As a way of introducing the theme tackled by this guest-edited issue of the Journal of Student Affairs in Africa (JSAA), it is worthwhile to pose a question, albeit a rhetorical one: Why would a journal dedicated to theoretical, practical and reflective contributions on student affairs entertain a special issue on space, language and identity politics in higher education? An answer to this may be found in an exposition by Benedict Anderson (2006) in Imagined Communities. Anderson argues: Communities are to be distinguished, not by their falsity/genuineness, but by the style in which they are imagined. (Anderson, 2006, p. 7)
{"title":"Space, Language and Identity Politics in Higher Education","authors":"Philippa Tumubweinee, T. Luescher","doi":"10.24085/jsaa.v7i1.3688","DOIUrl":"https://doi.org/10.24085/jsaa.v7i1.3688","url":null,"abstract":"As a way of introducing the theme tackled by this guest-edited issue of the Journal of Student Affairs in Africa (JSAA), it is worthwhile to pose a question, albeit a rhetorical one: Why would a journal dedicated to theoretical, practical and reflective contributions on student affairs entertain a special issue on space, language and identity politics in higher education? An answer to this may be found in an exposition by Benedict Anderson (2006) in Imagined Communities. Anderson argues: Communities are to be distinguished, not by their falsity/genuineness, but by the style in which they are imagined. (Anderson, 2006, p. 7)","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":"49 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83182241","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}
A significant amount of literature on student movement within the South African Higher Education (SAHE) landscape has often been characterised by two limitations. Firstly, a significant amount of this literature is found in un‑academic and non‑peer‑reviewed sources, such as social media, online newspapers, blog posts and other platforms. Secondly, some of this literature is often characterised by an absence of theory in offering us critical analysis at the emergent conditions of the student movement as a phenomenon within the SAHE. In this article, we respond to the above gaps by contributing to the scholarly development and critical analysis of the student movement in SAHE. In order to respond to the above two gaps, we firstly provide a brief historical and contextual environment that has contributed to the emergence of the student movement phenomenon in SAHE. Secondly, we introduce Nancy Fraser’s social justice perspective, in offering us the theoretical and conceptual tools we need to look at the struggles and challenges that confront student movements, focusing in particular on the challenges that frustrate them in relating and interacting as peers on an equal footing in society. Using Fraser’s social justice framework to look at the #MustFall movements will allow us to better understand them as complex phenomena within the SAHE and allow us to properly understand their emergence.
{"title":"Theorising the #MustFall Student Movements in Contemporary South African Higher Education: A Social Justice Perspective","authors":"M. Hlatshwayo, K. Fomunyam","doi":"10.24085/jsaa.v7i1.3693","DOIUrl":"https://doi.org/10.24085/jsaa.v7i1.3693","url":null,"abstract":"A significant amount of literature on student movement within the South African Higher Education (SAHE) landscape has often been characterised by two limitations. Firstly, a significant amount of this literature is found in un‑academic and non‑peer‑reviewed sources, such as social media, online newspapers, blog posts and other platforms. Secondly, some of this literature is often characterised by an absence of theory in offering us critical analysis at the emergent conditions of the student movement as a phenomenon within the SAHE. In this article, we respond to the above gaps by contributing to the scholarly development and critical analysis of the student movement in SAHE. In order to respond to the above two gaps, we firstly provide a brief historical and contextual environment that has contributed to the emergence of the student movement phenomenon in SAHE. Secondly, we introduce Nancy Fraser’s social justice perspective, in offering us the theoretical and conceptual tools we need to look at the struggles and challenges that confront student movements, focusing in particular on the challenges that frustrate them in relating and interacting as peers on an equal footing in society. Using Fraser’s social justice framework to look at the #MustFall movements will allow us to better understand them as complex phenomena within the SAHE and allow us to properly understand their emergence.","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83365989","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}
Higher education in South Africa is experiencing a time of accelerated change, increasing complexity, contested knowledge claims and inevitable uncertainty. Academia, and by proxy the place which accommodates the academic function, stand central to this debate. The need for a decolonised curriculum on the African continent dates back to the inauguration of the Association of African Universities (AAU) in 1967. The AAU called for the adherence to world academic standards in the service of Africa and its people. The #FeesMustFall (#FMF) movement placed renewed prominence on the necessity of a curriculum that includes Indigenous Knowledge Systems (IKS). In spatial terms, the Kgotla forms part of the IKS. The Kgotla represents both a meaningful place and a system of communication. The spatial construct surrounding the #FMF movement lacks interrogation and debate. This article highlights the requirement of a meaningful place on South African university campuses where different voices can be heard. The importance of place is analysed at the hand of two #FMF events. Firstly, the Principal of the University of the Witwatersrand (WITS) sitting down to meet with disgruntled students. Secondly, the President of South Africa leaving protestors in wait on the southern terrace of the Union Buildings. This article concludes by stating the need for a place on South African university campuses to address the complex issues facing not only students but society at large.
{"title":"The Kgotla as a Spatial Mediator on South African University Campuses","authors":"J. Laubscher","doi":"10.24085/jsaa.v7i1.3691","DOIUrl":"https://doi.org/10.24085/jsaa.v7i1.3691","url":null,"abstract":"Higher education in South Africa is experiencing a time of accelerated change, increasing complexity, contested knowledge claims and inevitable uncertainty. Academia, and by proxy the place which accommodates the academic function, stand central to this debate. The need for a decolonised curriculum on the African continent dates back to the inauguration of the Association of African Universities (AAU) in 1967. The AAU called for the adherence to world academic standards in the service of Africa and its people. The #FeesMustFall (#FMF) movement placed renewed prominence on the necessity of a curriculum that includes Indigenous Knowledge Systems (IKS). In spatial terms, the Kgotla forms part of the IKS. The Kgotla represents both a meaningful place and a system of communication. The spatial construct surrounding the #FMF movement lacks interrogation and debate. This article highlights the requirement of a meaningful place on South African university campuses where different voices can be heard. The importance of place is analysed at the hand of two #FMF events. Firstly, the Principal of the University of the Witwatersrand (WITS) sitting down to meet with disgruntled students. Secondly, the President of South Africa leaving protestors in wait on the southern terrace of the Union Buildings. This article concludes by stating the need for a place on South African university campuses to address the complex issues facing not only students but society at large.","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":"131 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90627856","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}
In this article it is argued that, through adjustment of the point of view from which history is taught and theorised in architecture schools, grand narratives of progress can be critiqued and manipulated at a structural level. This could provide more lasting transformative practices than those produced by attempts to subvert such narratives by slotting alternative details into the existing structure. The restructuring of points of view in history curricula is approached from critiques of two devices through which historical events are considered to be of objective significance: the canon and the timeline. The fundamental definitions and justifications of these devices are briefly unpacked, after which a proposal is made for alternative structures in the production of content for history and theory modules at university level. A brief description of some of the structural teaching and learning devices of studio-based design courses serves to illustrate the diversity of modes of engagement available to managers, teachers and students in the discipline. Some of those devices are then transposed onto more conventional teaching and learning structures in order to test new possibilities for history and theory curricula. The possible outcomes of a restructuring is briefly illustrated through an example of resulting ‘other timelines’ which are functional at the level of rendering history legible and comprehensible as a subject of study, but which could simultaneously move narratives of progress out of history and into the personal experience of students and tutors.
{"title":"Presenting History: The Manipulation of Chronological Structures in the Development and Maintenance of Transformative Curricula","authors":"Stephen Steyn","doi":"10.24085/jsaa.v7i1.3696","DOIUrl":"https://doi.org/10.24085/jsaa.v7i1.3696","url":null,"abstract":"In this article it is argued that, through adjustment of the point of view from which history is taught and theorised in architecture schools, grand narratives of progress can be critiqued and manipulated at a structural level. This could provide more lasting transformative practices than those produced by attempts to subvert such narratives by slotting alternative details into the existing structure. The restructuring of points of view in history curricula is approached from critiques of two devices through which historical events are considered to be of objective significance: the canon and the timeline. The fundamental definitions and justifications of these devices are briefly unpacked, after which a proposal is made for alternative structures in the production of content for history and theory modules at university level. A brief description of some of the structural teaching and learning devices of studio-based design courses serves to illustrate the diversity of modes of engagement available to managers, teachers and students in the discipline. Some of those devices are then transposed onto more conventional teaching and learning structures in order to test new possibilities for history and theory curricula. The possible outcomes of a restructuring is briefly illustrated through an example of resulting ‘other timelines’ which are functional at the level of rendering history legible and comprehensible as a subject of study, but which could simultaneously move narratives of progress out of history and into the personal experience of students and tutors.","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":"121 18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83604578","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}
Using Critical Realism (CR), this article looks at articles from selected South African newspapers which reported on the #FeesMustFall protests. The study established that, arising from the protests, was a culture characteried by tensions and distrust among stakeholders such as students, university management and the government. This, the article argues, was a result of how each of these stakeholders perceived, and went on to exercise, their agency in an attempt to resolve the conflict arising from the protests. To avert a recurrence of negative consequences of student protests such as the destruction of property and development of toxic and adversarial relationships amongst different stakeholders, the article recommends collaborative approaches to conflict resolution in South African higher education. These approaches need to be framed differently from those in which some stakeholders seek to use their agency to achieve outright victory over other stakeholders – a recurring mode of engagement during the #FeesMustFall protests.
本文采用批判现实主义(CR)，选取南非报纸报导# fee must fall抗议活动的文章。该研究确定，抗议活动产生了一种文化，其特点是学生、大学管理层和政府等利益攸关方之间的紧张和不信任。这篇文章认为，这是这些利益攸关方如何看待并继续行使其代理，以试图解决抗议活动引起的冲突的结果。为了避免学生抗议活动的负面后果再次发生，例如破坏财产和在不同利益相关者之间发展有毒和敌对的关系，文章建议在南非高等教育中采取合作方式解决冲突。这些方法需要不同于某些利益攸关方试图利用其机构彻底战胜其他利益攸关方的做法——这是#学费必须下降#抗议活动期间反复出现的一种参与模式。
{"title":"#FeesMustFall Protests in South Africa: A Critical Realist Analysis of Selected Newspaper Articles","authors":"G. Mavunga","doi":"10.24085/jsaa.v7i1.3694","DOIUrl":"https://doi.org/10.24085/jsaa.v7i1.3694","url":null,"abstract":"Using Critical Realism (CR), this article looks at articles from selected South African newspapers which reported on the #FeesMustFall protests. The study established that, arising from the protests, was a culture characteried by tensions and distrust among stakeholders such as students, university management and the government. This, the article argues, was a result of how each of these stakeholders perceived, and went on to exercise, their agency in an attempt to resolve the conflict arising from the protests. To avert a recurrence of negative consequences of student protests such as the destruction of property and development of toxic and adversarial relationships amongst different stakeholders, the article recommends collaborative approaches to conflict resolution in South African higher education. These approaches need to be framed differently from those in which some stakeholders seek to use their agency to achieve outright victory over other stakeholders – a recurring mode of engagement during the #FeesMustFall protests.","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86536416","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}
South African public higher education has been dogged by student protests since 2015. Many of these disruptions raise pertinent issues for the sector, as well as bring about valued awareness and change. Critical scholars have remarked that in every social or political movement, something of pronounced importance is being said – usually emerging from representatives of groups that have been marginalised, subordinated or even muted. In this article, a “logosemantic” theoretical perspective (Visagie, 2006)1 is utilised to determine some driving conceptualisations emerging in the “languaging strategies” (Stewart, Smith & Denton, 2012) of contemporary student movement culture in South Africa. Not discounting significant research that investigates the impact of the digital age on the communication, mobilisation and sustaining of social movements, this article takes a critical look at grounding concepts that may be identified in the discursive formations of the movements. These are taken to be neither new nor unique, either in essence or manifestation. However, the divisions and polarisations they expose, signal an urgent need for some communicative reform in the “imagined community” (Anderson, 2016) of the academy.
自2015年以来，南非公立高等教育一直受到学生抗议活动的困扰。许多这些中断为该行业提出了相关问题，并带来了有价值的认识和变革。批判性的学者指出，在每一次社会或政治运动中，都有一些明显重要的东西正在被说出来——这些东西通常来自被边缘化、从属甚至沉默的群体的代表。在这篇文章中，一个“符号语义”的理论视角(Visagie, 2006)1被用来确定南非当代学生运动文化的“语言策略”(Stewart, Smith & Denton, 2012)中出现的一些驱动概念。本文并没有忽视调查数字时代对社会运动的传播、动员和维持的影响的重要研究，而是对可能在运动的话语形成中确定的基础概念进行了批判性的审视。无论是在本质上还是在表现上，这些都被认为既不新颖也不独特。然而，它们暴露出的分裂和两极分化表明，迫切需要在学院的“想象社区”中进行一些交流改革(Anderson, 2016)。
{"title":"What Are We Witnessing? Student Protests and the Politics of the Unknowable","authors":"D. V. Reenen","doi":"10.24085/jsaa.v7i1.3690","DOIUrl":"https://doi.org/10.24085/jsaa.v7i1.3690","url":null,"abstract":"South African public higher education has been dogged by student protests since 2015. Many of these disruptions raise pertinent issues for the sector, as well as bring about valued awareness and change. Critical scholars have remarked that in every social or political movement, something of pronounced importance is being said – usually emerging from representatives of groups that have been marginalised, subordinated or even muted. In this article, a “logosemantic” theoretical perspective (Visagie, 2006)1 is utilised to determine some driving conceptualisations emerging in the “languaging strategies” (Stewart, Smith & Denton, 2012) of contemporary student movement culture in South Africa. Not discounting significant research that investigates the impact of the digital age on the communication, mobilisation and sustaining of social movements, this article takes a critical look at grounding concepts that may be identified in the discursive formations of the movements. These are taken to be neither new nor unique, either in essence or manifestation. However, the divisions and polarisations they expose, signal an urgent need for some communicative reform in the “imagined community” (Anderson, 2016) of the academy.","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89774142","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}
The protests that engulfed South African universities in 2015 and 2016 revealed a dissatisfaction by students with regard to higher education fees. The current study looks at some of the lessons that could assist South Africa in understanding the role of universal fee‑free higher education or fee‑free higher education for the poor. Most countries in the post‑colonial global South indicate a shift into cost sharing as mounting financial pressures on state budgets make universal free education unsustainable. The current study shows that the cost sharing model in South Africa has not resonated with students and may also be exclusionary to poor students. The lessons from the post‑colonial global South show that the trend in higher education is that the poor are often left out of most fee structures – including dual track, universal fee‑free, and cost-sharing models. The current study explores some implications and considerations of the current means test model that has been introduced by the current South African president, while using the global South as reference point for the implications of this fee structure, particularly in relation to poor and working-class students.
{"title":"#FeesMustFall: Lessons from the Post‑colonial Global South","authors":"Sipho Dlamini","doi":"10.24085/jsaa.v7i1.3692","DOIUrl":"https://doi.org/10.24085/jsaa.v7i1.3692","url":null,"abstract":"The protests that engulfed South African universities in 2015 and 2016 revealed a dissatisfaction by students with regard to higher education fees. The current study looks at some of the lessons that could assist South Africa in understanding the role of universal fee‑free higher education or fee‑free higher education for the poor. Most countries in the post‑colonial global South indicate a shift into cost sharing as mounting financial pressures on state budgets make universal free education unsustainable. The current study shows that the cost sharing model in South Africa has not resonated with students and may also be exclusionary to poor students. The lessons from the post‑colonial global South show that the trend in higher education is that the poor are often left out of most fee structures – including dual track, universal fee‑free, and cost-sharing models. The current study explores some implications and considerations of the current means test model that has been introduced by the current South African president, while using the global South as reference point for the implications of this fee structure, particularly in relation to poor and working-class students.","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80735809","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}
Higher education administrators often speak of the value of collaboration between student and academic affairs yet there is little empirical evidence of such collaboration. As such, graduate school services and programmes traditionally receive less attention and support than undergraduate programmes. Arguably, deficiencies in those services and programmes expose a need for collaboration, specifically for students of colour. This article explores the experiences of graduate students of colour while examining the barriers in place that tend to hinder their success in graduate school. By addressing these barriers, we present a justification for the need for collaboration between student affairs and academic affairs within graduate education.
{"title":"It’s Time to Unite: A Collaborative Approach to Addressing the Needs of Graduate Students of Colour","authors":"Travis C. Smith, Emily E. Virtue","doi":"10.24085/jsaa.v7i1.3695","DOIUrl":"https://doi.org/10.24085/jsaa.v7i1.3695","url":null,"abstract":"Higher education administrators often speak of the value of collaboration between student and academic affairs yet there is little empirical evidence of such collaboration. As such, graduate school services and programmes traditionally receive less attention and support than undergraduate programmes. Arguably, deficiencies in those services and programmes expose a need for collaboration, specifically for students of colour. This article explores the experiences of graduate students of colour while examining the barriers in place that tend to hinder their success in graduate school. By addressing these barriers, we present a justification for the need for collaboration between student affairs and academic affairs within graduate education.","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74576942","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}
It is evident that, whatever the country and system, some students benefit from higher education more than others. Talita Calitz addresses the problem of equal participation with conceptual clarity and practical proposals which have global relevance. In my view, the outstanding achievement of her book is to replace the usual deficit view of students whose economic and social circumstances make it difficult for them to benefit from university education with a theory of participation which emphasises agency and inclusion. This achievement results from Calitz’s combining a human development approach with insight from the life stories of eight students in a South African university who faced economic and academic barriers to equal participation.
{"title":"Calitz, Talita M.L. (2019). Enhancing the Freedom to Flourish. London, UK: Routledge","authors":"M. Mclean","doi":"10.24085/jsaa.v7i1.3698","DOIUrl":"https://doi.org/10.24085/jsaa.v7i1.3698","url":null,"abstract":"It is evident that, whatever the country and system, some students benefit from higher education more than others. Talita Calitz addresses the problem of equal participation with conceptual clarity and practical proposals which have global relevance. In my view, the outstanding achievement of her book is to replace the usual deficit view of students whose economic and social circumstances make it difficult for them to benefit from university education with a theory of participation which emphasises agency and inclusion. This achievement results from Calitz’s combining a human development approach with insight from the life stories of eight students in a South African university who faced economic and academic barriers to equal participation.","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":"94 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85699855","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}
S. L. Lodesso, E. V. Niekerk, C. Jansen, H. Muller
The quality of services rendered to stakeholders at Higher Education Institutions (HEIs) is of critical importance to the esteem of these institutions. Perceptions of the quality of such services can be measured in various ways. This study assesses the extent of service quality as evaluated in students’ satisfaction with services received at Ethiopian HEIs. To this end, data was collected from final-year undergraduate students at Ethiopian Public Higher Education Institutions (PHEIs). The Service Quality (SERVQUAL) questionnaire was administered. The collected data was analysed using the methodology of the Importance‑Performance Analysis (IPA) model. Findings indicated that the majority of the elements that constitute attributes of service quality were perceived by students to be very poor. This is reflected in low satisfaction scores. It is recommended that HEIs identify those service areas that have high perceived importance scores and low perception scores on service-experience in order to redeploy some of the resources and implement measures to improve service quality.
{"title":"Student Satisfaction Regarding Service Quality at Ethiopian Public Higher Education Institutions: A Case Study","authors":"S. L. Lodesso, E. V. Niekerk, C. Jansen, H. Muller","doi":"10.24085/JSAA.V6I2.3309","DOIUrl":"https://doi.org/10.24085/JSAA.V6I2.3309","url":null,"abstract":"The quality of services rendered to stakeholders at Higher Education Institutions (HEIs) is of critical importance to the esteem of these institutions. Perceptions of the quality of such services can be measured in various ways. This study assesses the extent of service quality as evaluated in students’ satisfaction with services received at Ethiopian HEIs. To this end, data was collected from final-year undergraduate students at Ethiopian Public Higher Education Institutions (PHEIs). The Service Quality (SERVQUAL) questionnaire was administered. The collected data was analysed using the methodology of the Importance‑Performance Analysis (IPA) model. Findings indicated that the majority of the elements that constitute attributes of service quality were perceived by students to be very poor. This is reflected in low satisfaction scores. It is recommended that HEIs identify those service areas that have high perceived importance scores and low perception scores on service-experience in order to redeploy some of the resources and implement measures to improve service quality.","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":"67 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75626478","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}
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