South African Journal of Higher Education

Academic hardiness and its relationship to test anxiety among postgraduate students at Saudi Universities

S. Alharbi — 2026-04-25

This study aimed to identify academic hardiness and its relationship to test anxiety among postgraduate students at Saudi universities. The descriptive correlation method was used to reveal the objective of the study. The study sample consisted of 541 male and female postgraduate students at Saudi universities, including 166 male and 375 female students, who were chosen using the random method. The Academic Hardiness Scale and the Test Anxiety Scale were administered after verifying the apparent and constructive validity of the two scales. The results showed that the level of academic hardiness was average with an arithmetic mean of 2.76. Test anxiety overall was averaged with an arithmetic mean of 2.39, and the values of the arithmetic mean for the dimensions ranged between 2.44‒2.29, all of which were at the intermediate level. This indicated that there were no statistically significant differences at the significance level (α = 0.05) between the arithmetic means of all sub-dimensions. For academic hardiness due to the gender variable, there were statistically significant differences between the arithmetic means of the dimensions of test anxiety in favour of females. There were positive direct correlations with statistical significance between the dimensions of academic hardiness. Test anxiety values ranged between 0.177-0.586, and academic hardiness was associated with test anxiety with a positive (direct) relationship with statistical significance with a value of 0.430. The researchers recommend conducting studies related to test anxiety for undergraduate students and linking these to the variable of specialisation to see if there is a difference between science and humanity disciplines regarding test anxiety.

Critical thinking: The key to success in management accounting and corporate finance

E. du Toit — 2026-04-25

This study aimed to determine whether there is a link between students' critical thinking abilities and their performance in a management accounting and financial management (MAFM) course as part of a degree program in accounting sciences. The study used a learning orientation index tool to measure students' critical thinking ability. It also used multiple linear regression to investigate the relationship between students' ability to think critically and their marks for the different components of the course. Other variables were considered in this investigation, including gender, age, ethnicity, first or home language education, and perceived level of course enjoyment. The regression results indicate that students' critical thinking score, age, and level of enjoyment from the course are the most significant variables linked to their performance in MAFM. Many South African students do not have the opportunity to learn in their first or native language, although this variable had no significant impact on their performance in this course. The study's findings indicate that students' capacity to think critically is crucial to their performance in management accounting, corporate finance, and managerial employment after graduation

From transactional to transcendent inclusion: A document analysis of how universities in South Africa conceptualize the inclusion that responds to the transformation quest

C. Ewuoso — 2026-04-28

Background

Transformation is a key priority for universities in South Africa. While an important way universities in South Africa have tried to be transformative is through greater emphasis on inclusion, no document analysis or synthesis exists that articulates the account of inclusion that responds to the quest for transformation by South African universities. We address this gap.

Methods

Precisely, this document analysis articulates the account of inclusion that responds to the quest for transformation emanating from publicly available 48 transformation instruments of key South African universities.

Results

This analysis found that transactional, transformational, and transcendent inclusion are three forms of inclusion that respond to the quest for transformation. There are two prominent areas targeted for inclusion work: place and institutional culture. Additionally, underlying these inclusion forms are principles of pragmaticism, deep inclusion work and relevance.

Conclusion

Understanding how universities conceptualize inclusion is the critical first step towards exploring what more needs to be done to ensure inclusion work in South Africa adequately responds to the transformation quest.

Perceived wellness of health sciences students

K. Henrico — 2026-04-25

In South Africa, the wellness of university students, particularly in health sciences, is influenced by unique socioeconomic, cultural and systemic factors. Although the importance of wellness within higher education has been well documented there seems to still be a dilemma in terms of student wellness during their time at university, especially post-COVID. This study aimed to understand the current wellness landscape by comparing the perceived wellness scores of students from three departments situated within a health sciences faculty of a South African university. To achieve this quantitative comparative methodology was followed. Health sciences students (clinical and non-clinical) completed the self-administered Perceived Wellness Survey (PWS; n=158). This study highlights the disparities in emotional wellness and its implications for holistic development and professional readiness. Overall, female students showed the biggest decline in their PWS and emotional wellness scored the lowest across all factors. Higher Educational Institutions needs to navigate a new wellness landscape post- COVID. Special attention should be given to female and final-year students. As Higher Educational Institutions are implementing wellness initiatives, they need to address the misalignment of emotional wellness seen in this study by adding interventions for each wellness factor, especially emotional wellness.

Structured leadership development programmes: an enabler towards talent sustainability in higher education

A. Horne — 2026-04-25

Managing talent has become increasingly critical in today's dynamic and competitive work environment. Higher education institutions are not excluded from this challenge and have an important responsibility to attract, develop and retain the best talent in support of providing quality education. Effective talent management efforts are, therefore, essential to creating long-term institutional talent sustainability. Various strategies and practices are employed by institutions to acquire, develop and retain their talent. In support of these efforts, higher education institutions often spend considerable resources on developing their talent without adequately assessing and knowing the benefit of these efforts. This study explores the impact of structured leadership development programmes as a talent development initiative on employees' career advancement, retention, and performance within a higher education institution.
A longitudinal study and a comparative analysis of numeric data was conducted. Two hundred and thirty-six (236) employees' career and performance progress were tracked over a period of ten years after they successfully completed a structured leadership development programme. Employee data from the institution's human resource database was analysed against important talent management criteria and indicators such as leadership capacity, employee performance, employee retention, succession planning and employee promotability. The study revealed that targeted talent development initiatives, such as structured leadership development programmes, forming part of a comprehensive talent management strategy, can contribute towards long-term talent sustainability in higher education institutions.

Messiahs or martyrs

L. Kajee — 2026-04-25

First-generation university students (FGSs) may lack the academic literacy (AL) proficiency necessary for their university success and socio-economic progression. In South Africa, this situation is strongly linked to the country’s apartheid history. Using a critical epistemological stance, this article explores the internal and external strategies and resources used by South African undergraduate FGSs. Those assets help them to transcend their lack of AL capital and persist at university. This article is underpinned by Bourdieu’s (1986) capital theory, particularly its central tenets of capital inheritance and acquisition. The research adopted a qualitative approach, and the study was based on a single case-study design. The methodology consisted of using pre- and post-module semi-structured individual interviews. Interviews with 36 South African first-year FGSs constituted the data collection method. The thematic analysis of the interview transcripts was the data examination technique. The research revealed that because their families lack relevant socio-cultural capital, FGSs enter university without the necessary academic and disciplinary literacies. Thus, they encounter several AL challenges. Their impetus to change the plight of their families prompts FGSs to deploy internal and external stratagems and assets that enable them to avoid dropout. Their desire and determination to succeed academically and change the socio-economic circumstances of their families entail significant emotional and psychological tensions. The resolve to succeed and related challenges imply that FGSs assume the dual status of messiahs and martyrs. Thus, it is recommended that academic development and support, as well as psychological counselling services, work closely with academics to support FGSs.

Study behaviours contributing to performance in each of the modules of postgraduate accountancy studies

P. Laubser — 2026-04-25

As prior studies only considered the Certificate of Theory in Accounting (CTA) as a whole, it is uncertain whether the study behaviours associated with performance differ for each module in the CTA (Financial Accounting, Management Accounting, Taxation and Auditing). Therefore, this study's primary objective was to identify study behaviours that could be employed in each module in the CTA programme to enhance performance. Secondary objectives included identifying changes in study behaviours from undergraduate to postgraduate and the effect of online (versus in-person) classes. A student questionnaire, including closed-ended and open-ended questions, was employed to gather data on students’ study behaviours, marks and perceptions. A regression analysis revealed that consistently studying Auditing and working in a study group for other modules showed a positive association with CTA performance. Moreover, making mind maps for Financial Accounting and Taxation to gain a holistic view of entire topics aided performance. Thematic analysis of qualitative data showed that practising questions was crucial for all modules. For Financial Accounting and Management Accounting, respondents found it beneficial to understand the principles, while learning the theory was recommended for Taxation and Auditing. Changes in study behaviours from undergraduate to postgraduate included better use of open-book materials. Attending classes in-person (compared to online) was viewed as more beneficial for CTA students. This study identified specific study behaviours on a per-module basis, which can be shared with students to help them improve their performance in CTA. Moreover, it showed that the characteristics of student cohorts change over time and that millennials might value working in study groups more than their predecessors.

Access and inclusion experiences of LGBTQIA+ students at a South African university

B. Matsoso — 2026-04-25

This article investigated the experiences of access and inclusion for LGBTQIA+ students at a university in South Africa. From the perspectives of gender identity and social justice, it is evident that the LGBTQIA+ community frequently encounters discrimination and marginalisation. The study employed a qualitative phenomenological approach, utilising semi-structured interviews to collect data from 10 LGBTQIA+ students at a selected South African university. The data was recorded, transcribed, and analysed thematically. The findings reveal that LGBTQIA+ students face substantial challenges, including non-inclusive policies, peer bullying, insufficient faculty awareness, and limited integration and support. Despite constitutional protections, these students continue to experience stigma and barriers within higher education. The study recommends the establishment of a specialised office dedicated to sexual orientation support and the integration of gender and sexual diversity into university curricula to ensure equitable access and opportunities for all students.

There’s no going back: The impact of COVID-19 on what matters to students, now and in the future

L. Meyer — 2026-04-25

This article examines the key success factors (KSFs) influencing prospective students' selection of private higher education institutions (PHEIs) in South Africa, highlighting significant shifts in priorities pre- and post-COVID-19. This study examined the importance of factors assigned by students enrolled at PHEIs, assigned to 18 measures that influenced their choice of Higher Education Institution (HEI) after COVID-19. Before the pandemic, students selecting PHEIs primarily valued the quality of teaching, employment prospects, campus safety, academic facilities, international links, language policies, institutional reputation, and flexible study modes. However, post-pandemic priorities for students have shifted markedly. The findings of this study indicate that campus safety remains paramount. Additionally, the significance of access to technological infrastructure, such as reliable internet and digital devices, has markedly increased. This highlights the essential need for robust digital resources to support remote learning effectively. Financial assistance and the capability to engage in blended and online learning have emerged as crucial, alongside enduring priorities such as employment prospects and teaching quality.

This study was conducted at a large PHEI in South Africa. With over 28,000 students, the Independent Institute of Education (IIE) Rosebank College offers a valuable case study with a large sample pool. Based on the results of this study, recommendations are made that enhancing campus safety and security measures, investing in advanced information technology (IT) infrastructure, and expanding financial assistance programmes are vital steps for HEIs to remain attractive to students. Furthermore, improving blended learning capability, strengthening industry links for better employment outcomes, and maintaining high teaching standards through continuous faculty development are crucial. Promoting international opportunities and ensuring that digital learning tools are accessible and engaging will further align the institution’s offerings with post-pandemic student expectations. The recommendations focus on HEIs’ adaptations that will not only meet students' current needs but also position the PHEI sector as resilient, reliable and forward-thinking in the increasingly competitive landscape of higher education.

Incorporating and embracing WIL component into career-based qualifications in traditional university education

M. Mokabe — 2026-04-25

The world of work continues to evolve, and there is growing recognition of the need for universities to adapt their education to the demands of the modern workplace. One promising approach is integrating Work-Integrated Learning (WIL) into career-based qualifications within traditional university education. This approach allows students to combine academic studies with practical work experience, enabling them to develop industry-relevant skills and knowledge while earning credits towards their degree. The qualitative study used thematic analysis. This article reviews the benefits and challenges of embracing WIL, including enhanced employability, improved student engagement, and increased graduate outcomes. The article also examines the challenges of implementing WIL, including ensuring quality assurance, managing logistics, and addressing equity and access concerns. Furthermore, the article explores future directions for WIL, including the potential for technology-enhanced WIL platforms, industry-academe partnerships, and the role of WIL in promoting lifelong learning and career development. By embracing WIL, universities can then better prepare students for success in a rapidly changing job market and contribute to the development of a skilled and adaptable workforce.

Toxic leadership in higher education

L. Nendauni — 2026-04-25

Leadership in higher education plays a crucial role in shaping the success and sustainability of academic institutions. However, the phenomenon of toxic leadership, which is characterised by destructive behaviours such as manipulation, narcissism, and authoritarianism, can severely undermine the effectiveness and well-being of individuals and institutions. This article investigates the lived experiences of academics under toxic leadership in South African universities, a context where little research has been done on toxic leadership. Drawing on qualitative data collected from five academics through open-ended questionnaires, this article examines the specific toxic behaviours encountered, their impacts on professional and personal lives, and the coping strategies employed by the affected academics. The findings of this article reveal that toxic leadership in South African universities is marked by behaviours including micromanagement, favouritism, and erratic decision-making. These behaviours contribute to stress, burnout, decreased job satisfaction, and impaired professional relationships among academics. This article accentuates the need for improved leadership development, grievance mechanisms, and regular evaluations of leadership practices to create healthier academic environments. Further research is suggested to assess the long-term impact of toxic leadership and its intersection with demographic factors.

Effects of demographics and class attendance on student performance in the Department of Finance: Evidence from previously disadvantaged university

A. A. Obalade — 2026-04-25

This study explored the effects of demographics and class attendance on student performance in the Department of Finance at the University of the Western Cape (UWC) in the 2023 academic session. Student performance is measured by continuous assessments and final marks, while demographic factors are measured by gender, population group[1], marital status, study type, residence type, and rate of attendance. The study employed a dummy regression analysis and found that certain demographic factors impact student performance. Firstly, this study demonstrated that female students outperformed the male students, especially in the undergraduate modules. Secondly, population group 2 emerged as the best performer when compared to group 5[2]. Thirdly, never married students outperformed the single students at undergraduate[3] and postgraduate levels. Fourthly, there is no categorical difference in student performance based on residence type. Fifthly, the part-time students underperformed relative to the full-time students despite the former being allowed to register half as many credit units as the latter. Lastly, the performance of students with ≥70 per cent class attendance far exceeds their counterpart. These findings support the consideration of additional support for male, population group 5, single and part-time students as well as attraction of group 3 candidates in the Department of Finance by relevant stakeholders, namely the university, funding organisations, family, and partners. Finally, introduction of ≥70 per cent attendance as a requirement for student’s participation in assessments will boost performance and throughput rate in the discipline of finance. The results of this study speak directly to our learning and teaching (L&T) practices, specifically the finding that students who attend classes more perform better than those who attend less frequently. In the context of the post-COVID-19 cohort who were used to distance learning, this finding calls for academics to consider the adoption of more active learning approaches, which motivates more in-class participation that is aimed at increasing lecture attendance.

New telagogic learning in Post-Covid-19 universities

T. Pitso — 2026-04-25

In Kongo around 1706, Christian Catholic missionaries incinerated Kimpa Vita and her boy child for resisting to buy into their myths and manufactured realities packaged as Christianity, a mind-altering indoctrination of western belief. This was the onset of coloniality using menticide and mendaciloquence projects intended to capture the African mindsets in order to create conditions for colonialism and its looting of African resources. Through Desktop research, a historical perspective and netnography, the study sought to achieve two objectives. 1. To demystify ancient history and make transparent how African mindsets remain captured to this day as colonial looting continues unabated. I also show how neo-coloniality has been repackaged as neo-cyber-coloniality, this idea that advanced technologies in the 21^st century thrive on racialised patterning of the internet thus perpetuate racism, prejudice and domination-prone society. 2. To introduce an empowering model and telagogy, a web-based, technology-driven learning. Results show the negative impact of coloniality on the ruptured psyche of Africans and how these 15^th century Christianity and 19^th century western scientific plinth have captured African mindsets and how the captured African psyche obfuscates the uncovering of unfettered looting of African resources. They also show how the new world order is necessary for telagogy to thrive and sustain a domination-free and just society.

Hidden discourses and implications of "at-risk’"and "underprepared" labels in a South African university: Seeking humane alternatives

F. Ravhuhali — 2026-04-25

This article explores the hidden discourses and far-reaching implications associated with labelling students as “at-risk” and “underprepared” in a South African university. By unpacking the criteria, exploring the consequences, and scrutinising systemic biases, we provide a comprehensive understanding of the multifaceted dynamics surrounding these two labels. We adopted theory triangulation with Labelling theory as the central theoretical framework operationalised through Mill’s Millian theory of names, Frege’s Sense-based theory of names, and Russell’s Descriptive theory of names. We employed qualitative methods, encompassing questionnaires and literature reviews, and thematic analysis was utilised for data analysis. Findings reveal that “at-risk” and “underprepared” labels are used loosely without due consideration of the variety of contextual, socio-economic, and educational backgrounds of the students. Through this article, we advocate for dialogue among university teachers to support all students and propose new terms to describe students who require extra support. For instance, we suggest names such as “Students in Transition” (SIT) or “Students on a Developmental Pathway” (SDP). In its entirety, this article highlights the need for more inclusive and culturally sensitive naming in higher education as more humane alternatives.

Assessing the capacity of community education and training colleges to support local government skills development initiatives

G. van der Waldt — 2026-04-25

This article reports on the assessment of the capacity of Community Education and Training Colleges (CETC) to facilitate skills development initiatives within South African municipalities. With a focus on the vital role of local government in driving socio-economic development, particularly in the context of a rapidly changing workforce landscape, understanding the effectiveness of CETCs in supporting local government's skills development endeavours is crucial. The study employed an empirical approach, utilising a combination of document analysis, semi-structured interviews and questionnaires to gather insights from stakeholders involved in both the CETC system and local government. Through a structured analysis of data collected the study aimed to provide a comprehensive assessment of the current state of collaboration between CETCs and the Local Government Sector Education and Training Authority (LGSETA) in advancing the skills development agenda. The findings of the study offer valuable insights for education administrators and local government officials, informing strategies to enhance the more effective alignment between CETC educational programmes and the scarce skills identified by the LGSETA, ultimately contributing to more effective skills development outcomes and employment opportunities.

Lecturers overcoming challenges using teaching strategies and digital tools to implement blended learning at a private higher education institution in South Africa

T. Govender — 2026-04-25

The Fourth Industrial Revolution has ushered in an era where technology significantly impacts various aspects of life, including higher education. Blended learning, which combines synchronous and asynchronous learning, has gained popularity as a pedagogical approach. However, its effective implementation is a challenge, particularly in the context of the COVID-19 pandemic and technological obstacles faced in South Africa. This study focused on lecturers' pedagogical practices to implement blended learning. With a specific aim to understand teaching and learning strategies preferred by lecturers to integrate digital tools that facilitate the blended learning approach. Using heutagogy and constructivism as theoretical frameworks, the study aimed to uncover insights into the lecturer’s teaching and learning practices to overcome challenges in designing and facilitating blended learning modules. Through a qualitative analysis, the following themes emerged student engagement, pedagogical practices, digital tools, and feedback emerged, highlighting the complexities and opportunities in a blended learning classroom. The findings emphasize the importance of tailoring methods to students' needs and subject matter, aligning with constructivist principles. Recommendations include promoting professional development opportunities, addressing infrastructure issues, and fostering a supportive learning environment.