Questionnaires are widely used in the Accountancy field as a data collection instrument. However, previous studies have contentious views on the reliability of questionnaires in academic studies. This study describes the development of a custom-made questionnaire to evaluate the effectiveness of a teaching-learning intervention, the Audit Cube, designed to affect the knowledge, skills, attitudes and values of Auditing of B.Com. honours students in the Accountancy field at a SAICA-accredited university. The questionnaire was distributed to 156 university honours students, whereafter it was validated and standardised. Most of the extracted factors indicated a reliability level higher than 0.9, signifying that the constructs were suitable to address the project’s research question and that the questionnaire is valid. In conclusion, this study found that the use of questionnaires in academic studies is deemed reliable if a standardised process is followed in its development. Consequently, the study suggests that custom-made questionnaires should undergo factor analysis to prove the instrument’s validity prior to reporting on the findings. The findings of this study may be useful to academics in providing guidelines in developing their own data collection instrument to measure the effectiveness of a teaching-learning intervention and may also support the use of questionnaires by researchers in the teaching-learning environment.
{"title":"The development, validation and standardisation of a questionnaire measuring an Auditing teaching-learning intervention at a SAICA-accredited university","authors":"O. Stumke, A. Moolman, V. Leendertz","doi":"10.20853/37-2-4862","DOIUrl":"https://doi.org/10.20853/37-2-4862","url":null,"abstract":"Questionnaires are widely used in the Accountancy field as a data collection instrument. However, previous studies have contentious views on the reliability of questionnaires in academic studies. This study describes the development of a custom-made questionnaire to evaluate the effectiveness of a teaching-learning intervention, the Audit Cube, designed to affect the knowledge, skills, attitudes and values of Auditing of B.Com. honours students in the Accountancy field at a SAICA-accredited university. The questionnaire was distributed to 156 university honours students, whereafter it was validated and standardised. Most of the extracted factors indicated a reliability level higher than 0.9, signifying that the constructs were suitable to address the project’s research question and that the questionnaire is valid. In conclusion, this study found that the use of questionnaires in academic studies is deemed reliable if a standardised process is followed in its development. Consequently, the study suggests that custom-made questionnaires should undergo factor analysis to prove the instrument’s validity prior to reporting on the findings. The findings of this study may be useful to academics in providing guidelines in developing their own data collection instrument to measure the effectiveness of a teaching-learning intervention and may also support the use of questionnaires by researchers in the teaching-learning environment.","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":"67715418","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}
Education for Sustainable Development is best addressed in a spontaneous, place-based context where participants have the freedom of choice. Such an opportunity occurred with the Ripple Effect, a global initiative that allows participants to indicate the role of water in their living experience. Preservice teachers embraced the chance to display their interpretation of the role of water in their lives by participating in a Photovoice project. Photovoice is a chameleon in action research as it not only provides a research methodology but can serve as a reflection tool to enhance learning. The preservice teachers concluded, after reflecting on the role of water in their daily lives, that they are citizen scientists who can utilize place-based learning opportunities. The Photovoice project allowed for affective learning as well as an opportunity to face communal problematic scenarios regarding water.
{"title":"Photovoice methodology to promote education for sustainable development","authors":"I. Muller","doi":"10.20853/37-2-5284","DOIUrl":"https://doi.org/10.20853/37-2-5284","url":null,"abstract":"Education for Sustainable Development is best addressed in a spontaneous, place-based context where participants have the freedom of choice. Such an opportunity occurred with the Ripple Effect, a global initiative that allows participants to indicate the role of water in their living experience. Preservice teachers embraced the chance to display their interpretation of the role of water in their lives by participating in a Photovoice project. Photovoice is a chameleon in action research as it not only provides a research methodology but can serve as a reflection tool to enhance learning. The preservice teachers concluded, after reflecting on the role of water in their daily lives, that they are citizen scientists who can utilize place-based learning opportunities. The Photovoice project allowed for affective learning as well as an opportunity to face communal problematic scenarios regarding water.","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":"67715507","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}
African Afrocentric epistemic systems have impacted upon the existence and practices of African communities throughout the ages. These epistemic systems have influenced the enactment of how Africans have lived in their communities and how they have sustained and used their resources. However, these epistemic systems encountered an existential problem in the promulgation of Eurocentric epistemic systems which marginalized the significance and centrality of Afrocentric epistemic systems in Zimbabwe’s higher education curriculum. This article concerns itself specifically with the higher education curriculum in Zimbabwe in terms of an Afrocentric perspective and investigates ways in which lecturers’ and students’ perceptions towards Afrocentric epistemic systems can be changed considering the problem of the colonization of the Zimbabwe’s higher education curriculum by Eurocentric epistemic systems. This article, therefore, argues for the incorporation of Afrocentric epistemic systems in bringing about a distinctly Afrocentric perspective in the curriculum, the case of a University in Zimbabwe.
{"title":"Afrocentric epistemic systems and higher education curriculum. The Case of a university in Zimbabwe","authors":"S. Murwira, P. Higgs","doi":"10.20853/37-2-5334","DOIUrl":"https://doi.org/10.20853/37-2-5334","url":null,"abstract":"African Afrocentric epistemic systems have impacted upon the existence and practices of African communities throughout the ages. These epistemic systems have influenced the enactment of how Africans have lived in their communities and how they have sustained and used their resources. However, these epistemic systems encountered an existential problem in the promulgation of Eurocentric epistemic systems which marginalized the significance and centrality of Afrocentric epistemic systems in Zimbabwe’s higher education curriculum. This article concerns itself specifically with the higher education curriculum in Zimbabwe in terms of an Afrocentric perspective and investigates ways in which lecturers’ and students’ perceptions towards Afrocentric epistemic systems can be changed considering the problem of the colonization of the Zimbabwe’s higher education curriculum by Eurocentric epistemic systems. This article, therefore, argues for the incorporation of Afrocentric epistemic systems in bringing about a distinctly Afrocentric perspective in the curriculum, the case of a University in Zimbabwe.","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":"67715592","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}
Dynamic labour structures within the tourism industry require employees to be adept and prepared for industry demands to deliver quality products. In South Africa, the role of tertiary institutions is to equip future tourism employees with these abilities; however, employers feel that graduates cannot fulfil industry’s demand, which creates challenges for students and tertiary institutions. As such, this research aimed to determine the managerial skills required by the accommodation sector in South Africa. The study’s findings reflect industry role players’ viewpoints regarding new graduates and their employability and may be utilised to improve current tourism management qualifications at tertiary education institutions.
{"title":"Critical managerial skills in the accommodation sector: The voice of the industry","authors":"W. Wessels, E. D. du Plessis, E. Slabbert","doi":"10.20853/37-3-2862","DOIUrl":"https://doi.org/10.20853/37-3-2862","url":null,"abstract":"Dynamic labour structures within the tourism industry require employees to be adept and prepared for industry demands to deliver quality products. In South Africa, the role of tertiary institutions is to equip future tourism employees with these abilities; however, employers feel that graduates cannot fulfil industry’s demand, which creates challenges for students and tertiary institutions. As such, this research aimed to determine the managerial skills required by the accommodation sector in South Africa. The study’s findings reflect industry role players’ viewpoints regarding new graduates and their employability and may be utilised to improve current tourism management qualifications at tertiary education institutions.","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":"67715673","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}
While international conventions with a gender perspective exist, at national level countries such as Mexico have also developed policies and programmes in favour of women’s access to a life of equality and free of violence. Such policies have been translated into institutional protocols to curb gender violence. Despite these polices, data seem to indicate that violence against women continues (UN Women 2020) and gender inequality persists. This article explores the significance of a social gender activist movement that began in 2019 called “clothesline complaints” in one of the most prestigious universities in Mexico. The article also seeks to assess the impact of this movement in other institutions using a documentary analysis research approach. Results show that the selected institutions reported a large number of complaints regarding gender violence. The article concludes that by adopting unconventional grievances reporting procedures of the “clothesline” rather than the traditional institutional protocols, more cases of gender violence can be revealed. We recommend the adoption of the clothesline approach as well as other novel ways of reporting gender-based violence. The clothesline movement presents an opportunity to re-examine the current gender violence reporting structure in higher education institutions in Mexico. Because of the global nature of gender-based violence, we also consider implications for policy and structural review of gender violence reporting protocols in South Africa and other parts of the world. Of key significance is how to integrate informal gender-based violence reports into the formal protocols of reporting without diminishing the original force of appeal which animate the informal reports.
{"title":"Subverting conventional gender-based violence reporting protocols: Clothesline complaints in higher education in Mexico","authors":"A. Masinire, E. Sánchez-Cruz","doi":"10.20853/37-3-4762","DOIUrl":"https://doi.org/10.20853/37-3-4762","url":null,"abstract":"While international conventions with a gender perspective exist, at national level countries such as Mexico have also developed policies and programmes in favour of women’s access to a life of equality and free of violence. Such policies have been translated into institutional protocols to curb gender violence. Despite these polices, data seem to indicate that violence against women continues (UN Women 2020) and gender inequality persists. This article explores the significance of a social gender activist movement that began in 2019 called “clothesline complaints” in one of the most prestigious universities in Mexico. The article also seeks to assess the impact of this movement in other institutions using a documentary analysis research approach. Results show that the selected institutions reported a large number of complaints regarding gender violence. The article concludes that by adopting unconventional grievances reporting procedures of the “clothesline” rather than the traditional institutional protocols, more cases of gender violence can be revealed. We recommend the adoption of the clothesline approach as well as other novel ways of reporting gender-based violence. The clothesline movement presents an opportunity to re-examine the current gender violence reporting structure in higher education institutions in Mexico. Because of the global nature of gender-based violence, we also consider implications for policy and structural review of gender violence reporting protocols in South Africa and other parts of the world. Of key significance is how to integrate informal gender-based violence reports into the formal protocols of reporting without diminishing the original force of appeal which animate the informal reports.","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":"67715758","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}
{"title":"Perceptions of what decolonisation means: An exploratory study amongst a sample of rural campus students","authors":"W. Chinyamurindi","doi":"10.20853/37-3-4852","DOIUrl":"https://doi.org/10.20853/37-3-4852","url":null,"abstract":"","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":"37 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67716302","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 role of indigenous African language in teaching and learning in South Africa is something that has been explored widely in higher education. However, these works have only resulted in the usage of these languages only to make Western knowledges intelligible to those whose first language is not English. This article argues for the need to move beyond this limited usage of indigenous languages as mere translators of Western knowledge. It calls for the usage of indigenous African languages for epistemic purposes. Using a case example of African Psychology, the article illustrates how language carries its people’s knowledges. Demonstrating that the prioritisation of colonial languages in education has cemented the myth that African people have no worthy knowledge from which to draw. This chapter illustrates the manner in which language has kept these indigenous African knowledges alive despite the epistemic violence meted against them .
{"title":"The place of indigenous African languages in the new curriculum: An African Psychology case study","authors":"Z. Cakata","doi":"10.20853/37-3-4855","DOIUrl":"https://doi.org/10.20853/37-3-4855","url":null,"abstract":"The role of indigenous African language in teaching and learning in South Africa is something that has been explored widely in higher education. However, these works have only resulted in the usage of these languages only to make Western knowledges intelligible to those whose first language is not English. This article argues for the need to move beyond this limited usage of indigenous languages as mere translators of Western knowledge. It calls for the usage of indigenous African languages for epistemic purposes. Using a case example of African Psychology, the article illustrates how language carries its people’s knowledges. Demonstrating that the prioritisation of colonial languages in education has cemented the myth that African people have no worthy knowledge from which to draw. This chapter illustrates the manner in which language has kept these indigenous African knowledges alive despite the epistemic violence meted against them .","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":"67716364","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 an ever-changing environment, (of which the “ever-changing” was recently made more prominent due to a world-wide pandemic), humankind either needs to adapt or die. The question however remains: to what extent should we adapt to the “new”? Accepting the fact that each reader would glean and react to different aspects presented in the article “Understanding the unintended consequences of online teaching”, I herewith present my opinion and use this opportunity to raise my concerns regarding the article. The critique of a largely unchallenged characterization of online teaching is a sign of growing intellectual vibrancy in the field which can foster innovative ideas for teaching methods. The objective of this critical note is not to reiterate the case for understanding the unintended consequences of online teaching, rather it is written in the pursuit to expand on what has been published thus far to advance online higher education pedagogy and to highlight the importance and value of academic research in an ever-changing environment.
{"title":"A critique of \"understanding the unintended consequences of online teaching\"","authors":"S. Kieviet","doi":"10.20853/37-3-5013","DOIUrl":"https://doi.org/10.20853/37-3-5013","url":null,"abstract":"In an ever-changing environment, (of which the “ever-changing” was recently made more prominent due to a world-wide pandemic), humankind either needs to adapt or die. The question however remains: to what extent should we adapt to the “new”? Accepting the fact that each reader would glean and react to different aspects presented in the article “Understanding the unintended consequences of online teaching”, I herewith present my opinion and use this opportunity to raise my concerns regarding the article. The critique of a largely unchallenged characterization of online teaching is a sign of growing intellectual vibrancy in the field which can foster innovative ideas for teaching methods. The objective of this critical note is not to reiterate the case for understanding the unintended consequences of online teaching, rather it is written in the pursuit to expand on what has been published thus far to advance online higher education pedagogy and to highlight the importance and value of academic research in an ever-changing environment.","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":"67716426","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}
{"title":"Posthumanist curriculum studies and post-schooling: Contemplations from the South","authors":"P. du Preez, S. Maistry, S. Simmonds","doi":"10.20853/37-5-6129","DOIUrl":"https://doi.org/10.20853/37-5-6129","url":null,"abstract":"","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":"159 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":"135448725","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}
H Kaur, M Khant, S Kistner, D McHugh, W Yu, C Moraga-Prieto, P Pax Andebo, J Lin
This article puts forward love, care, and reverence for all people and our nonhuman kin as the center of posthumanist education. Opening our spiritual eye and building intimate relationships with nature and with all elements of the universe is envisioned as part of a schooling or post-schooling experience; our body, heart and spirit, along with our mind, is an essential part of learning. The article describes the experiences of students taking a graduate level course focusing on global climate change and education at a university in the United States. We use the course as an example to explore what posthumanist education entails. In this qualitative study, students taking the course, along with the faculty designing and teaching the course, describe the course curriculum and pedagogies and reflect on the course’s impact on them. Data sources include the syllabus, students’ reflection papers, nature contact journals, final projects, art works, and group conversations. Although situated in North America, the article is rich with international perspectives as student authors came from six different countries. The article posits that posthumanist education must be eco-centric and love-based, engaging students’ whole being to feel for and love Mother Nature.
{"title":"Toward Eco-centric, Earth-as-School, and Love-based Curriculum and Learning: Example of a graduate course","authors":"H Kaur, M Khant, S Kistner, D McHugh, W Yu, C Moraga-Prieto, P Pax Andebo, J Lin","doi":"10.20853/37-5-6053","DOIUrl":"https://doi.org/10.20853/37-5-6053","url":null,"abstract":"This article puts forward love, care, and reverence for all people and our nonhuman kin as the center of posthumanist education. Opening our spiritual eye and building intimate relationships with nature and with all elements of the universe is envisioned as part of a schooling or post-schooling experience; our body, heart and spirit, along with our mind, is an essential part of learning. The article describes the experiences of students taking a graduate level course focusing on global climate change and education at a university in the United States. We use the course as an example to explore what posthumanist education entails. In this qualitative study, students taking the course, along with the faculty designing and teaching the course, describe the course curriculum and pedagogies and reflect on the course’s impact on them. Data sources include the syllabus, students’ reflection papers, nature contact journals, final projects, art works, and group conversations. Although situated in North America, the article is rich with international perspectives as student authors came from six different countries. The article posits that posthumanist education must be eco-centric and love-based, engaging students’ whole being to feel for and love Mother Nature.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":"27 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":"135561007","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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