International Journal of African Higher Education最新文献_第3页

Student Satisfaction with Private Tertiary Education Provision in South Africa in the Times of #FeesMustFall 在学费必须下降的时代，南非学生对私立高等教育的满意度

International Journal of African Higher Education Pub Date : 2022-06-16 DOI: 10.6017/ijahe.v9i1.15239

Z. Simpson, Valentine Jingura, T. McKay

{"title":"Student Satisfaction with Private Tertiary Education Provision in South Africa in the Times of #FeesMustFall","authors":"Z. Simpson, Valentine Jingura, T. McKay","doi":"10.6017/ijahe.v9i1.15239","DOIUrl":"https://doi.org/10.6017/ijahe.v9i1.15239","url":null,"abstract":"Against the backdrop of a growing population and increased demand for tertiary education, South Africa’s private higher education sector has grown considerably since 1994. However, it has long been beset by perceptions of poor quality. This study surveyed private university students to gauge their satisfaction with their institutions. It also explored whether, as posited by some scholars, the disruptions caused by the #FeesMustFall movement across South African public universities may result in greater private tertiary education enrolment. The students who participated in the online survey expressed moderate satisfaction with their universities. Their biggest concern was the high cost of private tuition. Moreover, they were sympathetic to the #FeesMustFall movement, expressing a willingness to enroll in public education in the future. Nonetheless, concerns regarding safety and security in public universities loomed large, whereas they were confident that their private institutions fully met their safety and security needs. \u0000Key words: Private higher education; South Africa; student satisfaction; voice exit loyalty; higher education studies","PeriodicalId":225259,"journal":{"name":"International Journal of African Higher Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131459051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

‘Sexist Humour’ towards Female Students in Higher Education Settings 高等教育中针对女学生的“性别歧视幽默”

International Journal of African Higher Education Pub Date : 2022-06-16 DOI: 10.6017/ijahe.v9i1.15233

Roselyn Kanyemba, Maheshvari Naidu

{"title":"‘Sexist Humour’ towards Female Students in Higher Education Settings","authors":"Roselyn Kanyemba, Maheshvari Naidu","doi":"10.6017/ijahe.v9i1.15233","DOIUrl":"https://doi.org/10.6017/ijahe.v9i1.15233","url":null,"abstract":"Sexism and sexual harassment in educational settings have rightfully gained much attention from researchers. Explicit harassment has seemingly been restrained through the introduction of policies criminalising these acts, but latent or less discernible harassment still occurs through channels such as sexist humour. This study sampled 20 female and ten male students at a university in Zimbabwe. Through interviews and focus group discussions, it explored how gender intersects with ‘culture’, manifesting in sexist humour, and how this contributes to campuses being hostile to females. Grounded on Bourdieu’s theory of practice, the study explored issues of power and powerlessness and the invisible power that underlies sexist humour in education settings. It revealed that females in higher education settings are often subjects of gender ideology and stereotyping where female submission is emphasised, as evidenced by the kind of sexist humour that prevails. The study concluded that sexist language use is related to a particular kind of hegemonic masculinity that condones verbal violence against female students. \u0000Key words: Misogyny, sexist humour, patriarchy, harassment, gender","PeriodicalId":225259,"journal":{"name":"International Journal of African Higher Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127205492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Algerian Engineer Training at a Time of Major Environmental Challenges: 重大环境挑战下的阿尔及利亚工程师培训

International Journal of African Higher Education Pub Date : 2022-06-16 DOI: 10.6017/ijahe.v9i1.15243

Linda Gardelle, Lydia Djennadi, Mohamed Beguerna

{"title":"Algerian Engineer Training at a Time of Major Environmental Challenges:","authors":"Linda Gardelle, Lydia Djennadi, Mohamed Beguerna","doi":"10.6017/ijahe.v9i1.15243","DOIUrl":"https://doi.org/10.6017/ijahe.v9i1.15243","url":null,"abstract":"Environmental problems are having a brutal impact on the daily lives of the North African population. These countries have a young population, with significant numbers in higher education. Given this context, are future graduates being made aware of environmental issues? Since future engineers are the creators of tomorrow’s technological and socio-technical changes, an analysis of their training is of particular interest. This article explores the ways in which choices are made in program creation and what influences changes in three engineering graduate schools in Algeria. Through a curriculum sociology approach, we examine how curricular offers are discussed and implemented when major environmental constraints weigh heavily on Algeria. We analyse higher education policies on engineer training, as well as the creation of programs, via an analysis of the programs themselves and interviews with 24 stakeholders. The article shows that in the absence of instructions imposed by political decision-makers, teachers enjoy a remarkable amount of freedom when creating curricula. However, tensions arise since there is no authority to arbitrate disagreements. The results open avenues for further reflection for researchers interested in macrosociological reconfiguration in higher education. \u0000Key words: engineer training; environment; curriculum; Algeria; macrosociological reconfiguration","PeriodicalId":225259,"journal":{"name":"International Journal of African Higher Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121181289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Decoloniality and Africanisation as Instruments for Change: 作为变革工具的非殖民化和非洲化:

International Journal of African Higher Education Pub Date : 2022-06-16 DOI: 10.6017/ijahe.v9i1.15235

T. Letsekha

引用次数: 0

The Relationship between Spousal Violence and Levels of Education: 配偶暴力与受教育程度的关系

International Journal of African Higher Education Pub Date : 2022-06-16 DOI: 10.6017/ijahe.v9i1.15229

Gift Masaiti, Chabila C. Mapoma, Muyapekwa Sikwibele, M. Kasonde

{"title":"The Relationship between Spousal Violence and Levels of Education:","authors":"Gift Masaiti, Chabila C. Mapoma, Muyapekwa Sikwibele, M. Kasonde","doi":"10.6017/ijahe.v9i1.15229","DOIUrl":"https://doi.org/10.6017/ijahe.v9i1.15229","url":null,"abstract":"Domestic violence against spouses, especially women, is a serious human rights issue and a well-recognised global public health concern. While it is often attributed to low educational levels, research on this relationship has produced mixed results. This study investigated the association between domestic violence against women and education level, especially higher education, in Zambia. The data were sourced from the 2013-14 Zambia Demographic and Health Survey, which surveyed a nationally representative sample. A total of 11 778 women responded to the survey’s module on domestic violence. Given that the study was interested in domestic violence experiences perpetrated by spouses, the sample was restricted to currently married women. The results show that wives with a higher level of education than their husbands were more likely to experience different forms of domestic violence than those with a lower or the same educational level as their husbands. Women’s household wealth and age, the husband’s level of education, and spousal education differences were found to be significantly associated with domestic violence. It is thus concluded that increasing the educational level of both spouses could be effective in reducing domestic violence in Zambia. \u0000Key words: Levels of education, spousal violence, Demographic Health Survey","PeriodicalId":225259,"journal":{"name":"International Journal of African Higher Education","volume":"340 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123343259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Is Transition from Secondary to Tertiary Education Less Likely among Black South Africans than their Non-Black Counterparts in the Democratic Dispensation? 在民主体制下，南非黑人从中等教育过渡到高等教育的可能性比非黑人低吗?

International Journal of African Higher Education Pub Date : 2021-12-08 DOI: 10.6017/ijahe.v8i3.14169

Nisha Sewdass, Eric O. Udjo

引用次数: 0

Continuous Workplace-based Assessment as an Indication of Clinical Competence in Paediatric Dentistry 以工作场所为基础的持续评估作为儿科牙科临床能力的指示

International Journal of African Higher Education Pub Date : 2021-12-08 DOI: 10.6017/ijahe.v8i3.14165

Nadia Mohamed, L. Smit

{"title":"Continuous Workplace-based Assessment as an Indication of Clinical Competence in Paediatric Dentistry","authors":"Nadia Mohamed, L. Smit","doi":"10.6017/ijahe.v8i3.14165","DOIUrl":"https://doi.org/10.6017/ijahe.v8i3.14165","url":null,"abstract":"An authentic workplace setting provides the ideal opportunity for assessmentof students’ clinical competence at the ‘does’ level of performance.Final-year dental students in the Department of Paediatric Dentistry at theUniversity of the Western Cape are evaluated in the clinical environmenton a daily basis through multiple clinical evaluations which assess clinicaland diagnostic skills over a year. An additional end-of-module clinicalassessment in the form of a single-blinded patient case (BPC) determines ifstudents have reached the expected level of clinical competence in terms ofpatient evaluation and diagnosis. However, the reliability and feasibility ofthis single end-of-module clinical case have been questioned in this setting.This study aimed to determine if the current continuous workplace-basedassessment (WPBA) results could be used as an indication of final-yearstudents’ clinical competence at the end of the module. A retrospective,quantitative, cross-sectional study was conducted of all complete assessmentrecords. The correlation between the continuous WPBA components wasanalysed together with an evaluation of the reliability and validity of theassessment results. The continuous formative WPBA practices were foundto be both valid and reliable when using Kane’s (2013) and Royal’s (2017)frameworks for analysis. However, the BPC should be reconsidered due tofeasibility and reliability concerns. \u0000Key words: Dental education, Paediatric Dentistry, clinical skills, workplace,summative, formative, continuous assessment","PeriodicalId":225259,"journal":{"name":"International Journal of African Higher Education","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122195593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Methodological Consistency of Master’s of Education Dissertations at Eduardo Mondlane University (2013 - 2018) Eduardo Mondlane大学教育学硕士学位论文方法论一致性研究(2013 - 2018)

International Journal of African Higher Education Pub Date : 2021-12-08 DOI: 10.6017/ijahe.v8i3.14157

Octavio Zimbico, Arsenia Manuel

引用次数: 0

Social Innovation in the Academic Curricula of Chemical Science Degrees in South Africa 南非化学科学学位学术课程的社会创新

International Journal of African Higher Education Pub Date : 2021-12-08 DOI: 10.6017/ijahe.v8i3.14161

P. Mohlala, Jabulile Msimango-Galawe

引用次数: 0

The Impact of Tertiary Students' Entry Characteristics and their Academic Performance 大专学生入学特征对学业成绩的影响

International Journal of African Higher Education Pub Date : 2021-12-08 DOI: 10.6017/ijahe.v8i3.14163

Maame Afua Nkrumah

{"title":"The Impact of Tertiary Students' Entry Characteristics and their Academic Performance","authors":"Maame Afua Nkrumah","doi":"10.6017/ijahe.v8i3.14163","DOIUrl":"https://doi.org/10.6017/ijahe.v8i3.14163","url":null,"abstract":"This article examines the effect of tertiary students’ entry characteristicson academic performance using the ‘value added’ approach and METPolytechnic, Ghana as a case study. The input-process–output-contextframework presented in the Global Monitoring Report (2005) by Scheerenswas used to select appropriate variables for the study. The studyfocused on three generic courses - African Studies, Communicative Skills,and Computer Literacy. Data from different sources, including secondarydata and administrative records from the Polytechnic were analysed usingmultilevel analysis. The overall effect of the selected variables was mixedand outcomes specific. For example, English language impacted positivelyon African Studies but negatively on second-semester Computer Literacy,while age and gender had a negative effect on first-semester ComputerLiteracy. Although the findings may not directly benefit analogous institutions,several lessons, including the need to create appropriate institutionaldatasets for future comparisons across institutions can be learnt. \u0000Key words: Age, gender, department context, previous achievement, SES,‘value added’.","PeriodicalId":225259,"journal":{"name":"International Journal of African Higher Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124184951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0