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.

Deconstructing quality in South African higher education

2018 ◽  
Vol 26 (1) ◽  
pp. 44-59 ◽  
Author(s):  
Kehdinga George Fomunyam
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
South African ◽  
Teaching And Learning ◽  
Content Type ◽  
Study Approach ◽  
South African Universities ◽  
South African Higher Education

Purpose This study aims to examine six South African universities with a particular focus on the quality of teaching and learning. Design/methodology/approach A qualitative case study approach was adopted and data were mainly generated by means of open-ended questionnaires. The questionnaire was circulated to approximately 1,800 students and 746 completed it. The data were categorized and analysed thematically, using both national and international benchmarks for quality teaching and learning. Findings The findings reveal that teaching and learning in South African universities is marred by a plethora of challenges. Lecturers lack basic skills and essential resources to effectively facilitate teaching and learning. Furthermore, quality benchmarks set by the Council on Higher Education are only met on paper and little or nothing is done to translate this into practice. Originality/value The study proposes among others that clearer policies on funding are recommended to ensure proper allocation of resources, staff development and institutional comeliness. Finally, to enhance transformation, universities should prioritize teaching and learning and take steps to ensure that those teaching in the classroom are qualified to do so.

Assessing South African University Adoption of Online Teaching During COVID 19

2022 ◽  
pp. 1-21
Author(s):  
Nkholedzeni Sidney Netshakhuma
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
South African ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Document Analysis ◽  
Financial Resources ◽  
Online Teaching And Learning ◽  
South African Universities ◽  
And Training

This study aims to assess South African universities' adoption of online teaching and learning during COVID-19. The literature review and document analysis were used to analyze the data. The study found that the Department of Higher Education and Training worked with universities to develop a plan to implement online teaching and learning. Various stakeholders such as media and mobile companies supported the online teaching and learning through financial resources in the form of data subsidizing, media airtime, and campaign for the initiative.

Covid-19: Interdisciplinary Explorations of Impacts on Higher Education

2021 ◽  
Keyword(s):  
Higher Education ◽  
South African ◽  
Teaching And Learning ◽  
Academic Disciplines ◽  
Research And Innovation ◽  
Innovation Activities ◽  
African Higher Education ◽  
Production Knowledge ◽  
South African Higher Education ◽  
The Impact

Premised on the disruption and lessons learnt from the Covid-19 pandemic, and in meticulous response to the impact of the pandemic on higher education – especially in South Africa – this collection of chapters spotlights the effects, consequences, and ramifications of an unprecedented pandemic in the areas of knowledge production, knowledge transfer and innovation. With the pandemic, the traditional way of teaching and learning was completely upended. It is within this context that this book presents interdisciplinary perspectives that focus on what the impact of Covid-19 implies for higher education institutions. Contributors have critically reflected from within their specific academic disciplines in their attempt to proffer solutions to the disruptions brought to the South African higher education space. Academics and education leaders have particularly responded to the objective of this book by focusing on how the academia could tackle the Covid-19 motivated disruption and resuscitate teaching, research, and innovation activities in South African higher education, and the whole of Africa by extension.

scholarly journals The Impact of Covid-19 Pandemic on Students’ Learning Outcome in Higher Education

2021 ◽  
Vol 13 (2) ◽  
pp. 1425-1431
Author(s):  
Andi Rahman
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Human Life ◽  
Cross Sectional ◽  
Study Results ◽  
Institute Of Technology ◽  
The Impact ◽  
Academic Year

The current Covid-19 pandemic has had many effects on human life globally, including the implementation of education. This study aimed to obtain the impact of the Covid-19 pandemic on learning outcomes in higher education. The research method used is a cross-sectional study. The data were taken from the test results at the end of the lecture, observations, and interviews. The research was conducted at the University of Muhammadiyah Lampung, IPDN Jatinangor Campus, and the Ahmad Dahlan Institute of Technology and Business, with 120 students participating. The data analysis technique used the percentage technique and cross-tabulation. The study results concluded that student learning outcomes decreased in the 2020-2021 academic year compared to the 2019-2020 academic year. The decline in learning outcomes includes knowledge, skills, and psychology. This finding has implications for the understanding of education personnel regarding online teaching and learning design during the Covid-19 pandemic.

scholarly journals Education Resilience in the Time of COVID-19

2021 ◽  
pp. 273-283
Author(s):  
Faisal Al Saidi ◽  
Issa Al Hinai ◽  
Basim Al Mushaifri
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Contingency Plans ◽  
The Government ◽  
The Individual ◽  
Teaching Learning ◽  
Learning Plans ◽  
Recurrent Patterns ◽  
The Impact

Due to the world pandemic, COVID-19, higher education institutions (HEIs) have found themselves in an unprecedented situation. Like no other time before, this pandemic has posed a serious test of resilience of HEIs – hence, the current study sets off to seize this opportunity to study the resilience of Omani HEIs. HEIs in Oman have devised contingency plans in light of the directives and declarations received from the government Supreme Committee responsible for handling the impact of COVID-19. The study aimed at examining the directives received by Omani HEIs against the framework of the securitization theory in order to identify the substances of the basis on which HEIs built their teaching and learning plans. The study was also planned to closely investigate the individual experiences of various stakeholders directly involved in the implementation of the contingency of the teaching and learning plans. Data were collected using document analysis and analysis of reflective texts. Discourse content analysis was applied in order to understand the lived experiences of stakeholders and to identify what shaped their experiences. The discourse of the collected data was analysed using the approach of thematic analysis which helped to identify recurrent patterns concerning the teaching and learning plans of some Omani HEIs during COVID-19. A number of challenges along with the challenges of other HEIs worldwide were identified, such as uncertainty and lack of resources and experience in online teaching and learning. The discussion of the findings in this study revealed dichotomies, as well as agreement, in the way stakeholders perceive aspects of the contingency plans of teaching, learning and assessment. On the basis of this finding, the study calls for a more nuanced approach to strengthen the resilience of higher education. Particularly, the study recommends incorporating processes of normalization of teaching and learning as well as of assessment in HEIs delivery modes as a way to consolidate HEIs’ resilience.

Readiness for the Fourth Industrial Revolution

2021 ◽  
pp. 12-29
Author(s):  
Dagogo William Legg-Jack
Keyword(s):  
Technology Acceptance ◽  
South African ◽  
Industrial Revolution ◽  
Study Approach ◽  
Fourth Industrial Revolution ◽  
Sample Data ◽  
Readiness To Learn ◽  
Acceptance Model ◽  
The Impact

This chapter explored the readiness of a South African university to take part in the fourth industrial revolution by exploring the experiences of students in science and technology on the impact of COVID-19 in the learning of their practical modules. Guided by two research questions, namely how the COVID-19 has impacted students' engagement with their practical modules and students' readiness to learn remotely and carry out the practical aspects of their modules, the chapter employ a qualitative case study approach to explore the views of students that offer courses that involve practical. Seven fourth-year students were purposively selected as study sample. Data were generated online using Google forms and were analysed thematically. The chapter was framed using the technology acceptance model. Findings revealed the following: ease and clarity of concept, lack of interaction with others, lack of motivation, lack of access to ICT facilities, lack of relevant materials to execute practical tasks, and lack of conducive learning environment.

scholarly journals Unveiling the professional attributes of university teachers

2021 ◽  
Vol 9 (SI) ◽  
Author(s):  
Rubby Dunpath ◽  
◽  
Hesta Friedrich-Nel ◽  
Hanlie Dippenaar ◽  
Lynn Biggs ◽  
...  
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
South African ◽  
Teaching And Learning ◽  
Scholarship Of Teaching ◽  
Leverage Points ◽  
University Teachers ◽  
Professional Attributes ◽  
South African Universities ◽  
National Framework

This article derives from a collaborative higher education project, conceptualised, and implemented by academics from seven South African universities. These academics are members of the South African Teaching Advancement at University (TAU) Fellowship. The project has its roots in the Department of Higher Education’s National Framework for Enhancing Academics as University Teachers, which identifies six leverage points or ‘imperatives for action’, one of which is the imperative to develop expectations (attributes) of academics in their role as university teachers. TAU Fellows engaged in the collaborative enquiry over a period of three years, appropriating a conceptual framework posited by Henry Giroux, of teachers as transformative intellectuals. In this article, each author reflects on his/her own scholarship of teaching and learning (SoTL) endeavours, which provided the conceptual tools to illuminate what for them and the group, are valuable professional attributes. The metaphor of the Baobab tree is appropriated to signify ‘rhizomatic thinking’, which portrays teaching as subconscious, subversive, non-linear, multi-directional, serendipitous, esoteric, dynamic, unbounded, unpredictable, adaptive, and non-hierarchical. This SoTL enquiry enabled the TAU group to unveil and declare their professional attributes as they made public their praxis. The attributes include academics as imbued with the capacity for critical thinking and actively promoting critical thinking amongst their students; as active learning mediators; as responsive, innovative, and relevant curriculum designers; and as engaged professionals. Appreciation of the article is enhanced when the reader first views this video https://youtu.be/yoA9guMut-8.

scholarly journals A Study on the Impact of COVID-19 Pandemic in African Universities

2021 ◽  
pp. 208-212
Author(s):  
Elijah Isanda Omwenga ◽  
Peter M. F. Mbithi ◽  
John N. Muthama ◽  
John Mwarabu Chone
Keyword(s):  
Higher Education ◽  
University Students ◽  
Education System ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Policy Formulation ◽  
University Teaching ◽  
Teaching Staff ◽  
Higher Education System ◽  
The Impact

This paper presents a study on how University students, lecturers, administrators and managers perceive the impacts of the of COVID-19 crisis on various aspects of University teaching and learning in Africa, and particularly in Kenya. The sudden closure of campuses as a preventive measure to community transmission shifted face-to-face classes to virtual learning modes. With a sample of 1,236 University students and staff from 18 universities in Kenya and Nigeria, the study reveals that amid the worldwide lockdown and transition to online learning, expectation by 44% of the students were met. Students were mainly concerned about issues to do with internet connectivity, computing devices and electrical power. In addition, utilising e-Learning tools and platforms for effective student engagement posed limitations of accessibility and affordability for many students. The teaching staff on the other hand were mainly concerned with access to the teaching resources, conducting online teaching, capacity to handle the online mode of teaching, devices and eContent development. The pandemic has exposed the shortcomings of the current higher education system and the need for enhanced policy formulation and implementation on digital infrastructure to adapt to the rapidly changing education ecosystem of the world. In the post-pandemic situation, the use of eLearning and virtual education may become an integral part of the higher education system. Key factors influencing students’ satisfaction with the role of their University are also identified as internet access, quality of e-content and e-content development. Policymakers, stakeholders and higher education institutions in Africa may benefit from these findings while formulating policy recommendations and strategies to support University teaching and learning during this and any future pandemics. Universities need to plan the post-pandemic education and research strategies to ensure student learning outcomes and standards of educational quality.

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.

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