Sibusiso D. Ntshangase, I. Ezeuduji, M. A. Ayanwale
Research has confirmed that people’s attitudes towards starting their own business may be influenced by their education, age, gender and prior entrepreneurial experiences. To support the employability and economic success of tourism graduates, this study, conducted in the South African context, aimed to explore the predictors of tourism students’ interest and motivation towards starting their tourism-related businesses after graduation. A survey questionnaire was employed to gather information from 154 randomly selected tourism students at a comprehensive university in South Africa. The first phase of data analyses dealt with the assessment of the measurement model, while the second phase tested the structural model using the partial least square-structural equation modelling (PLS-SEM) method implemented on SmartPLS software. The results indicate that certain student profile characteristics (such as age, gender, completing entrepreneurship module, self-assurance and satisfaction level) had significant effects on entrepreneurial desirability and feasibility (DF), entrepreneurial attributes (EA) and entrepreneurship education (EE). Further, the results reveal that EE did not differ by age, EA did not vary by gender and DF was not influenced by tourism students’ self-assurance (SA). The study suggests that the institution under investigation uses appropriate experiential pedagogical approaches to provide tourism students with the ‘know-how’ and other necessary ‘hands-on skills’ to improve their capacity to launch new businesses.Contribution: This article is important for higher education in general, particularly in sub-Saharan Africa, because it not only contributes to the literature on entrepreneurship but equally helps higher education institutions to integrate tourism entrepreneurship modules into their curricula.
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The emergence of the teaching an pandemic was a fundamentally disruptive force in the global higher education system that called on us to re-think the very purposes of higher education, our values, and who the academy is inherently for. Largely driven by the then panic over the unpredictable and infectious nature of the COVID-19 disease, higher education institutions had to close down and find virtual, Online and/or digital ways of continuing the teaching and learning programme. In this article, we firstly explore and theorise academics’ experiences of the emergency remote teaching and the complex challenges that they had to negotiate during this crisis in higher education. We reveal the complex, challenging and depressing experiences that they navigated as they grappled with the emergency remote teaching in their context, and the effect this had on their well-being. We propose the idea of Ubuntu currere as an emancipatory pedagogy, necessary to helping us respond to the next pandemic in the higher education sector. We suggest that our response to the next pandemic(s) needs to be anchored in decolonial and social justice frameworks, necessary for rethinking teaching and learning during a crisis.Contribution: In this article, our contribution is twofold. We firstly contribute to the emerging body of research that shines a spotlight on academics’ experiences, voices and/or narratives in grappling with the COVID-19 pandemic in their teaching and learning contexts. Secondly, we propose the idea of Ubuntu currere (i.e. Ubuntu curriculum) as offering us useful emancipatory lessons in responding to the future pandemics in higher education.
{"title":"Beyond COVID-19: Teaching and learning lessons for the next pandemic through Ubuntu currere","authors":"M. Hlatshwayo, Amanda Mbatha","doi":"10.4102/the.v9i0.299","DOIUrl":"https://doi.org/10.4102/the.v9i0.299","url":null,"abstract":"The emergence of the teaching an pandemic was a fundamentally disruptive force in the global higher education system that called on us to re-think the very purposes of higher education, our values, and who the academy is inherently for. Largely driven by the then panic over the unpredictable and infectious nature of the COVID-19 disease, higher education institutions had to close down and find virtual, Online and/or digital ways of continuing the teaching and learning programme. In this article, we firstly explore and theorise academics’ experiences of the emergency remote teaching and the complex challenges that they had to negotiate during this crisis in higher education. We reveal the complex, challenging and depressing experiences that they navigated as they grappled with the emergency remote teaching in their context, and the effect this had on their well-being. We propose the idea of Ubuntu currere as an emancipatory pedagogy, necessary to helping us respond to the next pandemic in the higher education sector. We suggest that our response to the next pandemic(s) needs to be anchored in decolonial and social justice frameworks, necessary for rethinking teaching and learning during a crisis.Contribution: In this article, our contribution is twofold. We firstly contribute to the emerging body of research that shines a spotlight on academics’ experiences, voices and/or narratives in grappling with the COVID-19 pandemic in their teaching and learning contexts. Secondly, we propose the idea of Ubuntu currere (i.e. Ubuntu curriculum) as offering us useful emancipatory lessons in responding to the future pandemics in higher education.","PeriodicalId":503474,"journal":{"name":"Transformation in Higher Education","volume":"49 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140082389","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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