South African Journal of Higher Education最新文献

{"title":"Curriculum Studies in the posthuman condition/posthuman curriculum (studies)","authors":"L Le Grange, P Du Preez","doi":"10.20853/37-5-5985","DOIUrl":"https://doi.org/10.20853/37-5-5985","url":null,"abstract":"In this article we discuss the difference between curriculum studies (as a field of inquiry) in the posthuman condition and posthuman curriculum (studies). The posthuman condition is characterised by both posthumanism and post-anthropocentrism and relates respectively, to how we now define human given humans’ entanglement with new technologies, and the ethical response-ability of humans in intra-action with the more-than-human-world in a context of impending ecological disaster. In this article we shall argue that although Enlightenment humanism has been challenged philosophically/conceptually both in discourses on anti-humanism and posthumanism, humanist approaches to curriculum studies remain with us in the posthuman condition – the ghosts of Dewey, Tyler, Freire, etc., imbue much of curriculum work. However, the posthuman condition also produces posthuman thought that makes it possible to reimagine curriculum studies, that we shall call posthuman curriculum (studies). We shall review different approaches to curriculum studies in the posthuman condition, and then turn our attention to posthuman curriculum (studies). We argue that curriculum (as a vital concept) in posthumanist terms is intelligible and manifests through intra-actions, processes of becoming and experimenting. Set against sedentary states of being that mark curriculum studies in the posthuman condition; becoming, intra-acting and experimenting in posthuman curriculum (studies) are acts, doings in and of this world. The acts and doings in posthuman curriculum (studies) that are mostly written about include: improvisation, theorisation and diffraction. To these we add and specifically discuss quantum tunnelling, tracing, and desiring. Other forms of curriculum experimentation worthy of consideration in posthuman curriculum (studies) but not discussed in the article are queering, imagining, and writing. Towards the end we make the point that although some connections with the past (such as those that haunt curriculum discourses) can be threatening to life, connections of the thick now hold potential and radical openness for newness.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135561793","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}

{"title":"Shifting from the old frame of reference to (w)holistic teacher-student relationship in higher education institution: A case of the University of The Free State","authors":"F Okoye","doi":"10.20853/37-5-5406","DOIUrl":"https://doi.org/10.20853/37-5-5406","url":null,"abstract":"This quantitative study examines the student’s perception of what their relationship with their lecturers should be to enhance higher education teaching and learning, as well as students’ success. The finding of the study reveals the students’ perception and expectations of a lecturer’s role in maintaining good pedagogical relations at the higher-education level. These roles were framed within four cardinal themes: students’ academic development, social relationships, respect and trust, and the ethics of care. The finding also reveals that the students hold substantial expectations of the lecturers to take a lead in driving social relationship. The student does not only expect the lecturer to pay attention to his or her academic progress, moral and personal development but also to care, respect, trust and even the student’s non-academic activities and goals are considered to be the lecturer’s prerogative. The study recommends institutional strategies for promoting effective teaching and learning through relational pedagogy drive, reduction of large-size classes, raising student voice and well-being, and establishing ethics of care or caring culture as an integral part of the Institution’s teaching philosophy. The study argues that the mainstream pedagogical relationship serves as a constructive way of understanding decolonialism in Africa, as well as an antidote to the persevering colonial infrastructures found in higher education.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135667339","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}

{"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":null,"pages":null},"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}

{"title":"Interactivity, the heart and soul of effective learning: The interlink between internet self-efficacy and the creation of an inclusive learning experience","authors":"R. Dlamini","doi":"10.20853/37-2-5105","DOIUrl":"https://doi.org/10.20853/37-2-5105","url":null,"abstract":"There is a growing recognition that the relationship between digital technologies and education is more complex and multi-faceted than previously conceived. Given the multi-faceted nature of digital education, which involves social and technology elements in the realm of knowledge-acquisition, an epistemic community such as a community of inquiry (CoI) provides an appropriate theoretical perspective to frame the analysis of the interlink between internet self-efficacy and inclusive learning experiences. In recognition of the importance of active participation in the ubiquitous learning environment, the argument focused on the development of a CoI as an intellectual community that provides a structure for educators to implement digital education. Central to this article is the development of the various presences to sustain interaction and reflection in a socio-epistemological orientation approach. Notwithstanding the widely recognised affordances of digital technologies to connect people, this study was conducted to elicit relevant evidence on digital education, to gain insights into the practicality of digital education, to articulate several important research questions within each of the identified affordances, and to provide suggestions for institutions pursuing digital education. Furthermore, there is clear evidence that digital education is intertwined with digital capital and digital inclusion.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67715496","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}

{"title":"An innovative online plagiarism course for students at a South African university","authors":"S. Mahomed, I. Mackraj, C. Blewett","doi":"10.20853/37-2-5046","DOIUrl":"https://doi.org/10.20853/37-2-5046","url":null,"abstract":"Plagiarism is a major concern across institutions of learning. We developed and implemented an innovative online course to teach students about plagiarism. This study aimed to ascertain why students plagiarise, and to determine whether the course would impact students’ knowledge and perceptions of plagiarism. This case study used a mixed-methods approach. The “Understanding Plagiarism” course was based on the principles of the Activated Classroom Teaching model that uses 5 digital-age pedagogies (Curation, Conversation, Correction, Creation, Chaos) to encourage engagement. Data was obtained from surveys administered before and after the course. 148 students accessed the course and 98 completed the surveys. The main reasons identified for committing acts of plagiarism included improved grades, laziness, and unintentional plagiarism. Students’ knowledge of plagiarism improved after completing the course (67% to 93%). The majority (83%) agreed that students who plagiarise should be disciplined, and 68 per cent agreed that they felt guilty if they copied from a friend, textbook, or the internet. This research shifts the discourse on plagiarism from policy to programme and in particular the implementation of active pedagogic approaches to online teaching. Two implications of this study are, firstly, active pedagogies need to be adopted to ensure effective learning, and secondly, plagiarism which is increasing should be programmatically, and not punitively addressed.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67715576","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}

{"title":"Glo-ubuntu as an extension of Global Citizenship Education: Cultivating the notion of an African university","authors":"J. Terblanche, J. Waghid","doi":"10.20853/37-2-5427","DOIUrl":"https://doi.org/10.20853/37-2-5427","url":null,"abstract":"In previous work (Waghid et al. 2023) we offered an account of ubuntu and its implications for South African higher education. The main thrust of our argument is constituted by understanding that ubuntu involves interdependent- cum -autonomous human relations that impact university education in expansive ways: independent and collaborative with the possibility of being forward-looking. Yet, what we have not done hitherto, is to examine ubuntu in the realm of global citizenship education, considering the latter seems to intertwine with constitutive aspects of ubuntu . In this article, we reconsider ubuntu with global citizenship education (GCE) and its implications for higher education. Firstly, we proffer an understanding of GCE about pedagogical praxis; secondly, we show how ubuntu can advance GCE within higher education; and thirdly, we examine some of the implications of a glo - ubuntu for higher education in South Africa.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67715663","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}

{"title":"Strategies to realise the decoloniality of the Comparative and International Education curriculum in South African higher education","authors":"K. Maluleka","doi":"10.20853/37-3-4839","DOIUrl":"https://doi.org/10.20853/37-3-4839","url":null,"abstract":"This article sought to investigate the implementation of strategies to realise the decoloniality of the Comparative and International Education (CIE) curriculum in South African higher education. This is a qualitative study in which the participants were selected from CIE senior lecturers and students who are registered for the CIE module. Data was collected from four senior lecturers and nine students who were identified using multi-stage sampling. Data pertaining to the experiences of these academics and students were collected by semi-structured interviews. The study revealed numerous decolonial challenges, including people valuing the Western system more than their own system and a reluctance to move out of their comfort zone. Valuable information was received from the participants suggesting strategies to realise the decoloniality of the CIE curriculum in South African higher education. Based on the suggestions made by participants, this study recommends ways in which to implement strategies of the decoloniality of the CIE curriculum.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67716055","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}

{"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":null,"pages":null},"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}

{"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":null,"pages":null},"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}

{"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":null,"pages":null},"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}