South African Journal of Higher Education

Is supervision training necessary? Reflecting on supervision as a student and novice supervisor

2025-04-27T10:45:11+00:00

The process of advancing through higher education involves the crucial role of supervision. It is, however, concerning that the training of postgraduate supervisors is often neglected. This article explored my personal experiences of supervision by comparing my past role as a postgraduate student with my present role as a postgraduate supervisor. This article emphasises the pressing need to better equip supervisors for the pivotal role they play in shaping students’ academic trajectory. This article draws attention to the indispensable value of engaging in supervision training and concurrently advocates for supervisors to participate in postgraduate supervision training. It is therefore prudent that we educate ourselves and embrace opportunities for learning that can better equip us for the role of supervision. We should also not assume that the attendance of supervisor courses would sufficiently educate us but we must rather embrace the practical exposure and experience that supervision offers us. This article therefore seeks to remind both novice and experienced supervisors that supervisor training is neccessary as it enriches us and assists us in unearthing our student's potential, which is the true essence of education.

The ignored middle: Transition from First to Second year Financial Accounting

2025-04-27T10:45:11+00:00

In higher education, the transition from first year to second year is marked by unique challenges, often underestimated by both students and educators. While extensive research has explored the transition from school to university, limited attention has been directed towards the transition between the first and second years of higher education. This article aims to explore the impact of a specific first-year Financial Accounting module on student success in a second-year Financial Accounting module at a South African university. By examining the factors that facilitate or hinder this transition, the study sought to bridge the gap between student expectations and the realities of their academic journey.

The study investigated whether, according to the perceptions of students, a specific first-year Financial Accounting module supports or fails to support student success in a specific second-year Financial Accounting module at one South African university. In addition, the study set out to determine what students perceived to be the major influences on their success or failure in Financial Accounting at second-year level. The research aimed to give a descriptive analysis of the perceptions of students, which were empirically investigated by means of a questionnaire, containing both open and closed questions.

The results revealed that, according to the perceptions of the respondents, the first-year module prepared them adequately to complete the second-year module successfully. However, the respondents indicated that the way in which the first-year module is presented creates incorrect expectations of the second-year module. Suggestions to ease the transition between the two years of studies included better communication in the first-year module regarding future expectations, as well as introducing second-year topics in the first year already.

While the results of this study mainly reflected students’ own perceptions, the research question identified is not necessarily restricted to a specific discipline. The findings could be generalisable beyond this context to other disciplines and other higher education institutions

Is being care-full enough? Reflections on possible impediments to care and student well-being in an academic literacy module

2025-04-27T10:45:12+00:00

The well-being of students in higher education has become a major concern. This is especially so for first-year students who have to transition into university studies. As such, in our attempt to facilitate a smoother transition into university studies and to enhance student well-being post the Covid-19 pandemic we revised our first-year acadmic literacy module using the lens of care to foster a more responsive and engaging environment. Despite this, student voices from questionnaires, informal conversations and student course evaluations revealed their continued struggles to adjust to university studies. On reflection, we found that some factors may act as possible impediments to care, which may impact student well-being. This contextual article discusses these impediments which we argue are sub-optimal conditions for care-giving and care-receiving. Some implications for research are also considered.

The power of embodied and arts-based learning in the shared humanity co-curriculum experiential learning opportunity at Stellenbosch University

2025-04-27T10:45:12+00:00

The transformation of higher education in South Africa has tended to focus on issues such as access and representation, leaving curricula insufficiently addressed. This is surprising, considering that much previous scholarship, including the recent Khampepe Report, has called for the implementation of a specific pedagogical framework to foster in students critical and holistic perspectives about social justice issues and dismantle pre-existing biases. Shared Humanity: Lessons in Critical Thinking at Stellenbosch University was designed with these issues in mind and was implemented in 2019 as a pilot by the Division: Student Affairs in the Unit for Experiential Learning. This article discusses the visual arts session of Shared Humanity, which is premised on relational perspectives derived from post-empirical and indigenous knowledge frameworks. By examining relevant literature, specific learning practices and students’ reflections from the visual arts session, the article makes a case for the meaningful inclusion and development of embodied and arts-based learning strategies in social justice pedagogical frameworks in higher education. It argues that embodied and arts-based learning strategies offer new ways of thinking and learning about old problems, and, as such, can become powerful tools for engaging students meaningfully in the transformation project. This article, therefore, focuses on student experiences of arts-based embodied methods to enhance teaching and learning related to social justice concerns.

Teacher and learner preparedness to integrating ICTS in the teaching of FET-Phase geography during Covid-19

2025-04-27T10:45:12+00:00

This article examines teacher and learner preparedness in the integration of ICTs (information and communication technologies), in the teaching and learning of Geography in the Further Education and Training (FET) phase, in the South African context, during the Covid-19 pandemic. The article is underpinned by the Will Skill Tool Model of ICT integration, which proved to be a key tool in measuring readiness for ICT integration during the pandemic. The qualitative research approach was used to gain an in–depth understanding of learners’ and teachers’ views on whether they were ready to integrate ICTs in the teaching of FET–phase Geography during this period. Case study design was employed to determine the contexts of the participants’ perceptions. The researchers employed purposive sampling, interviews, and document reviews to collect data. The study results revealed the participants’ under–preparedness to implement ICTs and identified a lack of support from educational authorities in providing teachers with the necessary skills and infrastructure to level the playing field for integrating ICTs in Geography classrooms. To empower participants to participate in the global village, officials need to fact–track ICT–integration policy development, implementation, and monitoring, and to improve and provide adequate ICT infrastructure in schools, irrespective of their location.

“The law” and and protests: A case study of public rhetoric in the #RUReferenceList rape culture protests at Rhodes University, South Africa

2025-04-27T10:45:13+00:00

Where legislation is not itself the central point of dispute in higher education protests, “the law” may be used as a rhetorical strategy to bolster arguments. We use the case study of the #RUReferenceList rape culture protests at Rhodes University in 2016 to highlight the implications of “the law” as a rhetorically persuasive device. We analysed 16 public posts from “official” communication channels and 34 “unofficial” posts on Facebook following the protests. On “official” platforms, it was argued that the University’s actions aligned with the Constitution and subsequent national laws. On “unofficial” platforms, rhetors contested the University’s “narrow law and order” responses, appealing to the Constitution. Our case study illustrates how the ethos or credibility accruing to higher education institutions means that rhetorical appeals to external legal authorities, such as the Constitution, may outweigh counter–arguments made by social movements about social justice. Rapprochement could be effected through highlighting distributive and recognition injustices in the context of progressive law.

The effect of the higher education qualifications Sub-Framework Act on the academic organisational structure of a university of technology

2025-04-27T10:45:13+00:00

Phasing out existing qualifications and phasing in new ones on a large scale is a costly exercise in any institution of higher education. This research aimed to determine how the implementation of the Higher Education Qualification Sub-Framework (HEQSF) Act would affect the academic organisational structure at a university of technology and to develop an instrument to manage the phasing in and phasing out of qualifications on a large scale in a sustainable way. The pragmatic paradigm underpinned this mixed method study and the National Implementation Research Network Framework (NIRN) and Complexity Theory framed this research.

The primary aim of this study was to develop a framework that predicts how the phasing in/phasing out of programmes of a faculty will affect the workload of academic staff and subsequently the academic organisational structure of the institution. Such a tool will enable each faculty at the selected university to accurately predict the quantity of additional human resources needed during this process of phasing in and phasing out of new and old programmes while ensuring financial sustainability at the institution. This will enable the university to determine human resource requirements and student enrolments and to align them with the university’s targeted budget allocation.

Development of quality management systems for support services in the South African public higher education institutions

2025-04-27T10:45:13+00:00

Quality management in higher education has become an area of focus receiving attention both at national and at institutional levels. While the academic enterprise is subject to accreditation and reviews of its academic programmes, by contrast, the support services sector is not subjected to any mandatory reviews and self-assessment processes. Thus, the aim of this study was to explore the extent to which quality management systems have been adopted by South African public higher education institutions’ (SAPHEIs’) support services, by examining the current practices of implementation. Interviews were conducted with quality directors and managers, support service sector unit heads, as well as senior academics from six purposefully selected SAPHEIS’s. The findings highlight the variance in the SAPHEIs’ development implementation of internal quality management systems as well as the absence of systematic approaches to the quality management of the support services sector. The study argues for the conceptualisation and operationalisation of quality management systems in the support services sector. The recommendations that emanate from the study include the need to: build an institution-wide culture of quality and continuous improvement; develop a systematic approach to quality management that is grounded on well-designed systems thinking approach support sector service quality models, policies and procedure guidelines; and develop tools and processes for assessing quality of support services, feedback mechanisms and self-assessment systems.

Opportunity and outcome: A quantitative evaluation of the stem extended curriculum programme at a research-intensive university

2025-04-27T10:45:14+00:00

Higher education plays a significant role in economic development. The significant growth in the South African higher education system, which nearly doubled since 1994, is therefore promising for long–term economic growth and development. The country further recognised that teaching and assessment practices in higher education needed to adapt to address the needs of thousands of underserved students, to achieve parity in educational outcomes for all students. One intervention to achieve this goal was the founding of the Extended Curriculum Programmes (ECPs) – a systemic intervention to facilitate equitable access and success in higher education, intending to create a curriculum space where talented students that may be underprepared for the challenges associated with studies in higher education, could achieve solid foundations for academic success. This article explores the opportunity and outcome offered by an ECP at a research–intensive university in South Africa over seven cohorts (2010–2016). The main contribution to the research on the criteria of equitable access and success is evidence of the progress that has been made in the outcomes of the STEM ECPs over the last 10 years. The programme has delivered a significant number of additional graduates and postgraduates over the seven years to the three STEM faculties. Moreover, the cohorts included a demographic distribution much closer aligned to the country’s demographics, at enrolment as well as graduation, and included a considerable number of female students of all demographic groups. This STEM ECP has therefore facilitated access and success in higher education for a significant number of students from diverse backgrounds via an alternative, enriched route.

Research projects as a learning tool in accounting education: A supervisor perspective

2025-04-27T10:45:14+00:00

The work environment that Stellenbosch University (SU) accounting graduates enter is changing with the advent of technology. The Fourth Industrial Revolution requires new skills from accounting professionals. Professional bodies have responded by updating their competency frameworks, while higher education institutions (HEIs) are expected to respond by changing their teaching and learning approaches. The core focus of competency development is business, digital, relational, and decision–making acumen (South African Institute of Chartered Accountants SAICA 2021b), and focuses on both professional and technical skills. Even though several of these professional skills align with the graduate attributes aspired to be developed by HEIs (such as SU), this is still a significant departure from traditional thoughts about accounting pedagogy, where much of the focus is on passing external assessments set by professional bodies. This is not the only change that accounting academics must make. The accounting profession is not known for research, nor postgraduate studies. As a result, until recently, many accounting academics have not had the opportunity to conduct or supervise research.

The entire SU BAcc(Hons) programme class of 2020 completed a large integrated research project by researching a self–defined research problem and documenting the results. These students have never been required to complete any large group research project before, and consequently were able to develop new skills. The students were for the first time required to, inter alia, decide on a research problem, develop and justify a methodology, execute the research, and communicate the findings. It was also the first time that many of the lecturers acted as supervisors. This presented a unique opportunity to obtain an understanding of the lecturers’ perceptions of whether the inclusion of the large–scale group research component (as a learning tool) assisted students in attaining the competencies required by the research development framework (Vitae^®© 2010) together with the updated SAICA competency framework (SAICA 2021b). The results were used to understand the effectiveness of the group research project in developing competencies not currently addressed by traditional learning tools used to educate aspiring professional accountants. The results indicate that a research project develops skills (such as communication, problem–solving, critical thinking, and collaboration skills) not normally developed at such a large scale, nor over a sustained period of time. The results highlight the importance of correct positioning of the project to develop professional competencies as opposed to technical competencies. This positioning is important for students and staff, since it appears that there are some lecturers who still believe that the focus should remain on passing the professional standard setting assessments (i.e., short–term view), rather than developing competencies (such as argumentative communication skills) that could aid the students’ career in the long term.

Promoting scholarship of engagement using the appreciative inquiry model" The case of Mangosuthu Uiversity of Technology, South Africa

2025-04-27T10:45:14+00:00

This article aims to demonstrate how appreciative inquiry (Ai) model was used to promote the scholarship of engagement (SoE) at Mangosuthu University of Technology (MUT) in South Africa. Qualitative research was conducted through group consultative sessions following the Ai model. Data analysis involved interpreting words, phrases, and nonverbal cues from group discussions. Findings included staff recognition of the importance of integrating community engagement (CE) into teaching, learning, and research at MUT. A need was also identified to integrate indigenous knowledge systems (IKS) into CE for better feedback on curricular development. It was suggested that for successful integration of CE into teaching, learning, and research (TL&R), MUT's Executive Management could prioritize CE's importance. While it is early to measure Ai's impact on MUT's transition to SoE, its application facilitated smooth engagement in consultations. Recommendations include promoting understanding and prioritization of CE within the MUT community to align it with TL&R.

Strengthening sustainable english teaching competence by engaging retirees in rural communities

2025-04-27T10:45:15+00:00

Education is one of the fundamental goals of human existence. It is a basic human right. South Africa's education is for lifelong learning. Engagement of retirees from the community drives active participation and collaboration between Foundation Phase teachers and experienced retirees from the communities. This joint venture benefits both parties with skills, knowledge, values, and attitude transfer and a great opportunity for lifelong learning. It is said that “experience is the best teacher.” A purposive sample of 5 retirees and 5 grade 3 teachers was used to represent the population of this article, comprised of all retirees and all grade 3 teachers in rural communities of Vhembe District. Data was collected through observation and interviews. Thematic analysis was used. Findings revealed that engagement of retirees benefits retirees with improved health and social and financial well-being; thus, retirees should be compensated for their work. Retirees could assist by training and coaching teachers. It is recommended that the Department of Basic Education start engaging retirees to help strengthen teachers' teaching competence in the English language.

Lived experiences of supporting the community engagement mandate of a rural-based university in South Africa

2025-04-27T10:45:15+00:00

In this article, lived experiences of coordinating the community engagement mandate in a rural-based university of South Africa were explored from a personal experiential perspectives. This article explored experiences regarding the involvement regarding coordination of different projects within a rural community-based University, University of Venda. A Qualitative methodology, using an interpretivist paradigm were followed given the type of this article. The article documented a lived experiences of being within the directorate of Community engagement. The researchers has revealed multiple interpretations of the lived experiences as an Community Engagement Manager and Administrative Officer at the CE Directorate . Researchers also used narrative analysis and construct from their own personal experiences, that means there was a dual layer of interpretation of narrative analysis of their own lives.

The shared positive and negative experiences were taken from the engagement with students, academics, NGOs/NPOs, government departments, municipalities, and grassroots communities. Reflections of the researchers will (a) contribute to the understanding of the terrain of coordinating community engagement in rural-based universities in South Africa; (b) identify best practices; and (c) provide recommendations for universities to improve their community engagement enterprise. Experiences contained in this article rarely find space in academic discourse. The invasion of researchers in the academic space might help reshape conference conversations, thereby opening other pathways of understanding community engagement especially in historically disadvantaged universities. There is also a need for further research on related aspects of the community’s involvement.

Decolonizing Universities pedagogy in creating space for an engaged teaching and learning

2025-04-27T10:45:15+00:00

This article is grounded on how to decolonize pedagogy within the South African Universities, and the effective ways to create space for an active approach to education. The engagement, transfer, transformation, and extension of knowledge—including learning with diverse audiences through formal or informal arrangements—are all considered aspects of engaged teaching and learning in this article, and these learning includes community services learning, community based learning, or interprofessional learning. Capturing it from the literature on decolonizing pedagogy in institution of higher learning, the article probe into the issue of creating space for engaged teaching and learning around South African Universities. The article was qualitative in nature, participatory action learning research was used as methods and interviews were conducted from students and lecturers. Based on the main project about participatory evaluation of University program, an article about qualitative tracer studies and reviewed literatures,the article came up with the concepts and context of decolonization of pedagogy and the impact of decolonizing in creating space for teaching and learning. On this article the researcher argued that it is important to invent space for decolonial pedagogy into the overall teaching and learning practice. The article recommend that Universities should decolonize their curriculum , and they should be possibilities to have discipline of decolonial studies within each institution. Furthermore, the article advocates for the transformation of pedagogical approaches.

Investigating success factors required in science communication

2025-04-27T10:45:16+00:00

This study is based on the perception of the importance of owning or having a Science Centre or Museum at the South African University of Technology (UoT). A qualitative study was done with 63 UoT students, and participation was voluntary. The scope of science communication has therefore been limited to people already practicing or learning in the field. The study has thus investigated the key factors to successful science communication in a broader perspective and sphere. The study was also based on the fact that there is no forum of general public science understanding and awareness within and outside UoT communities. UoT will therefore serve as a better platform to communicate science within its community. In turn, the general public and school learners from lower grades can benefit significantly through this endeavour. The study therefore recommends that a Science Centre or Museum, to serve the general public, learners, and students, should be established to serve one of the Metropolitan cities, and its neighbouring regions. The initiative will be in line with the government’s strategic priorities through the DST and foster cooperation and collaboration mainly with the DBE and DHET, with the introduction of skills programmes.