https://thejournal.org.za/index.php/thejournal/issue/feedTransformation in Higher Education2024-03-03T23:18:20+01:00AOSIS Publishingsubmissions@thejournal.org.zaOpen Journal Systems<a id="readmorebanner" href="/index.php/thejournal/pages/view/journal-information" target="_self">Read more</a> <img style="padding-top: 2px;" src="/public/web_banner.svg" alt="" />https://thejournal.org.za/index.php/thejournal/article/view/299Beyond COVID-19: Teaching and learning lessons for the next pandemic through Ubuntu currere2024-03-03T23:18:20+01:00Mlamuli N. Hlatshwayomhlatshwayo@uj.ac.zaAmanda Mbathaamandambatha08@gmail.com<p>The emergence of the teaching an pandemic was a fundamentally disruptive force in the global higher education system that called on us to re-think the very purposes of higher education, our values, and who the academy is inherently for. Largely driven by the then panic over the unpredictable and infectious nature of the COVID-19 disease, higher education institutions had to close down and find virtual, Online and/or digital ways of continuing the teaching and learning programme. In this article, we firstly explore and theorise academics’ experiences of the emergency remote teaching and the complex challenges that they had to negotiate during this crisis in higher education. We reveal the complex, challenging and depressing experiences that they navigated as they grappled with the emergency remote teaching in their context, and the effect this had on their well-being. We propose the idea of Ubuntu currere as an emancipatory pedagogy, necessary to helping us respond to the next pandemic in the higher education sector. We suggest that our response to the next pandemic(s) needs to be anchored in decolonial and social justice frameworks, necessary for rethinking teaching and learning during a crisis.</p><p><strong>Contribution:</strong> In this article, our contribution is twofold. We firstly contribute to the emerging body of research that shines a spotlight on academics’ experiences, voices and/or narratives in grappling with the COVID-19 pandemic in their teaching and learning contexts. Secondly, we propose the idea of Ubuntu currere (i.e. Ubuntu curriculum) as offering us useful emancipatory lessons in responding to the future pandemics in higher education.</p>2024-03-02T05:00:00+01:00Copyright (c) 2024 Mlamuli N. Hlatshwayo, Amanda Mbathahttps://thejournal.org.za/index.php/thejournal/article/view/301Challenges of transforming curricula: Reflections by an interdisciplinary Community of Practice2024-01-16T14:46:19+01:00Gerda Dullaartgdullaart@sun.ac.zaYdalene Coetseeyc@sun.ac.zaJean L. Farmerjeanlee@sun.ac.zaJennifer Feldmanjfeldman@sun.ac.zaJerome Joorstjpjoorst@sun.ac.zaRuenda Lootsruenda@spl.sun.ac.zaMarianne McKaymarianne@sun.ac.zaSimbongile Ntwasasim@sun.ac.za<p>Institutional transformation and inclusion have slowly become more prominent in the strategies of historically white institutions in South Africa. Despite these efforts, progress towards these goals has been limited. In this article, we reflect on our conversations about transforming our curricula and teaching practices as an interdisciplinary Community of Practice. Our conversations grappled with the lack of curricular transformation at Stellenbosch University, despite its aspirational transformation plan. We argue that difficult interdisciplinary conversations are key to interrupting our teaching practices and are crucial in the decolonising process. These conversations must be ongoing and enduring, because through sharing our stories we support agents of curriculum transformation in our different contexts. Our conceptual conversations explored various theories about decoloniality, and here we employ ubuntu pedagogy, as well as the concepts of redistribution, recognition and representation from social justice theory. We harness the collaborative energy of an interdisciplinary Community of Practice, with its associated storytelling, reading, writing and reflecting to harness the diversity of personal and disciplinary perspectives. We include some reflective vignettes to illustrate our process.</p><p><strong>Contribution:</strong> The relevance of this study, beyond our contexts, arises from a gap in the decolonising process, from its theory to its practice. We argue that even a good institutional transformation plan will not guarantee the decoloniality of curricula. More is needed. Systemic change is needed, and difficult interdisciplinary conversations are part of this process. There must be recognition and representation of marginalised voices and specific context-related redistribution of curricula, so that transformation plans and theories can take effect.</p>2023-12-15T06:00:00+01:00Copyright (c) 2023 Gerda Dullaart, Ydalene Coetsee, Jean L. Farmer, Jennifer Feldman, Jerome Joorst, Ruenda Loots, Marianne McKay, Simbongile Ntwasahttps://thejournal.org.za/index.php/thejournal/article/view/336Acknowledgement to reviewers2024-01-16T14:46:19+01:00Editorial Officepublishing@aosis.co.zaNo abstract available.2023-11-17T12:00:00+01:00Copyright (c) 2023 Editorial Officehttps://thejournal.org.za/index.php/thejournal/article/view/252The interplay between strategic drivers and neoliberalism in South African higher education2024-01-16T14:46:19+01:00Dirk Rossouwdrossouw@uj.ac.zaGeoffrey A. Goldmanggoldman@uj.ac.za<p>The VUCA world which refers to ‘volatility, uncertainty, complexity and ambiguity’ forces higher education institutions (HEIs) to be aware and understand strategic drivers. Further knowledge of the interplay between strategic drivers, neoliberalism, and ‘public good’ can assist HEIs not to seize the notion of furthering the neoliberal agenda at all cost, but to strive for a more balanced outcome. This article attempts to explore how strategic drivers can act as a ‘reality check’ to ensure that HEIs serve the interests of the communities and that of society in general, and that higher education does not become a mechanism to serve the neoliberal agenda above all else. This is a conceptual article in which a reflective, dialectical approach was employed, extrapolating on a PhD study on strategic drivers for South African HEIs. Strategic drivers are confirmed as key forces the South African HEIs should reckon with and manage in pursuing the socio-economic agenda within the growing popularity of neoliberalism.</p><p><strong>Contribution:</strong> This study alerts South African HEIs and institutions internationally on using strategic drivers to transform in serving the socio-economic agenda and the ‘public good’ in the midst of the neoliberal.</p>2023-09-29T13:45:00+02:00Copyright (c) 2023 Dirk Rossouw, Geoffrey A. Goldmanhttps://thejournal.org.za/index.php/thejournal/article/view/283Information communication technology integration via Bloom’s taxonomy in accountancy curriculum2024-01-16T14:46:19+01:00Olive Stumkeolive.stumke@nwu.ac.za<p>Accountants should stay relevant to the business world, making Information Communication Technology (ICT) competencies essential, as highlighted by professional bodies and employers. For this reason, how and when ICT competencies can be integrated into the accountancy curriculum following the guidelines of Bloom’s taxonomy was investigated. ICT competency integration into the accountancy curriculum remains a challenge at South African universities, further highlighted by online teaching during the COVID-19 pandemic. This research followed a qualitative approach. Data collection was done through a literature review of Bloom’s taxonomy, ICT requirements from the South African Institute of Chartered Accountants (SAICA) and employers, responses from a self-developed questionnaire from lecturers of two participating universities focusing on the perceived inclusion of ICT competencies and when these competencies should be taught in the accountancy curriculum. The participants agreed with the inclusion of MS Excel and MS Word with a discrepancy of when.</p><p><strong>Contribution:</strong> Based on the sample selected, the results highlighted that how and when ICT competencies could be integrated is not in line with Bloom’s taxonomy approach. It is recommended that universities integrate ICT competencies for MS Excel and MS Word in the accountancy curriculum through the assignments already available in a structured and scaffolded approach. This research contributes to the body of knowledge of how and when ICT competencies can be integrated into the accountancy curriculum. Higher education must keep up with the fast-changing business environment and aim to transform their learning accordingly through applying Bloom’s taxonomy in a holistic view when integrating ICT competencies within the accountancy curriculum.</p>2023-09-29T09:14:00+02:00Copyright (c) 2023 Olive Stumkehttps://thejournal.org.za/index.php/thejournal/article/view/263Gender regimes and gender relations in higher education: The case of a civil engineering course2024-01-16T14:46:19+01:00Noshmee D. Baguantnbaguant@hec.muHyleen Mariayeh.mariaye@mie.ac.muThabo MsibiMsibi@ukzn.ac.za<p>This study documents how hegemonic masculinity is experienced through the lens of five female students registered in an engineering course using a single instrumental case study research contextualised in a national university in Mauritius. It analyses how these relations and interactions are interpreted and integrated in the ways the participants are choosing to ‘do gender’ reflecting critically on what this reveals about acceptance of and resistance to these gendered cultural norms by aspiring women engineers. Interpreted from the lens of gender regimes (Connell 2002), the findings indicate how male students legitimised their power by foregrounding the physical inadequacy of their female classmates, the cultural barriers associated with the rough vocabulary of builders which are certain to cause discomfort to female engineers, and the physically strenuous working environments, all of which are designed to assert a male reading of what engineering work is about. What is, however, also evident is the acceptance of these views by some female participants who feel compelled, to accept ‘male help’ designed to enforce some form of control and superiority. ‘Beating the boys’ on their own preferred terrain of abstract thinking appears to be a way for some participants to level the field despite against attempts to represent engineering knowledge as ‘male’, and only allowing privileged female students to access such understandings is a common gatekeeping exercise endorsed by male classmates.</p><p><strong>Contribution:</strong> This study shows the deep transformations that need to be brought about in higher education settings, particularly in small island contexts where the dominant culture is often silently resistant to progressive equality agenda.</p>2023-09-18T15:37:00+02:00Copyright (c) 2023 Noshmee D. Baguant, Hyleen Mariaye, Thabo Msibihttps://thejournal.org.za/index.php/thejournal/article/view/265Counselling support for postgraduate open and distance e-learning students in South Africa: A case study2024-01-16T14:46:19+01:00Kamleshie Mohangimohank@unisa.ac.zaHermina Olivierolivih@unisa.ac.za<p>Despite the support structures offered at Open distance e-learning (ODeL) higher education institutions, slow completion and attrition attest to postgraduate students’ challenging study experiences. This qualitative and interpretivist case study examines postgraduate students’ experiences of counselling support at an ODeL institution in South Africa with the research question: What are postgraduate student experiences of counselling services, and how may they inform optimal practice at an ODeL institution? A questionnaire and semi-structured telephone interviews were completed by a total purposive sample of fifteen masters, doctoral and PhD students from one department at the institution. Data was analysed thematically. Findings indicate that although many students were unaware of the institution’s student support services, they would seek counselling. However, counselling decisions were impacted by counsellor-student gender, age, and cultural factors. Open distance e-learning counselling services require more awareness, accessibility, and robust online and digital media approaches. Future research could focus on more comprehensive postgraduate student experiences throughout the institution’s departments.</p><p><strong>Contribution:</strong> Open distance e-learning postgraduate students face challenges that lead to slow progress and high attrition. Counselling support is crucial to help students overcome these barriers and complete their studies. This study highlights mature students’ obstacles when accessing counselling services to address their mental health and academic concerns. The research underscores the impact of age, gender, and culture on access to counselling services. Ultimately, the study emphasises the need for timely and improved counselling services to support postgraduate students in advancing their studies.</p>2023-09-15T15:03:00+02:00Copyright (c) 2023 Kamleshie Mohangi, Hermien Olivierhttps://thejournal.org.za/index.php/thejournal/article/view/275Academic, keyword, and plain English subtitles for natural sciences students: Intralingual views2024-01-16T14:46:19+01:00Elmarie Kruger-Maraisekrugee2@unisa.ac.zaHelena Kruger-Rouxhelena.kruger-roux@up.ac.za<p>The study is an analysis of the reaction of students in a faculty of natural and agricultural sciences (NAS) to subtitles and also includes an investigation of their responses thereto. Reception of and responses to academic English (close to verbatim transcription), plain English, and keyword English subtitles were explored by showing participants subtitled videos related to the content of their module. Participants were then asked to complete demographic and affective questionnaires, and participated in focus group interviews to investigate their reception of the various subtitles. The results show that participants responded particularly well to plain English subtitles. The focus group interviews indicated that they found all three sets of subtitles useful for note-taking purposes, adjusting the speed at which they accessed and processed information by pausing the videos, highlighting important information in the study materials, and being able to engage aurally and visually with the materials. From a higher education perspective, this emphasises students’ readiness for subtitles as an academic mediation tool.</p><p><strong>Contribution:</strong> This article aims to fill existing gaps in the fulfilment of higher education institutions’ language policies, which have been exposed by the thrust for multilingualism in higher education. Research into academic subtitling as an academic mediation tool can be used to bridge this gap, thereby supporting innovative research in higher education.</p>2023-08-31T12:46:00+02:00Copyright (c) 2023 Elmarie Kruger-Marais, Helena Kruger-Rouxhttps://thejournal.org.za/index.php/thejournal/article/view/278In(ex)clusion of transgender students in South African higher education institutions2024-01-16T14:46:19+01:00Johannes ButheleziButhelezj@cput.ac.zaAnthony Brownanthonyb@sun.ac.za<p>This study aimed to critically assess the current state of transgender student inclusion in South African universities, highlighting the challenges, progress and potential areas for improvements that exist. This article highlights the complexities of legal identity, self-determined identity and the recognition of transgender identity in South Africa. Using photovoice and drawings as data collection tools, this study explored the lived realities of seven transgender university participants in a society that upholds heteronormative values and practices. Purposive and snowball sampling approaches allowed us to identify participants for the study among a population that would otherwise be difficult to reach.</p><p><strong>Contribution:</strong> The findings of this study are discussed under themes that are evocative of the students’ experiences of exclusion practices in their institutions of learning. We argue that South African universities should focus not only on increasing diversity but also on creating inclusive environments that support the success and well-being of all student populations, in this case, transgender students.</p>2023-08-28T15:56:00+02:00Copyright (c) 2023 Johannes Buthelezi, Anthony Brownhttps://thejournal.org.za/index.php/thejournal/article/view/251Optometry students’ experience of online learning during the COVID-19 pandemic2024-01-16T14:46:19+01:00Davina Govenderdavina.govender04@gmail.comTarryn Pillaytarrynpillay197@gmail.comNandipha MaciNfmachi@gmail.comNokukhanya VilakaziKhanyievilakazi51@gmail.comSnenkosi Mthethwasnenkosimthethwa@gmail.comUmar Mansoorumarmmansoor@gmail.comZweli Manquzi217014434@stu.ukzn.ac.zaDiane van Stadenwallaced@ukzn.ac.za<p>Optometry education, like other health professions, has historically been conducted via contact teaching and learning in classrooms, clinics and laboratories. In 2020, COVID-19 imposed an abrupt move to online learning for higher education institutions. This was performed with little insight into the feasibility and readiness for its adoption within certain contexts, as well as the potential impact on learning. This qualitative descriptive project purposively recruited a representative sample of 30 optometry students from a South African university to explore their experiences of online learning during the COVID-19 pandemic. Data were collected using focus group interviews. The data were audio-recorded, transcribed and analysed thematically. Four themes emerged from the research, namely; learning how to learn online, need for social support, technology dependent, and authentic learning. The key challenges observed were difficulty in transitioning to online learning, independent learning, and not having reliable access to internet connectivity. Gaps in clinical skills resulting from restricted access to contact training and real-world clinical exposure negatively impacted competency development.</p><p><strong>Contribution:</strong> Pandemic disruptions to routine academic programme activities within higher education institutions have the potential to negatively impact the learning experience for students where institutions and/or students may be unprepared or under-resourced to support such a shift. The results of this study further suggest that exposure to real-world clinical contexts for optometry students should be enabled even under pandemic conditions to promote the development of clinical competencies needed for effective healthcare delivery. Finally, remote online assessments must be designed to support authentic learning so as not to compromise exit-level outcomes, skills and competencies.</p>2023-07-20T15:30:00+02:00Copyright (c) 2023 Davina Govender, Tarryn Pillay, Nandipha Maci, Nokukhanya Vilakazi, Snenkosi Mthethwa,Umar Mansoor, Zweli Manquzi,Diane van Staden