
Snowball Sampling ◽  
Self Regulated Learning ◽  
South African Universities ◽  
Resultant Effect ◽  
Student Governance ◽  
Modes Of Interaction ◽  
The Impact

Since 1997, the ordinary students at South African universities have depended on the SRC to be at the forefront of student advocacy in relation to resources to support their academic experiences. The onset of the lockdown on the eve of 26th March 2020 had an unprecedented effect on student life, with a change of student governance from cohesion to isolation. Adopting a snowball sampling methodology, 15 students registered at various South African universities were interviewed via WhatsApp about the support they received from their SRC during the COVID-19 lockdown. The impact of the lockdown on student governance is examined through the lens of ordinary students. Findings suggest that the surge to technology-based modes of interaction and self-regulated learning had a resultant effect of a highly compromised academic experience, even though some were able to adapt to online learning. Adjusted approaches to student governance are inevitable as the coronavirus continues to manifest.

scholarly journals South African universities in a time of increasing disruption

2021 ◽  
Vol 24 (1) ◽  
Author(s):  
Johan Coetzee ◽  
Brownhilder Neneh ◽  
Karlien Stemmet ◽  
Jana Lamprecht ◽  
Constance Motsitsi ◽  
...  
Keyword(s):  
Higher Education ◽  
South African ◽  
Curriculum Design ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
African Students ◽  
Study Approach ◽  
South African Universities ◽  
The Impact

Background: The Fourth Industrial Revolution (4IR) and the Coronavirus Disease 2019 (COVID-19) have disrupted the higher education environment in unprecedented ways.Aim: This article identifies the impact of increasing disruption driven by the 4IR and COVID-19 on the content and curriculum design of degree programmes in economic and management sciences offered by South African universities.Setting: Six South African and five top-tier US and UK universities.Methods: The study used a non-positivist qualitative research design and specifically the case-study approach. A document analysis of the information in university yearbooks and prospectuses was conducted, using a purposive sampling design.Results: An online presence will become more important due to increased disruption, and will not only ensure an additional revenue stream, but also promote continuity in operations and mitigate threats from competitors. COVID-19 has accelerated the extent of this disruption and expedited the migration to online teaching and learning platforms.Conclusion: Since science, technology, engineering and mathematics are integral to the majority of 4IR-related modules, South African universities must not shy away from degree programmes that ignore inter- and multi-disciplinary curriculum designs. Coupled with the challenges facing the majority of South African students to access electronic devices, data and the internet, COVID-19 has thrust this challenge to the forefront in the South African higher education landscape. By comparing the developments in South African universities with those in trendsetting, top-tier, global universities, management can assess the extent to which they are internationally competitive and adapting to the demands of the 4IR.

scholarly journals Black Doctors and Discrimination under South Africa’s Apartheid Regime

2013 ◽  
Vol 57 (2) ◽  
pp. 269-290 ◽  
Author(s):  
Anne Digby
Keyword(s):  
Black Students ◽  
South African ◽  
Transformational Change ◽  
Political Activism ◽  
African Experience ◽  
South African Universities ◽  
Apartheid Regime ◽  
The Impact

AbstractThis article discusses an under-researched group and provides an analytical overview of the comparative experiences of African, Indian and Coloured doctors at South African universities during the apartheid era. It probes diversity of experience in training and practice as well as gendered differentiation amongst black students before going on to discuss the careers and political activism of black doctors as well as the impact of recent transformational change on their position. It briefly assesses how singular this South African experience was.

scholarly journals Impact of funding on academic performance: An exploration of two South African universities

2020 ◽  
Author(s):  
Angelique Wildschut ◽  
Ebenezer Megbowon ◽  
Amanda Miselo
Keyword(s):  
Academic Performance ◽  
Student Success ◽  
South African ◽  
Negative Relationship ◽  
South African Universities ◽  
Student Funding ◽  
The Impact ◽  
The Relationship ◽  
Academic Year ◽  
Average Individual

Empirical evidence on the relationship between student funding and academic performance is unclear. Some studies have found a positive relationship, some have suggested a negative one, while others maintain that there is no relationship between them. Acknowledging that a range of factors, other than funding, impact on student success, in this paper, we aim to contribute to a small, but emerging, body of literature on the relationship between student funding and academic performance, proxied by the average individual academic mark for the year. We applied descriptive and inferential statistics to a dataset of 29,619 students registered at two South African universities for the 2018 academic year. The results highlight that in an examination of the impact of being funded by the National Student Financial Aid Scheme (NSFAS) in a bivariate context, it is possible to find a negative relationship with performance. However, at an aggregate level and controlling for the impact of other variables, a positive (albeit weak) and statistically significant correlation between being NSFAS funded and average academic performance emerges.

scholarly journals The relationship between career maturity, career expectations and perceptions of job and organisational knowledge of engineering bursars

1997 ◽  
Vol 23 (2) ◽  
Author(s):  
H. Le Roux ◽  
J. M. Schepers ◽  
B. C. Lessing
Keyword(s):  
South African ◽  
Significant Relationship ◽  
Career Maturity ◽  
Demographic Variables ◽  
Two Dimensions ◽  
Career Expectations ◽  
Organisational Knowledge ◽  
South African Universities ◽  
The Impact ◽  
The Relationship

The principal aim of this study was to determine whether there is a statistically significant relationship between career maturity, and career expectations and perceptions of job and organisational knowledge of engineering bursars. The sample comprised 168 engineering bursars from a variety of South African universities. A questionnaire was developed to measure bursars' career expectations and perceptions of job and organisational knowledge. The sample was divided into homogeneous clusters on the basis of two dimensions - career expectations and perceptions of job and organisational knowledge. These clusters were compared in respect of career maturity. Statistically significant differences were found. A secondary aim of the study was to examine the impact of certain demographic variables on career maturity/ career expectations and perceptions of job and organisational knowledge. The implications of the findings are discussed. Opsomming Die hoofdoel van die studie was om vas te stel of daar 'n statistics beduidende verband tussen loopbaanvolwassenheid en loopbaanverwagtinge en persepsies van beroeps- en organisasiekennis van ingenieursbeurshouers is. Die steekproef het uit 168 ingenieursbeurshouers van 'n verskeidenheid Suid-Afrikaans e universiteite bestaan. 'n Vraelys om loopbaanverwagtinge en persepsies van beroeps- en organisasiekennis te meet, is ontwikkel. Die steekproef is in homogene groepe verdeel aan die hand van twee dimensies, te wete loopbaanverwagtinge en persepsies van beroeps- en organisasiekennis. Hierdie groepe is ten opsigte van loopbaanvolwassenheid vergelyk. Statisties beduidende verskille is gevind. 'n Newedoelstelling van die studie was om na die moontlike impak van sekere demografiese veranderlikes op loopbaanvolwassenheid, loopbaanverwagtinge en persepsies van beroeps- en organisasiekennis, te kyk. Die implikasies van die bevindinge is bespreek.

How do students perceive sexual harassment? An investigation on the University of Natal, Pietermaritzburg campus

1995 ◽  
Vol 25 (3) ◽  
pp. 140-149 ◽  
Author(s):  
Julia D. Braine ◽  
Claire Bless ◽  
Penny M.C. Fox
Keyword(s):  
Sexual Harassment ◽  
Cultural Differences ◽  
South African ◽  
Tertiary Education ◽  
Preventive Actions ◽  
South African Universities ◽  
The University ◽  
The Impact ◽  
Degrees Of Severity

In this article the authors focus on definitions, incidence, perceptions and reactions to sexual harassment as analysed in various tertiary education institutions, including selected overseas universities, some South African universities, and most specifically in depth at the University of Natal, Pietermaritzburg (UNP). Data were obtained from 1082 students on the UNP campus who responded to a questionnaire. It was found that sexual harassment in varying degrees of severity is widespread on the UNP campus and that gender and cultural differences played a part in the perception of sexual harassment and its incidence. It was also found that students are dissatisfied with the preventive actions of authorities and are ready themselves to take part in action for curbing sexual harassment on campus. The relevance of this study has been clearly demonstrated by making authorities and students aware of, for instance, circumstances conducive to sexual harassment (e.g. Rag Week, parties, weekends), and the impact of the type of accommodation on the students' experience of sexual harassment (e.g. ‘digs’ compared to parents or university residences). Based on the findings a number of recommendations for actions are made.

scholarly journals Risk Management Practices by South African Universities: An Annual Report Disclosure Analysis

2021 ◽  
Vol 14 (5) ◽  
pp. 195
Author(s):  
Inga Sityata ◽  
Lise Botha ◽  
Job Dubihlela
Keyword(s):  
Risk Management ◽  
South African ◽  
Management Practices ◽  
Qualitative Content Analysis ◽  
Annual Reports ◽  
Risk Governance ◽  
Exploratory Research ◽  
Risk Disclosure ◽  
South African Universities ◽  
The Impact

This paper assesses risk management practices at South African universities by analyzing the extent of risk management disclosure recommended by King IV and the level of risk governance maturity. This study was motivated by #Feesmustfall disruptions, which pointed to the lack of effective risk management, preparedness for volatility and increased scrutiny by stakeholders. A qualitative content analysis using a risk disclosure checklist was conducted on 18 annual reports and analyzed using an exploratory research design. The results revealed that over 80% of the sampled South African universities have disclosed most of their risk management practices, showing an improved disclosure due to King IV’s “apply and explain” philosophy as introduced in 2016. However, there were areas of improvement identified, such as: defining and approval of risk appetites and tolerance; development and implementation of business continuity plans; confirming the unpreparedness for volatility; annual revision of policies; and integration of risk management into the culture and daily activities of the university. This paper builds upon previous studies that highlighted a lack of detailed disclosures in South African organizations’ annual reports. This study also provides interesting insights into the impact of social events on organizational practices and supports the notion that legislative accounting practices should echo stakeholders and societal expectations.

scholarly journals Factors impacting on the knowledge transfer of foreign African doctors practicing in South African provincial hospitals

2012 ◽  
Vol 9 (2) ◽  
pp. 410-419
Author(s):  
Joly N. Lutakwa ◽  
Sanjana Brijball Parumasur
Keyword(s):  
Knowledge Transfer ◽  
South African ◽  
Interpersonal Relations ◽  
Negative Impact ◽  
Transfer Of Knowledge ◽  
Snowball Sampling ◽  
Individual Culture ◽  
Language And Communication ◽  
The Impact ◽  
Self Administered Questionnaire

This study assesses the perceptions of foreign African doctors, practicing in South African provincial hospitals, of the impact of individual culture, language and communication and interpersonal relations on knowledge transfer. A sample of 62 foreign African doctors who obtained their degrees at medical schools outside South Africa and who are now living and practicing in South African provincial hospitals was drawn using snowball sampling. Data was collected using a self-developed, self-administered questionnaire whose psychometric properties were statistically determined. Data was analyzed using descriptive and inferential statistics. The results indicate that language and communication has the greatest impact on knowledge transfer, negligibly followed by interpersonal relations and then individual culture. Recommendations are made in attempts to reduce the negative impact of these dimensions on the transfer of knowledge and to enhance knowledge sharing.

scholarly journals Challenging, Exciting, Impersonal, Nervous: Academic experiences of large class teaching

2020 ◽  
Vol 8 (1) ◽  
pp. 59-73
Author(s):  
Katharine Hubbard ◽  
Lucy Tallents
Keyword(s):  
Student Satisfaction ◽  
Large Class ◽  
Academic Experiences ◽  
Teaching Staff ◽  
Academic Experience ◽  
Institution Type ◽  
Massification Of Higher Education ◽  
Contract Type ◽  
The Uk ◽  
The Impact

Massification of Higher Education has resulted in a rapid increase in undergraduate populations, without an increase in the number of teaching staff. One consequence is that students are typically taught in larger classes. While the impact of class size on student satisfaction and attainment is debated, there has been little attention paid to the academic experience of large class teaching. We present results of a questionnaire completed by 80 academics, primarily based in the UK. Academics perceived classes of 100 or more as large, and most had taught classes of several hundred students. Academic perceptions of large class teaching varied considerably. We find no evidence that institution type or contract type affects perceptions of large class teaching. We also find a lack of training that specifically addresses the demands of large class teaching. We call on academic developers to support academics teaching large cohorts to ensure effective education at scale.

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