Search Results (79)

Advancements in data storage and data processing technologies has compelled higher education institutions to optimise the use of their data. Many universities globally have begun to implement learning analytics at their institutions to better understand and improve teaching and learning. African higher education institutions have been slow to implement learning analytics despite the continued accumulation of digital data. The research related to this study presents a dataset of Information Systems and Technology (IS&T) students from the University of KwaZulu-Natal, a South African university. The dataset comprises approximately 14,000 registered student records from 10 IS&T courses, primarily consisting of demographic data, academic performance (including past IS&T courses and school records), and Learning Management System (LMS) interaction data. The dataset exhibits an imbalance, characterised by a higher proportion of students who have successfully completed courses compared to those who have not. The dataset will be of interest to researchers engaged in learning analytics application studies, including early pass/fail prediction and grade classification, as well as those who want to test their techniques on a real-world dataset. Full article

Breast cancer is the most frequently diagnosed malignancy among South African women and remains a leading cause of cancer-related death, yet the role of occupation as an independent predictor of mortality has not been evaluated nationally. In this unmatched case–control study using 2011–2019 mortality data, we compared 13,207 breast cancer deaths with 64,849 non-malignant circulatory disease deaths among women aged 30 years and older, classifying usual occupation into major and sub-groups. A multivariable binary logistic regression adjusting for age, year of death, education, province of death and smoking status was conducted. We observed that compared with elementary occupations, breast cancer mortality was significantly higher during 2011–2015 among legislators, senior officials and managers (aMOR = 1.79, 95% CI: 1.36–2.36), clerks (aMOR = 1.75, 95% CI: 1.46–2.11), professionals (aMOR = 1.62, 95% CI: 1.36–1.94), craft and related trades workers (aMOR = 1.55, 95% CI: 1.18–2.05), technicians and associate professionals (aMOR = 1.54, 95% CI: 1.21–1.96), and service workers, shop and market sales workers (aMOR = 1.33, 95% CI: 1.10–1.62), with similar patterns persisting in 2016–2019 where technicians and associate professionals (aMOR = 1.69, 95% CI: 1.44–1.98), legislators, senior officials and managers (aMOR = 1.59, 95% CI: 1.20–2.10), professionals (aMOR = 1.47, 95% CI: 1.23–1.75), clerks (aMOR = 1.43, 95% CI: 1.24–1.65), and service workers (aMOR = 1.34, 95% CI: 1.12–1.61) again showed elevated odds. The sub-occupation analyses for 2011–2015 identified strikingly high risks among building and related trades workers excluding electricians (aMOR = 8.01, 95% CI: 3.06–20.96), legal, social and cultural professionals (aMOR = 3.32, 95% CI: 2.18–5.04), and business and administration professionals (aMOR = 2.18, 95% CI: 1.60–2.97). The results underscore occupation as an essential determinant of breast cancer mortality, highlighting the need for targeted prevention and screening strategies in workers. Full article

This study investigates digital literacy thresholds within South African higher education institutions in the context of Industry 4.0, focusing on entrepreneurship education. The research addresses the critical gap between current digital competencies and Industry 4.0 requirements, challenging assumptions about “digital natives” and examining factors influencing digital literacy development. A qualitative methodology employing semi-structured interviews was conducted with 25 participants, including 11 faculty members and 14 entrepreneurship students from a South African higher education institution. Data underwent rigorous thematic analysis following Braun and Clarke’s six-phase approach. The study revealed significant disparities in digital competencies among both faculty and students, contradicting binary digital native classifications. Key findings identified distinct transformative thresholds separating performative digital interaction from entrepreneurial digital practice, with access, training, and motivation forming interconnected factors in a digital literacy ecosystem. Most participants demonstrated bounded digital fluency limited to familiar environments rather than transferable entrepreneurial capabilities. The research introduces novel theoretical contributions, including “entrepreneurial digital thresholds” and “digital literacy structuration,” advocating for contextually responsive frameworks addressing socioeconomic inequalities. Practical implications include targeted professional development, multidimensional assessments, and policies prioritising equitable digital participation to prepare graduates for meaningful engagement in the global digital economy rather than passive consumption. Full article

This autoethnographic study examines my transformation as an educator teaching gender and sexuality to future helping professionals in South African higher education. Through systematic analysis of personal journals, teaching reflections, and pedagogical materials collected over 180 contact hours, I explore how innovative approaches can create collaborative learning environments in traditionally sensitive subject areas. Drawing on critical pedagogy, queer theory, and decolonizing methodologies, the research reveals three interconnected pedagogical innovations: structured vulnerability protocols that transcend traditional “safe space” models, progressive exposure pedagogy that challenges heteronormative assumptions by introducing diverse content early, and indigenous knowledge integration that positions students as knowledge co-creators. The findings demonstrate how my professional evolution from knowledge authority to learning facilitator enabled authentic engagement with diverse epistemologies while maintaining academic rigor. Students consistently contributed concepts absent from academic literature—from social media discourse about sexual identity hierarchies to traditional cultural practices—enriching collective understanding. This study addresses significant gaps in South African literature on tertiary-level sexuality education pedagogy, offering concrete strategies for implementing transformative approaches. The research contributes to autoethnographic scholarship by demonstrating how systematic reflection can generate theoretical insights about collaborative knowledge construction while acknowledging the ongoing challenges of teaching sensitive subjects within complex cultural contexts. Full article

This article aims to create insights concerning the remuneration of executives (also known as vice chancellors (VCs)) in higher education in South Africa. Their remuneration is a trending and contentious topic in the media and literature within the South African context. The motivation for conducting this study is that there are no clear indicators, norms, or standards to measure salaries. Therefore, this study is grounded in agency and institutional theories. Moreover, prior to this study, there were no longitudinal studies in the South African context that have analysed VCs’ salaries, using predictors like student enrolment, return on assets, debt ratio, and revenue. The research design was longitudinal, while the research approach was quantitative. The universities that did not meet the requirements for 2016 to 2023 were excluded from the analysis, which was conducted using Python, version 3.11.7, Python Software Foundation: Wilmington, DE, USA, 2025. Since the data points were small (n = 8), bootstrapping was used to resample 1000 samples. The correlation results showed a significant relationship with the fixed salary, whereas the regression results were not significant. It was found that the VCs’ salary is a larger portion of the fixed salary, and the historical data (2013 to 2016) showed an upward trend; the forecast from 2024 to 2026 showed a flat trend. The forecasts are salient and create insights that will assist remuneration practitioners to budget for VCs’ salaries in order to attract, motivate, and retain them. Full article

This study analyzes students’ perceptions of cultural diversity in music education in the south of Spain and the northern region of the African continent, specifically in Andalusia, Ceuta, and Melilla—territories characterized by significant cultural and linguistic heterogeneity. Music, understood as a universal pedagogical tool, is approached as a strategic resource to promote educational inclusion and the development of intercultural competencies. The main objective was to examine the influence of gender, type of educational institution, and attendance at conservatories and/or music schools on students’ perceptions of intercultural inclusion in musical contexts. The sample consisted of 645 students aged between 11 and 54 years (M = 13.86; SD = 3.90), enrolled in primary schools, secondary schools, and professional and higher conservatories. Regarding gender, 55.2% identified as female, 43.6% as male, and 1.2% as non-binary. Data were analyzed using SPSS software (version 28). After verifying non-normality through the Kolmogorov–Smirnov test, non-parametric tests (Mann–Whitney U and Kruskal–Wallis H) were applied to the variables of gender, type of institution, and attendance at conservatories and/or music schools. The results show that female students tend to express more favorable perceptions regarding equality in musical ability and intercultural learning. Furthermore, students attending Conservatories and Primary Schools exhibit more positive perceptions than those in Secondary Schools. Attendance at conservatories enhances perceptions of equality in musical ability, though it does not necessarily improve intercultural relations or conflict resolution. In conclusion, the research confirms the potential of music as a vehicle for educational inclusion and the development of intercultural competencies, highlighting the need for inclusive and critical pedagogical approaches that respond to students’ cultural diversity. Full article

The influence of social media personalities has grown significantly, especially among youth audiences who spend substantial time on platforms like TikTok. The emergence and popularity of different types of social media influencers accelerated during the COVID-19 pandemic in many countries, including South Africa. In turn, this period also saw a surge in youth audiences following these influencers. This rapid growth of influencer followings among young people is largely driven by specific types of content that resonate with them, thus encouraging continued engagement. However, the benefits that these young followers gain from engaging with various influencers and the factors driving their preferences for specific influencers remain underexplored, particularly within the context of South African students within higher education. Therefore, this study explores the types of social media influencers most followed by university students at a South African University and investigates the key factors that drive their preferences. A structured online questionnaire was distributed, gathering both multiple-choice and open-ended responses from students. The data were analyzed using categorical frequency counts and thematic analysis. The data highlight how students actively turn to influencers as emotional anchors, role models, and sources of practical guidance. Their engagement reflects a deep need for connection, inspiration, and identity formation in a challenging academic and social environment. These patterns show that influencer content is not just entertainment but plays a critical developmental role. Understanding these motivations helps educators, policymakers, and brands to align better with youth values. The significance of these results lies in how influencer content is now coming in to fill the emotional, cultural, and educational gaps left by traditional systems among the young South African university students in this modern era. Full article

Background: Health and safety are critical pillars of functional higher education systems. In South African universities, recurring incidents have highlighted vulnerabilities, particularly concerning gender-based violence (GBV), student housing conditions, infrastructure safety, and campus crime. Methods: This study employed a document-based qualitative approach, analysing public records, police reports, campus press statements, and national media coverage of incidents reported at South African universities (2015 to 2024). The study is guided by public health and victimology frameworks to examine systemic risk factors and institutional responses. Results: The findings indicate increased reports of GBV, multiple student deaths related to substandard residence conditions, infrastructure-related fatalities, and a lack of consistent institutional safety policies. A pattern of poor infrastructure management, weak inter-institutional communication, and failure to implement recommendations following major incidents emerged across the dataset. Conclusions: South African universities remain exposed to preventable student risks. Targeted interventions, mandatory safety audits, emergency response units, and accountability structures are urgently needed to address systemic failings and protect student welfare. The study supports Sustainable Development Goals 3 and 4 by linking campus safety to student well-being and equitable access to higher education. Full article

The COVID-19 pandemic has accelerated digital transformation in various sectors, including higher education in South Africa. This study examines the readiness of information security functions in response to this rapid digital shift. Higher education institutions (HEIs) are transitioning to online platforms and digital tools, so the need to adapt security practices has become critical. The research investigates HEIs’ challenges in aligning their information security strategies with evolving digital initiatives. It explores how HEIs address technological change, staff awareness, and evolving security risks. By examining the relationship between digital transformation and information security, this study offers insights into strengthening the resilience and effectiveness of security functions within South African higher education. The findings highlight significant challenges, including the pace of technological change, inadequate staff training, and a lack of a security-conscious culture. Despite these hurdles, successful strategies such as promoting security awareness, policy adaptation, and improved governance frameworks are key to enhancing institutional preparedness. These insights can guide future efforts in improving information security practices in higher education, ensuring a more secure and resilient digital environment. Full article

This study examined the predictive relationships between Grade 12 National Senior Certificate (NSC) Mathematics results (representing students’ academic preparation at the secondary school level), university mathematics credits (indicating students’ progress in mathematics-related university courses), gender, and socioeconomic status (SES, measured by school quintile and family income) on student performance in specific university mathematics courses. The endogenous construct, student performance in university mathematics courses, was assessed using final grades from three courses representing progressive levels of mathematical complexity. Previous research had often evaluated these factors in isolation, leaving gaps in understanding how they collectively influenced academic success in South African higher education. Participants were selected using stratified random sampling to ensure representation across diverse socioeconomic backgrounds and genders. Data collection relied on institutional records for NSC Mathematics results, university mathematics credits, and course grades. SES information was gathered using surveys capturing school quintile and family income data. Structural equation modelling (SEM), specifically the covariance-Based SEM approach, was employed to analyse these variables’ direct and indirect effects on student performance. The analysis was conducted using the lavaan package in R, enabling the simultaneous assessment of multiple variables and offering a comprehensive understanding of their interrelationships. Results indicated that NSC Mathematics results and university mathematics credits were significant predictors of student success. Additionally, gender and SES were found to moderate these relationships, with performance disparities observed. The findings emphasised the need for a multi-dimensional approach to predicting and supporting student success in university mathematics. Recommendations included the implementation of targeted interventions, such as academic assistance programmes and policy initiatives, to ensure that all students have equitable access to resources and opportunities. Full article

This qualitative study explores the complex landscape of entrepreneurship education by focusing on lecturer competency, entrepreneurship curriculum, and pedagogy. This study addresses critical gaps in the current literature by investigating key questions: ideal instructional approaches for entrepreneurship, essential components of the curriculum, providers of entrepreneurial knowledge, and overarching strategies to foster entrepreneurship in higher education. Employing the Gioia methodology, this research adopted a qualitative inductive approach by collecting data from 14 participants actively engaged in entrepreneurship education and development across various South African universities. The findings highlight the diverse perspectives of academics and underscore the importance of collaborative and interactive teaching methods in preparing students for entrepreneurial challenges. This research contributes valuable insights to inform policy and practice in enhancing entrepreneurship education within South African higher education institutions (HEIs). Full article

For several decades, entrepreneurship education (EE) has been identified as vital for preparing students to succeed in a changing economic landscape. Specifically, EE shapes students’ entrepreneurial intentions into actions. Considering the evolving expectations from graduates, this study explores South African entrepreneurship educators’ perspectives regarding the ideal educator and effective teaching strategies to shape the development of students’ entrepreneurial intentions. This empirical qualitative study examines data collected from 14 entrepreneurship educators across various South African public higher education institutions, collected using an open-ended questionnaire. Thematic analysis revealed a strong consensus on the importance of real-world experience teaching and the limited integration of online methodologies in EE. The results also emphasized the need for educators to embody entrepreneurial qualities, such as practical experience and a hands-on approach, to foster students’ transition from intention to action. Despite the desire for more innovative, action-oriented teaching strategies, traditional teaching theory in entrepreneurship remains an essential modality in the EE framework. These findings suggest that effective EE practices should integrate experiential learning and innovative strategies while maintaining core theoretical foundations. Full article

Integrating geographical information systems (GIS) in various sectors has significantly increased the global demand for skilled professionals, particularly in South Africa. Despite integrating GIS methods into higher education curricula, challenges like resource limitations, curriculum updates, and competency standardization may limit practical training scope. This study explores the alignment of South African qualifications and practitioner registration standards, including the South African Qualifications Authority (SAQA), National Qualification Framework (NQF) requirement, South African Council for Natural Scientific Professions (SACNASP), and South African Geomatics Council (SAGC), with job market demands. A structured literature review of scientometric research from 2004 to 2023 was used to assess the current GIS educational programs in South Africa, identify training gaps and skills, and propose strategies to enhance their relevance. The results indicated that, despite adhering to policies and standards, the GIS curriculum’s capacity to meet market demands is uncertain due to insufficient job market research and disparities between higher education curricula and practitioner registration standards (HEC_PRS). The University of Cape Town (UCT) and the University of South Africa (UNISA) are the top two South African institutions contributing significantly to GIS practice through published articles, with a few coming from affiliated research centres. The results revealed significant changes in higher education from 2004 to 2018, with teacher education becoming the most prominent theme. The 2019–2021 period emphasized interconnectedness between curriculum development, experiential learning, and 21st-century skills, while the 2022–2023 segment used curriculum as the most prevalent theme in this field. The prominence of key terms like “higher education”, “curricula”, “students”, and “teaching” highlights the role of educational institutions in preparing students for professional practice in GIS. These findings provide strategies for evaluating current GIS practices, identifying areas for improvement, and implementing modifications to enhance their effectiveness in practice. Full article

Background/Objectives: Tobacco smoking is a cause of premature death and illness globally. This study examined the prevalence and factors associated with tobacco smoking among South African adults according to sex, education, and employment status among socio-demographic subgroups. Methods: Data were obtained from the 2021 South African Global Adult Tobacco Survey (a nationally representative household survey using a multi-stage stratified cluster random sampling design). The 6311 participants were aged 15+ years. Descriptive statistics, chi-square tests, and multiple logistic regression analysis were used to investigate relationships between current smoking and socio-demographic variables. Results: Smoking prevalence was 25.8% (n = 1573) (41.2% among men, 11.5% among women; 29.9% among working individuals, 23.1% among non-working individuals). The multiple logistic regression results showed that males aged 45–64 were twice as likely to be currently smoking than males aged 15–24. Coloured (of mixed race) males were twice as likely to smoke as Black African males. Males with secondary/post-secondary education were less likely to smoke compared to males with no education. Coloured females were seven times and White females were almost five times more likely to smoke than Black African females. Females with post-secondary education were less likely to smoke than those with no formal education. Females earning an income were more likely to smoke compared to those with no income. Non-working participants aged 25–44 and 45–64 were more likely to smoke compared to those aged 15–24 years. Working and non-working Coloured and working White individuals were three times more likely to smoke than working or non-working Black Africans. Conclusion: Groups with higher identified smoking prevalence may indicate where smoking cessation interventions should be targeted to reduce national smoking prevalence. Full article

The expansion of English medium instruction (EMI) in higher education has generated significant scholarly interest, resulting in an increasing body of research across different contexts. This bibliometric study examines 1522 publications in the Scopus database to explore the intellectual, conceptual, and social structure of the EMI literature in higher education. Findings revealed substantial growth in publications and citations between 1974 and 2024, showing a notable increase in productivity after 2018. Most cited authors focus on EMI within their affiliated country, but some affiliated with British universities have made global contributions. The field exhibits global coverage, albeit with strong dominance by China, Spain, the UK, Australia, and Hong Kong, as well as limited representation from African nations, barring South Africa. EMI networks are primarily driven by authors’ current and past institutional affiliations as well as geographical proximity, with the UK, Spain, and China emerging as leaders in these networks. The most productive journals focus on multilingualism, bilingualism, language policy, teaching, and learning while also encompassing higher education and multidisciplinary areas. Key topics signal a shift towards translanguaging and classroom interaction. Under-researched areas include (post)colonialism and EMI implementation. These findings provide a comprehensive insight into the evolving landscape of EMI research and potential future directions. Full article