Purpose: Owing to the digital skills shortage in South Africa, this article ascertains the digital skills requirements of the Real Estate, Finance and Business Services sector in South Africa. The aim of this study is to understand which digital skills graduates are expected to possess when they enter this sector, as well as its level of importance of each digital skill. The Real Estate, Finance and Business Services sector has been South Africa’s largest GDP contributor for the past several years, therefore this particular sector was selected for this study. Methodology: A quantitative research approach was undertaken to survey 387 business professionals from the Real-Estate, Finance and Business Services sector in South Africa. The survey was conducted online via LinkedIn and participants acted in their individual capacity as business professionals, resulting in a response rate of 49 per cent. Findings: Digital skills related to the use of software applications and Web tools, the use of information systems, and the application of security measures in digital environments were analysed using Principal Component Analysis. The findings revealed that this industry sector placed a great deal of importance on a graduate’s ability to apply security measures in digital environments, particularly pertaining to Personal IT Security Skills. Originality: This study will greatly assist South African higher education institutions with regard to curriculum development in the commerce disciplines, since most commerce students feed into the said sector. A curriculum that is better aligned to meet industry needs, will ensure that graduates are adequately prepared for this particular South African industry sector. A study of this nature is lacking in the South African context, which will greatly help South African higher education institutions to align their curricula to meet this sector’s digital skills need.
{"title":"Digital skills requirements of the Real Estate, Finance and Business Services sector in South Africa","authors":"S. Civilcharran, M. Maharaj","doi":"10.20853/37-3-4737","DOIUrl":"https://doi.org/10.20853/37-3-4737","url":null,"abstract":"Purpose: Owing to the digital skills shortage in South Africa, this article ascertains the digital skills requirements of the Real Estate, Finance and Business Services sector in South Africa. The aim of this study is to understand which digital skills graduates are expected to possess when they enter this sector, as well as its level of importance of each digital skill. The Real Estate, Finance and Business Services sector has been South Africa’s largest GDP contributor for the past several years, therefore this particular sector was selected for this study. Methodology: A quantitative research approach was undertaken to survey 387 business professionals from the Real-Estate, Finance and Business Services sector in South Africa. The survey was conducted online via LinkedIn and participants acted in their individual capacity as business professionals, resulting in a response rate of 49 per cent. Findings: Digital skills related to the use of software applications and Web tools, the use of information systems, and the application of security measures in digital environments were analysed using Principal Component Analysis. The findings revealed that this industry sector placed a great deal of importance on a graduate’s ability to apply security measures in digital environments, particularly pertaining to Personal IT Security Skills. Originality: This study will greatly assist South African higher education institutions with regard to curriculum development in the commerce disciplines, since most commerce students feed into the said sector. A curriculum that is better aligned to meet industry needs, will ensure that graduates are adequately prepared for this particular South African industry sector. A study of this nature is lacking in the South African context, which will greatly help South African higher education institutions to align their curricula to meet this sector’s digital skills need.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":"12 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67715742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In previous work (Waghid et al. 2023) we offered an account of ubuntu and its implications for South African higher education. The main thrust of our argument is constituted by understanding that ubuntu involves interdependent- cum -autonomous human relations that impact university education in expansive ways: independent and collaborative with the possibility of being forward-looking. Yet, what we have not done hitherto, is to examine ubuntu in the realm of global citizenship education, considering the latter seems to intertwine with constitutive aspects of ubuntu . In this article, we reconsider ubuntu with global citizenship education (GCE) and its implications for higher education. Firstly, we proffer an understanding of GCE about pedagogical praxis; secondly, we show how ubuntu can advance GCE within higher education; and thirdly, we examine some of the implications of a glo - ubuntu for higher education in South Africa.
在之前的工作(Waghid et al. 2023)中，我们提供了ubuntu及其对南非高等教育的影响。我们的论点的主旨是通过理解ubuntu涉及到相互依赖和自主的人际关系，这种关系以广泛的方式影响着大学教育:独立和合作，具有前瞻性的可能性。然而，到目前为止，我们还没有做的是在全球公民教育领域检查乌班图，考虑到后者似乎与乌班图的构成方面交织在一起。在本文中，我们重新考虑ubuntu与全球公民教育(GCE)及其对高等教育的影响。首先，我们提供了对普通教育证书教学实践的理解;其次，我们展示了ubuntu如何在高等教育中推进GCE;第三，我们考察了南非高等教育的“全球ubuntu”的一些含义。
{"title":"Glo-ubuntu as an extension of Global Citizenship Education: Cultivating the notion of an African university","authors":"J. Terblanche, J. Waghid","doi":"10.20853/37-2-5427","DOIUrl":"https://doi.org/10.20853/37-2-5427","url":null,"abstract":"In previous work (Waghid et al. 2023) we offered an account of ubuntu and its implications for South African higher education. The main thrust of our argument is constituted by understanding that ubuntu involves interdependent- cum -autonomous human relations that impact university education in expansive ways: independent and collaborative with the possibility of being forward-looking. Yet, what we have not done hitherto, is to examine ubuntu in the realm of global citizenship education, considering the latter seems to intertwine with constitutive aspects of ubuntu . In this article, we reconsider ubuntu with global citizenship education (GCE) and its implications for higher education. Firstly, we proffer an understanding of GCE about pedagogical praxis; secondly, we show how ubuntu can advance GCE within higher education; and thirdly, we examine some of the implications of a glo - ubuntu for higher education in South Africa.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67715663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article sought to investigate the implementation of strategies to realise the decoloniality of the Comparative and International Education (CIE) curriculum in South African higher education. This is a qualitative study in which the participants were selected from CIE senior lecturers and students who are registered for the CIE module. Data was collected from four senior lecturers and nine students who were identified using multi-stage sampling. Data pertaining to the experiences of these academics and students were collected by semi-structured interviews. The study revealed numerous decolonial challenges, including people valuing the Western system more than their own system and a reluctance to move out of their comfort zone. Valuable information was received from the participants suggesting strategies to realise the decoloniality of the CIE curriculum in South African higher education. Based on the suggestions made by participants, this study recommends ways in which to implement strategies of the decoloniality of the CIE curriculum.
{"title":"Strategies to realise the decoloniality of the Comparative and International Education curriculum in South African higher education","authors":"K. Maluleka","doi":"10.20853/37-3-4839","DOIUrl":"https://doi.org/10.20853/37-3-4839","url":null,"abstract":"This article sought to investigate the implementation of strategies to realise the decoloniality of the Comparative and International Education (CIE) curriculum in South African higher education. This is a qualitative study in which the participants were selected from CIE senior lecturers and students who are registered for the CIE module. Data was collected from four senior lecturers and nine students who were identified using multi-stage sampling. Data pertaining to the experiences of these academics and students were collected by semi-structured interviews. The study revealed numerous decolonial challenges, including people valuing the Western system more than their own system and a reluctance to move out of their comfort zone. Valuable information was received from the participants suggesting strategies to realise the decoloniality of the CIE curriculum in South African higher education. Based on the suggestions made by participants, this study recommends ways in which to implement strategies of the decoloniality of the CIE curriculum.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":"29 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67716055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Assessments plays an important role in Higher Education as a cornerstone and driver of learning and teaching activities, curriculum development and renewal, achievement of learning objectives and student academic success, as well as the development of graduate attributes. Assessment load, however, in terms of over-assessment (along with under-assessment), is a blurred concept that is difficult to define qualitatively and measure quantitatively. To address this gap in research, based on a comprehensive literature review, we developed a multidimensional assessment index (MAI), with eight indicators, to measure over-assessment. These indicators include features of continuous assessment (total number, mark allocation or size, weighting, degree of difficulty, frequency and scheduling, type, content coverage and repetition) and the presence, or absence, of a single high-stakes final examination. We applied these indicators to a case study of an undergraduate Economics, consisting of 12 modules across 3 years of study, at a university in South Africa. The MAI was then compared with the pass rate, as a measure of student success, and there was a moderate and negative correlation between the MAI (high assessment loads) and pass rate variables. Lastly, the indicator with the strongest correlation with pass rate was the length of assessments (or proportion of continuous assessments with a high mark count). It is hoped that this study helps fill the gaps in existing literature on definition and measurement of assessment loads, and the practical use of the MAI as a tool to evaluate assessment load and inform the design of assessment for student learning and success.
{"title":"Do assessment loads affect student success? An investigation at an Economics Department at the undergraduate level","authors":"D. Yu, C Swanepoel, D Sims, F Anciano","doi":"10.20853/37-5-5397","DOIUrl":"https://doi.org/10.20853/37-5-5397","url":null,"abstract":"Assessments plays an important role in Higher Education as a cornerstone and driver of learning and teaching activities, curriculum development and renewal, achievement of learning objectives and student academic success, as well as the development of graduate attributes. Assessment load, however, in terms of over-assessment (along with under-assessment), is a blurred concept that is difficult to define qualitatively and measure quantitatively. To address this gap in research, based on a comprehensive literature review, we developed a multidimensional assessment index (MAI), with eight indicators, to measure over-assessment. These indicators include features of continuous assessment (total number, mark allocation or size, weighting, degree of difficulty, frequency and scheduling, type, content coverage and repetition) and the presence, or absence, of a single high-stakes final examination. We applied these indicators to a case study of an undergraduate Economics, consisting of 12 modules across 3 years of study, at a university in South Africa. The MAI was then compared with the pass rate, as a measure of student success, and there was a moderate and negative correlation between the MAI (high assessment loads) and pass rate variables. Lastly, the indicator with the strongest correlation with pass rate was the length of assessments (or proportion of continuous assessments with a high mark count). It is hoped that this study helps fill the gaps in existing literature on definition and measurement of assessment loads, and the practical use of the MAI as a tool to evaluate assessment load and inform the design of assessment for student learning and success.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135704034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
South African higher education institutions have implemented different means of developing first-year students’ English language abilities. In 2007, a university of technology introduced a compulsory computer-based reading development course to help first-year students improve their reading ability. A decade after implementation, an investigation into the effectiveness of the course, from the students’ perspectives, became imperative. This article reports on an evaluation of the perceived effectiveness of the course that was undertaken in 2018. A questionnaire survey of 269 Bachelor of Education students, followed by focus group interviews, were used to gather data. The design of the study was informed by a theoretical lens that highlights a set of directives that are underpinned by theory on student engagement and creating motivational conditions. This theory is integrated with theory emanating from studies on technology acceptance and use of the computer as medium. The findings indicate that the course was generally perceived as easy to use, useful and engaging, and that a good level of inclusion had been established. A few aspects needed attention, however, and pointed to the institution’s obligation to ensure that all conditions are adhered to for the creation of a motivational environment for culturally diverse communities. The article not only touches upon the practical implementation of reading development in higher education, but also describes in detail an integrated theoretical lens that can be customised to evaluate the perceived effectiveness of many technologically enhanced teaching and learning applications in higher education.
{"title":"Applying an integrated theoretical lens to evaluate the perceived effectiveness of a computer-based reading development course in higher education","authors":"B. Lenong, S. Holtzhausen","doi":"10.20853/37-2-5083","DOIUrl":"https://doi.org/10.20853/37-2-5083","url":null,"abstract":"South African higher education institutions have implemented different means of developing first-year students’ English language abilities. In 2007, a university of technology introduced a compulsory computer-based reading development course to help first-year students improve their reading ability. A decade after implementation, an investigation into the effectiveness of the course, from the students’ perspectives, became imperative. This article reports on an evaluation of the perceived effectiveness of the course that was undertaken in 2018. A questionnaire survey of 269 Bachelor of Education students, followed by focus group interviews, were used to gather data. The design of the study was informed by a theoretical lens that highlights a set of directives that are underpinned by theory on student engagement and creating motivational conditions. This theory is integrated with theory emanating from studies on technology acceptance and use of the computer as medium. The findings indicate that the course was generally perceived as easy to use, useful and engaging, and that a good level of inclusion had been established. A few aspects needed attention, however, and pointed to the institution’s obligation to ensure that all conditions are adhered to for the creation of a motivational environment for culturally diverse communities. The article not only touches upon the practical implementation of reading development in higher education, but also describes in detail an integrated theoretical lens that can be customised to evaluate the perceived effectiveness of many technologically enhanced teaching and learning applications in higher education.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67715482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Higher education has become a leading life goal for youth across the world. More specifically, the higher education of basic scientists is key in the creation of new developments in economics, healthcare, science, and technology. However, advances and challenges that came with the 21 st century have impacted how basic science research is conducted and how basic scientists function within a rapidly changing world. Without a doubt, the way in which basic scientists are trained at higher education institutions needs to be revisited and adapted where needed. By means of a literature review, this article demonstrates the significant challenges and advances in the 21 st century, and how these impact the higher education of basic scientists. To summarise, training programmes must include a digitalisation focus and teach the use of digital technology to disseminate research findings to the lay public. Training must hone the skills that will help scientists to survive job scarcity in academia, skills such as curriculum vitae writing, promoting oneself as employable to industry companies and how to repurpose academic experiences for a different job market. Other aspects that need to be included are raising awareness, among the next generation of basic scientists, of the need to conduct research that has nationally and internationally relevant foci. Training must include mentorship during postgraduate training, the use of hybrid models of teaching, curricular integration and interdisciplinary learning and practices during the early stages of these scientists’ careers. Lastly, undergraduate degrees give a general introduction to the basic sciences, but leave graduates with insufficient laboratory experience, and thus they struggle to enter the job market after their undergraduate degree is completed. In other fields, a B. in Accounting makes a graduate an accountant, B. Eng makes them an engineer, but BSc. equates to nothing besides several introductions to various fields. More must be done
{"title":"Basic sciences in higher education, and teaching approaches in the context of 21st-century advances: Time for a change?","authors":"G. Maarman","doi":"10.20853/37-2-5016","DOIUrl":"https://doi.org/10.20853/37-2-5016","url":null,"abstract":"Higher education has become a leading life goal for youth across the world. More specifically, the higher education of basic scientists is key in the creation of new developments in economics, healthcare, science, and technology. However, advances and challenges that came with the 21 st century have impacted how basic science research is conducted and how basic scientists function within a rapidly changing world. Without a doubt, the way in which basic scientists are trained at higher education institutions needs to be revisited and adapted where needed. By means of a literature review, this article demonstrates the significant challenges and advances in the 21 st century, and how these impact the higher education of basic scientists. To summarise, training programmes must include a digitalisation focus and teach the use of digital technology to disseminate research findings to the lay public. Training must hone the skills that will help scientists to survive job scarcity in academia, skills such as curriculum vitae writing, promoting oneself as employable to industry companies and how to repurpose academic experiences for a different job market. Other aspects that need to be included are raising awareness, among the next generation of basic scientists, of the need to conduct research that has nationally and internationally relevant foci. Training must include mentorship during postgraduate training, the use of hybrid models of teaching, curricular integration and interdisciplinary learning and practices during the early stages of these scientists’ careers. Lastly, undergraduate degrees give a general introduction to the basic sciences, but leave graduates with insufficient laboratory experience, and thus they struggle to enter the job market after their undergraduate degree is completed. In other fields, a B. in Accounting makes a graduate an accountant, B. Eng makes them an engineer, but BSc. equates to nothing besides several introductions to various fields. More must be done","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67715554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
F. Faller, S. Burton, A. Kaniki, A. Leitch, I. Ntshoe
This article applies findings from the recent national review of South African doctoral qualifications to examine ways in which universities interpret the formulation of, and apply in the context of a differentiated higher education system, the graduate attributes established in the qualification standard, in order to achieve the characteristics of “doctorateness”. The article explores the concept “graduate attributes” itself, the extent to which it is manifested in institutional, supervisory and examination practices, and how the concept is conveyed to and understood by students. National review findings indicate inconsistencies in conceptualisation and application both between and within institutions. In this article, emphasis is placed on the primary need of developing in the doctoral graduate the capacity to enter, as a deep-thinking researcher, into a community of practising peers, whether in the academy or in a profession
{"title":"Achieving doctorateness: Is South African higher education succeeding with graduate attributes?","authors":"F. Faller, S. Burton, A. Kaniki, A. Leitch, I. Ntshoe","doi":"10.20853/37-2-5370","DOIUrl":"https://doi.org/10.20853/37-2-5370","url":null,"abstract":"This article applies findings from the recent national review of South African doctoral qualifications to examine ways in which universities interpret the formulation of, and apply in the context of a differentiated higher education system, the graduate attributes established in the qualification standard, in order to achieve the characteristics of “doctorateness”. The article explores the concept “graduate attributes” itself, the extent to which it is manifested in institutional, supervisory and examination practices, and how the concept is conveyed to and understood by students. National review findings indicate inconsistencies in conceptualisation and application both between and within institutions. In this article, emphasis is placed on the primary need of developing in the doctoral graduate the capacity to enter, as a deep-thinking researcher, into a community of practising peers, whether in the academy or in a profession","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67715605","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 importance of developing students’ conceptual understanding of biological science in school is well established as a precursor to future development (Cachapuz et al. 2005). However, students continue to underperform in this important scholastic area due in large part to not engaging in the deeper concepts taught. In this article we investigate an interdisciplinary approach to teaching biology in a school in Brazil. We draw on the theoretical concepts provided by Cultural Historical Activity Theory (CHAT) to unpack how interdisciplinary teaching, across different activity systems, can lead to shifts in the activity systems, with students developing a deeper conceptual understanding of biology. Seven teachers (from chemistry, biology, the arts
在学校培养学生对生物科学的概念性理解的重要性已被公认为是未来发展的先驱(Cachapuz et al. 2005)。然而，学生们在这个重要的学术领域继续表现不佳，很大程度上是因为他们没有参与更深层次的概念。在这篇文章中，我们调查了一个跨学科的方法来教学生物学在巴西的一所学校。我们利用文化历史活动理论(CHAT)提供的理论概念来揭示跨不同活动系统的跨学科教学如何导致活动系统的转变，从而使学生对生物学有更深的概念理解。7位老师(来自化学、生物、艺术)
{"title":"The “golden key”: A novel approach to teaching/learning Biology in a secondary school in Brazil: A cultural historical activity theory approach.","authors":"J. Hardman, V. Borget Corte","doi":"10.20853/37-3-4313","DOIUrl":"https://doi.org/10.20853/37-3-4313","url":null,"abstract":"The importance of developing students’ conceptual understanding of biological science in school is well established as a precursor to future development (Cachapuz et al. 2005). However, students continue to underperform in this important scholastic area due in large part to not engaging in the deeper concepts taught. In this article we investigate an interdisciplinary approach to teaching biology in a school in Brazil. We draw on the theoretical concepts provided by Cultural Historical Activity Theory (CHAT) to unpack how interdisciplinary teaching, across different activity systems, can lead to shifts in the activity systems, with students developing a deeper conceptual understanding of biology. Seven teachers (from chemistry, biology, the arts","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67715681","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}
Despite the prevalence of entrepreneurship studies across various levels of the education sector, the gap between theory and practice in entrepreneurship education is an ongoing pedagogical challenge. This is no exception in teacher education specifically, with regard to how and what we teach to cultivate entrepreneurial awareness. This article illustrates how an international collaborative online entrepreneurship initiative addresses this theory-practice gap underpinned by Engeström’s (2015) account of the transition from individual actions to collective activity. The research design is an interpretative, qualitative analysis based on the theoretical framework of activity theory, suggesting that motivation is necessary to spur on human behaviour and that motivation is prompted by objects (Engeström 1987; 1999). The collaborative interactions of the participants, who are South African student teachers, Dutch business management students, and a project facilitator, signify a flow of interactions that emerged from the activities within a system. Five key themes emerged: 1) technological intervention, 2) the impact on students 3) entrepreneurship framework, 4) system and stakeholders, 5) roles and tasks, and 6) instructional tools and pedagogy. This study suggests that even with dedicated teachers, a collaborative mentorship initiative can add value to increase entrepreneurial awareness. Furthermore, student teachers can play a valuable role in cultivating entrepreneurial thinking, but the development and synchronization of such initiatives requires proficient facilitation. This article further illustrates that efficient facilitation of local and international collaboration holds potential for the further expansion of entrepreneurship education within teacher education, which could then be cascaded to the school system.
{"title":"International collaboration for the advancement of Entrepreneurship Education: An activity theory approach","authors":"C. America, A. Neethling","doi":"10.20853/37-4-5389","DOIUrl":"https://doi.org/10.20853/37-4-5389","url":null,"abstract":"Despite the prevalence of entrepreneurship studies across various levels of the education sector, the gap between theory and practice in entrepreneurship education is an ongoing pedagogical challenge. This is no exception in teacher education specifically, with regard to how and what we teach to cultivate entrepreneurial awareness. This article illustrates how an international collaborative online entrepreneurship initiative addresses this theory-practice gap underpinned by Engeström’s (2015) account of the transition from individual actions to collective activity. The research design is an interpretative, qualitative analysis based on the theoretical framework of activity theory, suggesting that motivation is necessary to spur on human behaviour and that motivation is prompted by objects (Engeström 1987; 1999). The collaborative interactions of the participants, who are South African student teachers, Dutch business management students, and a project facilitator, signify a flow of interactions that emerged from the activities within a system. Five key themes emerged: 1) technological intervention, 2) the impact on students 3) entrepreneurship framework, 4) system and stakeholders, 5) roles and tasks, and 6) instructional tools and pedagogy. This study suggests that even with dedicated teachers, a collaborative mentorship initiative can add value to increase entrepreneurial awareness. Furthermore, student teachers can play a valuable role in cultivating entrepreneurial thinking, but the development and synchronization of such initiatives requires proficient facilitation. This article further illustrates that efficient facilitation of local and international collaboration holds potential for the further expansion of entrepreneurship education within teacher education, which could then be cascaded to the school system.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67716627","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}
Too often outreaches and interventions designed to support students transitioning to higher education, are developed by academics who may not have a full understanding of the complexity and diversity of their students’ realities. This disconnect explains why, in most cases, interventions are reactive instead of proactive. In this article, we draw on our experiences in terms of the design and implementation of a Student Resource Centre (SRC) to advocate for student and staff collaborative design. The student-run initiative works with students as partners to constitute and operationalise an innovative near-peer mentoring and support space. The mixed-methods study draws on social-cultural learning theory on student engagement and reflective practice tools. We explain how a student’s sense of belonging is central to their success, progression, and graduation. This article highlights the need to contextualise and personalise institutional support for students.
{"title":"Partnering with Students to Connect Students","authors":"B. O. Ige, G Doyle, L. Pienaar","doi":"10.20853/37-4-5074","DOIUrl":"https://doi.org/10.20853/37-4-5074","url":null,"abstract":"Too often outreaches and interventions designed to support students transitioning to higher education, are developed by academics who may not have a full understanding of the complexity and diversity of their students’ realities. This disconnect explains why, in most cases, interventions are reactive instead of proactive. In this article, we draw on our experiences in terms of the design and implementation of a Student Resource Centre (SRC) to advocate for student and staff collaborative design. The student-run initiative works with students as partners to constitute and operationalise an innovative near-peer mentoring and support space. The mixed-methods study draws on social-cultural learning theory on student engagement and reflective practice tools. We explain how a student’s sense of belonging is central to their success, progression, and graduation. This article highlights the need to contextualise and personalise institutional support for students.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135441730","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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