The educational research landscape on GIS integration and challenges – globally and in South Africa

2020 ◽  
Vol 5 ◽  
pp. 19-41
Author(s):  
Elfrieda Fleischmann ◽  
◽  
Christo van der Westhuizen ◽  
Keyword(s):  
Higher Education ◽  
South Africa ◽  
South African ◽  
Mixed Method ◽  
Basic Education ◽  
Education Institution ◽  
Mixed Method Study ◽  
Global Trend ◽  
Gis Integration ◽  
Depth Interviews

As Geographic Information Systems (GIS) have only been included in the curriculum in the last decade, many educators globally struggle to integrate GIS practice into their teaching strategies. Following the global trend, South African educators might feel ill equipped as they did not receive formal GIS training in a higher education institution. This paper highlights key global and South African challenges regarding GIS integration. To compare the challenges that South Africa faces with those experienced elsewhere, this mixed method study gleaned data from student educators (n=78) who completed a questionnaire regarding their GIS FET Phase education, followed by in-depth interviews with FET Phase educators (n=10) and two provincial heads of Geography for the Department of Basic Education (DBE). Results from this study indicate a clear global and national pattern of barrier categories.

scholarly journals The educational research landscape on GIS integration and challenges – globally and in South Africa

2020 ◽  
Vol 3 (1) ◽  
pp. 63-80
Author(s):  
Elfrieda M-L Fleischmann ◽  
Christo P. van der Westhuizen
Keyword(s):  
Higher Education ◽  
South Africa ◽  
South African ◽  
Mixed Method ◽  
Basic Education ◽  
Education Institution ◽  
Mixed Method Study ◽  
Global Trend ◽  
Gis Integration ◽  
Depth Interviews

As Geographic Information Systems (GIS) have only been included in the curriculum in the last decade, many educators globally struggle to integrate GIS practice into their teaching strategies. Following the global trend, South African educators might feel ill-equipped as they did not receive formal GIS training in a higher education institution. This paper highlights key global and South African challenges regarding GIS integration. To compare the challenges that South Africa faces with those experienced elsewhere, this mixed-method study gleaned data from student educators (n=78) who completed a questionnaire regarding their GIS FET Phase education, followed by in-depth interviews with FET Phase educators (n=10) and two provincial heads of Geography for the Department of Basic Education (DBE). Results from this study indicate a clear global and national pattern of barrier categories.

scholarly journals Job embeddedness, organisational commitment and voluntary turnover of academic staff at a higher education institution in South Africa

2019 ◽  
Vol 38 (1) ◽  
pp. 9-30
Author(s):  
Cebile Mensele ◽  
Melinde Coetzee
Keyword(s):  
Higher Education ◽  
South Africa ◽  
South African ◽  
Academic Staff ◽  
Voluntary Turnover ◽  
Education Institution ◽  
Job Embeddedness ◽  
Normative Commitment ◽  
Organisational Commitment ◽  
Intention To Stay

Academic staff recruitment and retention remain a challenge in South Africa and internationally. Most academics at South African universities are ageing, with fewer younger people entering academia. The objectives of the study were to determine empirically whether job embeddedness and organisational commitment significantly predict voluntary turnover and whether people from different gender, race and age groups differ significantly in terms of these three variables. The measuring instruments used were the Job Embeddedness Scale (JES), the Organisational Commitment Scale (OCS) and the Voluntary Turnover Scale (VTS). A cross-sectional quantitative survey design was used to collect data from a random sample of (N=102) full-time academic staff at a South African higher education institution in Gauteng. The findings showed that organisational fit, community links and normative commitment significantly and positively predicted the participants’ intention to stay at the institution. Female participants showed higher levels of organisational fit and sacrifice, hence a stronger intention to stay. White participants had stronger community links and fit, and the African participants had higher levels of normative commitment than the other race groups. The current study adds to the knowledge base on the turnover intentions of academic staff and makes recommendations for retention practices and possible future research.

Re-Thinking Information Literacy in a Postgraduate Class at a South African Higher Education Institution

Mousaion ◽  
2019 ◽  
Vol 36 (2) ◽  
Author(s):  
Susanne Doris Noll ◽  
Cheryl Brown
Keyword(s):  
Higher Education ◽  
South African ◽  
Information Literacy ◽  
Digital Literacy ◽  
Basic Education ◽  
Academic Library ◽  
Education Institution ◽  
African Higher Education ◽  
Concept Of Information ◽  
South African Higher Education

This paper explores the applicability of a new model of information literacy, SCONUL, developed in the global North, to the South African higher education academic library context with all its enormous challenges of accessibility, transformation, basic education and intellectual awareness. Based on a case study of a postgraduate class in a commerce faculty, the paper draws on a survey and focus groups with students and interviews with lecturers to explore perceptions of information literacy and digital literacy as 21st-century skills that students need to be successful in their studies and the world of work. The findings show that whilst students exhibit confidence (through personal internet confidence) in terms of information literacy, they are not as skilled as they believe themselves to be. They also have a narrow notion of the concept. There are also contradictions in the understanding of the concept of information literacy between librarians, students and lecturers.

scholarly journals An exploration of stereotype perceptions amongst support staff within a South African higher education institution

2014 ◽  
Vol 14 (1) ◽  
Author(s):  
Given R.B. Moloto ◽  
Lizelle Brink ◽  
J. Alewyn Nel
Keyword(s):  
Higher Education ◽  
South Africa ◽  
South African ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Support Staff ◽  
Research Approach ◽  
Higher Education Institution ◽  
Diverse Workforce ◽  
The Impact

Orientation: After the 1994 democratic elections, South African organisations had to replace discriminatory policies with new policies to integrate all people and to embrace diversity. As a consequence stereotypes may be more prevalent in diverse working environments.Research purpose: The objective of this study was to explore the experience of stereotypes amongst the support staff within a higher education institution.Motivation for this study: Changes within South African working environments, and specifically higher education institutions, resulted in more diverse management teams and a more culturally diverse workforce. With this in mind, the experience of stereotypes may become more prevalent within South African working environments. Many researchers have focused on stereotypes; however, studies on stereotypes within South Africa are limited, especially within higher education institutions. Research approach, design and method: The research approach was qualitative and a case study design was employed. A combination of both quota and convenience sampling was used. The sample consisted of (N = 30) support staff within a higher education institution in South Africa. Semi-structured interviews were used to collect data.Main findings: The results indicated that the participants do experience stereotypes within their workplace and also hold stereotypes of other people within their workplace. The most prevalent stereotypes mentioned by participants were age, gender, racial and occupational stereotypes. There is also an indication that stereotypes have cognitive, emotional and behavioural effects on the stereotyped.Practical/managerial implications: Organisations should do away with stereotyping by embracing and managing diversity and dealing with stereotypes, specifically within higher education institutions. When managers are aware of stereotypes and the effects thereof in the organisation, they can make every effort to eradicate the stereotypes and address the impact thereof.Contribution: In an environment where there is a diverse workforce, stereotyping is more likely to exist. This study will provide useful information about stereotypes within a higher education institution seeing that there are a limited number of studies on this topic within South Africa and within this specific occupation. The results of the study will enlighten the organisation to become more aware of stereotypes and the debilitating impact that they have on the individual and the organisation, thereby providing the organisation with the opportunity to address stereotypes and the impact thereof on employees and the organisation.

scholarly journals Student Challenges with the University Access Program in South Africa

2021 ◽  
Vol 8 (1) ◽  
pp. 239
Author(s):  
Lerato Sekonyela
Keyword(s):  
Higher Education ◽  
South Africa ◽  
South African ◽  
Education Institution ◽  
School Level ◽  
Access To Higher Education ◽  
University Admission ◽  
University Access ◽  
Access Programme ◽  
The University

This paper reflects on experienced challenges by registered University Access Programme (UAP) students in South Africa. South African learners continue to face challenges in accessing institutions of higher education due to school performance. Therefore, to address this issue, the University of the Free State (UFS) in South Africa introduced UAP in 1993 to assist deserving students who did not meet university admission requirements due to underperformance at the school level. The UAP seemed to address the issue of access to higher education institution(s). However, once students gained access, they have faced several challenges. A Free-Attitude Interview (FAI) technique was used to identify the challenges that students experienced in UAP. Students indicated the need to improve academic support.

scholarly journals Lecturers’ Experiences of the Blurring of Time and Space during Covid-19 in a South African ODeL University

2021 ◽  
Author(s):  
Katharine Naidu ◽  
Mpho-Entle Puleng Modise
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Education ◽  
South African ◽  
Higher Education Institutions ◽  
Education Institution ◽  
College Of Education ◽  
Future Research ◽  
Structured Interviews ◽  
The University

Education has been greatly impacted by the current Covid-19 pandemic. With countries worldwide experiencing unprecedented extended lockdowns, higher education providers have sought innovative technological ways of effectively delivering tuition and support to diverse students. This has, however, also increased the blurring of the work–home boundaries. This paper reports on the way in which Covid-19 facilitated the blurring of the work–home boundaries of academics in the College of Education at the University of South Africa, a distance education institution. Semi-structured interviews were used to collect data from 15 lecturers via Microsoft Teams. The results showed that, owing to a lack of workspace at their homes, many academics were forced to work beyond normal office hours. Inexplicit expectations from the employer exacerbated the blurring of work–home interfaces for many academics. The results of this study can be used for future research to seek ways in which the management of the University of South Africa or employers of other higher education institutions can help to reduce the blurring of work–home boundaries.

The CEO’s route to the top: The South African experience

2019 ◽  
Vol 38 (2) ◽  
pp. 103-120
Author(s):  
Chris Van Melle Kamp ◽  
Karl Hofmeyr ◽  
Mandla Adonisi
Keyword(s):  
South Africa ◽  
South African ◽  
Chief Executive ◽  
Senior Management ◽  
Childhood And Adolescence ◽  
Next Generation ◽  
Chief Executives ◽  
Leadership Challenges ◽  
African Experience ◽  
Depth Interviews

In this study we draw on a series of in-depth interviews with chief executives of some of South Africa’s most prominent businesses, to investigate how their careers unfolded as they rose to the top of their organisations.Twenty-seven CEOs of South Africa’s top companies were interviewed. Eleven of these companies are listed among the top 50 South African companies.We trace the evolution of leadership, from its embryonic beginnings in childhood and adolescence, through the different stages of a developing career to the crucial transformation of an operational mindset into a strategic one.We examine the circumstances that led to these CEOs being appointed and describe the difficulties of transitioning from a senior management role into that of chief executive. We look at the competencies and experience necessary to be effective as the leader of an organisation, as well as the role played by motivation and self-belief. Finally, we identify the unique leadership challenges faced by chief executives in South Africa and pass on their advice to the country’s next generation of leaders.

scholarly journals Perspectives of organizational identity in a health higher education institution: a mixed-method analysis

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Ubirajara José Picanço de Miranda Junior ◽  
Maria Rita Carvalho Garbi Novaes ◽  
Henrique Batista Araújo Santos ◽  
João Fellipe Santos Tatsch ◽  
Rafael Sanches Ferreira ◽  
...  
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Organizational Identity ◽  
Mixed Method ◽  
Teaching And Learning ◽  
Education Institution ◽  
Early Years ◽  
Common Interest ◽  
Public Higher Education ◽  
Higher Education Institution

Abstract Background Among the processes to be experienced by any organization during its establishment is the formation of an organizational identity. This process can be understood as the activity and event through which an organization becomes unique in the mind of its members. An organizational identity leads to an identification and both are directly associated with the success of an institution. This study is about a public higher education institution in health in its early years, with distinctive characteristics in the country where it is situated. In spite of having been successful in the graduation of its students it has fragile institutional bases, lack of autonomy and internal problems common to other institutions of this type. Thus, this study was conducted to understand how this institution defined itself among its own members, the elements of its identity and what justified its relative success despite its weaknesses. Methods A mixed-method approach was used to evaluate how a representative portion of this organization identifies with it. For the qualitative study two focus groups were conducted with transcripts submitted to content analysis proposed by Bardin, culminating in results from which a Likert scale-based questionnaire was elaborated and applied to 297 subjects. Results There were six central elements of the organizational identity made evident by the focus groups: political / ideological conflict; active teaching and learning methodologies; location / separation of campuses; time of existence; teaching career; political-administrative transformations. The quantitative analysis revealed in more detail the general impressions raised in the focus groups. Most results were able to demonstrate distinct identifications of the same identity with its exposed weaknesses. Conclusions Lack of autonomy, administrative and structural shortcomings and ideological or political conflicts presented themselves as problems capable of destabilizing the identity of a public higher education institution. On the other hand, one way to combat such problems is through the development of the institution itself, particularly by becoming more active and useful to the community and seeking in a common interest to the higher administration agencies.

Gendered Lending Practices: Enabling South African Women Entrepreneurs to Access Start-Up Capital

2014 ◽  
Vol 22 (03) ◽  
pp. 313-330 ◽  
Author(s):  
Evelyn Derera ◽  
Pepukayi Chitakunye ◽  
Charles O'Neill ◽  
Amandeep Tarkhar-Lail
Keyword(s):  
South Africa ◽  
South African ◽  
Women Entrepreneurs ◽  
Financial Institution ◽  
African Women ◽  
Future Research ◽  
Snowball Sampling ◽  
Start Up ◽  
South African Women ◽  
Depth Interviews

This study explores gendered lending and marketing practices of start-up capital to women entrepreneurs in South Africa. A multi-method research design, comprising of 6 in-depth interviews with experts, and a survey of 50 women entrepreneurs was adopted using convenience and snowball sampling techniques, respectively. The findings revealed that women entrepreneurs are experiencing gendered discriminatory practices embedded in lending practices used by financial institutions, thereby discouraging them to venture into non-traditional industries. Whilst financial providers may know their products well, many emerging women entrepreneurs in South Africa may find it difficult and costly to obtain information on the thousands of financial products available. Hence, women entrepreneurs resort to taking greater risks than necessary in order to get their businesses off the ground. Educating women on financial matters is extremely important if South Africa is to benefit fully from the untapped entrepreneurial talent that women possess. The study adds voice to the discriminatory lending practices faced by women entrepreneurs in developing countries. Future research could explore the feasibility of establishing a financial institution which caters specifically for the needs of women.

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