South African Journal of Higher Education最新文献_第2页

Digital skills requirements of the Real Estate, Finance and Business Services sector in South Africa 南非房地产、金融和商业服务部门的数字技能要求

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South African Journal of Higher Education Pub Date : 2023-01-01 DOI: 10.20853/37-3-4737

S. Civilcharran, M. Maharaj

{"title":"Digital skills requirements of the Real Estate, Finance and Business Services sector in South Africa","authors":"S. Civilcharran, M. Maharaj","doi":"10.20853/37-3-4737","DOIUrl":"https://doi.org/10.20853/37-3-4737","url":null,"abstract":"Purpose: Owing to the digital skills shortage in South Africa, this article ascertains the digital skills requirements of the Real Estate, Finance and Business Services sector in South Africa. The aim of this study is to understand which digital skills graduates are expected to possess when they enter this sector, as well as its level of importance of each digital skill. The Real Estate, Finance and Business Services sector has been South Africa’s largest GDP contributor for the past several years, therefore this particular sector was selected for this study. Methodology: A quantitative research approach was undertaken to survey 387 business professionals from the Real-Estate, Finance and Business Services sector in South Africa. The survey was conducted online via LinkedIn and participants acted in their individual capacity as business professionals, resulting in a response rate of 49 per cent. Findings: Digital skills related to the use of software applications and Web tools, the use of information systems, and the application of security measures in digital environments were analysed using Principal Component Analysis. The findings revealed that this industry sector placed a great deal of importance on a graduate’s ability to apply security measures in digital environments, particularly pertaining to Personal IT Security Skills. Originality: This study will greatly assist South African higher education institutions with regard to curriculum development in the commerce disciplines, since most commerce students feed into the said sector. A curriculum that is better aligned to meet industry needs, will ensure that graduates are adequately prepared for this particular South African industry sector. A study of this nature is lacking in the South African context, which will greatly help South African higher education institutions to align their curricula to meet this sector’s digital skills need.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":"12 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67715742","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

Glo-ubuntu as an extension of Global Citizenship Education: Cultivating the notion of an African university 全球公民教育的延伸:培养非洲大学的理念

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South African Journal of Higher Education Pub Date : 2023-01-01 DOI: 10.20853/37-2-5427

J. Terblanche, J. Waghid

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Strategies to realise the decoloniality of the Comparative and International Education curriculum in South African higher education 在南非高等教育中实现比较和国际教育课程非殖民化的战略

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South African Journal of Higher Education Pub Date : 2023-01-01 DOI: 10.20853/37-3-4839

K. Maluleka

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Do assessment loads affect student success? An investigation at an Economics Department at the undergraduate level 评估负荷会影响学生的成功吗?在本科经济学系进行的一项调查

South African Journal of Higher Education Pub Date : 2023-01-01 DOI: 10.20853/37-5-5397

D. Yu, C Swanepoel, D Sims, F Anciano

{"title":"Do assessment loads affect student success? An investigation at an Economics Department at the undergraduate level","authors":"D. Yu, C Swanepoel, D Sims, F Anciano","doi":"10.20853/37-5-5397","DOIUrl":"https://doi.org/10.20853/37-5-5397","url":null,"abstract":"Assessments plays an important role in Higher Education as a cornerstone and driver of learning and teaching activities, curriculum development and renewal, achievement of learning objectives and student academic success, as well as the development of graduate attributes. Assessment load, however, in terms of over-assessment (along with under-assessment), is a blurred concept that is difficult to define qualitatively and measure quantitatively. To address this gap in research, based on a comprehensive literature review, we developed a multidimensional assessment index (MAI), with eight indicators, to measure over-assessment. These indicators include features of continuous assessment (total number, mark allocation or size, weighting, degree of difficulty, frequency and scheduling, type, content coverage and repetition) and the presence, or absence, of a single high-stakes final examination. We applied these indicators to a case study of an undergraduate Economics, consisting of 12 modules across 3 years of study, at a university in South Africa. The MAI was then compared with the pass rate, as a measure of student success, and there was a moderate and negative correlation between the MAI (high assessment loads) and pass rate variables. Lastly, the indicator with the strongest correlation with pass rate was the length of assessments (or proportion of continuous assessments with a high mark count). It is hoped that this study helps fill the gaps in existing literature on definition and measurement of assessment loads, and the practical use of the MAI as a tool to evaluate assessment load and inform the design of assessment for student learning and success.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135704034","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

Applying an integrated theoretical lens to evaluate the perceived effectiveness of a computer-based reading development course in higher education 运用综合理论视角评价高等教育计算机阅读发展课程的感知效果

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South African Journal of Higher Education Pub Date : 2023-01-01 DOI: 10.20853/37-2-5083

B. Lenong, S. Holtzhausen

{"title":"Applying an integrated theoretical lens to evaluate the perceived effectiveness of a computer-based reading development course in higher education","authors":"B. Lenong, S. Holtzhausen","doi":"10.20853/37-2-5083","DOIUrl":"https://doi.org/10.20853/37-2-5083","url":null,"abstract":"South African higher education institutions have implemented different means of developing first-year students’ English language abilities. In 2007, a university of technology introduced a compulsory computer-based reading development course to help first-year students improve their reading ability. A decade after implementation, an investigation into the effectiveness of the course, from the students’ perspectives, became imperative. This article reports on an evaluation of the perceived effectiveness of the course that was undertaken in 2018. A questionnaire survey of 269 Bachelor of Education students, followed by focus group interviews, were used to gather data. The design of the study was informed by a theoretical lens that highlights a set of directives that are underpinned by theory on student engagement and creating motivational conditions. This theory is integrated with theory emanating from studies on technology acceptance and use of the computer as medium. The findings indicate that the course was generally perceived as easy to use, useful and engaging, and that a good level of inclusion had been established. A few aspects needed attention, however, and pointed to the institution’s obligation to ensure that all conditions are adhered to for the creation of a motivational environment for culturally diverse communities. The article not only touches upon the practical implementation of reading development in higher education, but also describes in detail an integrated theoretical lens that can be customised to evaluate the perceived effectiveness of many technologically enhanced teaching and learning applications in higher education.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67715482","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

Basic sciences in higher education, and teaching approaches in the context of 21st-century advances: Time for a change? 高等教育中的基础科学和21世纪进步背景下的教学方法:是时候改变了?

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South African Journal of Higher Education Pub Date : 2023-01-01 DOI: 10.20853/37-2-5016

G. Maarman

{"title":"Basic sciences in higher education, and teaching approaches in the context of 21st-century advances: Time for a change?","authors":"G. Maarman","doi":"10.20853/37-2-5016","DOIUrl":"https://doi.org/10.20853/37-2-5016","url":null,"abstract":"Higher education has become a leading life goal for youth across the world. More specifically, the higher education of basic scientists is key in the creation of new developments in economics, healthcare, science, and technology. However, advances and challenges that came with the 21 st century have impacted how basic science research is conducted and how basic scientists function within a rapidly changing world. Without a doubt, the way in which basic scientists are trained at higher education institutions needs to be revisited and adapted where needed. By means of a literature review, this article demonstrates the significant challenges and advances in the 21 st century, and how these impact the higher education of basic scientists. To summarise, training programmes must include a digitalisation focus and teach the use of digital technology to disseminate research findings to the lay public. Training must hone the skills that will help scientists to survive job scarcity in academia, skills such as curriculum vitae writing, promoting oneself as employable to industry companies and how to repurpose academic experiences for a different job market. Other aspects that need to be included are raising awareness, among the next generation of basic scientists, of the need to conduct research that has nationally and internationally relevant foci. Training must include mentorship during postgraduate training, the use of hybrid models of teaching, curricular integration and interdisciplinary learning and practices during the early stages of these scientists’ careers. Lastly, undergraduate degrees give a general introduction to the basic sciences, but leave graduates with insufficient laboratory experience, and thus they struggle to enter the job market after their undergraduate degree is completed. In other fields, a B. in Accounting makes a graduate an accountant, B. Eng makes them an engineer, but BSc. equates to nothing besides several introductions to various fields. More must be done","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67715554","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

Achieving doctorateness: Is South African higher education succeeding with graduate attributes? 获得博士学位:南非高等教育在毕业生特质方面取得成功了吗?

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South African Journal of Higher Education Pub Date : 2023-01-01 DOI: 10.20853/37-2-5370

F. Faller, S. Burton, A. Kaniki, A. Leitch, I. Ntshoe

引用次数: 1

The “golden key”: A novel approach to teaching/learning Biology in a secondary school in Brazil: A cultural historical activity theory approach. “金钥匙”：巴西中学生物学教学的新方法：文化历史活动理论方法。

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South African Journal of Higher Education Pub Date : 2023-01-01 DOI: 10.20853/37-3-4313

J. Hardman, V. Borget Corte

引用次数: 0

International collaboration for the advancement of Entrepreneurship Education: An activity theory approach 国际合作促进创业教育：一种活动理论方法

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South African Journal of Higher Education Pub Date : 2023-01-01 DOI: 10.20853/37-4-5389

C. America, A. Neethling

{"title":"International collaboration for the advancement of Entrepreneurship Education: An activity theory approach","authors":"C. America, A. Neethling","doi":"10.20853/37-4-5389","DOIUrl":"https://doi.org/10.20853/37-4-5389","url":null,"abstract":"Despite the prevalence of entrepreneurship studies across various levels of the education sector, the gap between theory and practice in entrepreneurship education is an ongoing pedagogical challenge. This is no exception in teacher education specifically, with regard to how and what we teach to cultivate entrepreneurial awareness. This article illustrates how an international collaborative online entrepreneurship initiative addresses this theory-practice gap underpinned by Engeström’s (2015) account of the transition from individual actions to collective activity. The research design is an interpretative, qualitative analysis based on the theoretical framework of activity theory, suggesting that motivation is necessary to spur on human behaviour and that motivation is prompted by objects (Engeström 1987; 1999). The collaborative interactions of the participants, who are South African student teachers, Dutch business management students, and a project facilitator, signify a flow of interactions that emerged from the activities within a system. Five key themes emerged: 1) technological intervention, 2) the impact on students 3) entrepreneurship framework, 4) system and stakeholders, 5) roles and tasks, and 6) instructional tools and pedagogy. This study suggests that even with dedicated teachers, a collaborative mentorship initiative can add value to increase entrepreneurial awareness. Furthermore, student teachers can play a valuable role in cultivating entrepreneurial thinking, but the development and synchronization of such initiatives requires proficient facilitation. This article further illustrates that efficient facilitation of local and international collaboration holds potential for the further expansion of entrepreneurship education within teacher education, which could then be cascaded to the school system.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67716627","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

Partnering with Students to Connect Students 与学生合作，连接学生

South African Journal of Higher Education Pub Date : 2023-01-01 DOI: 10.20853/37-4-5074

B. O. Ige, G Doyle, L. Pienaar

引用次数: 0