International Journal of Research in Business and Social Science (2147- 4478)
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Pedagogical training of lecturers for higher education
Get PDFThe study aims to explore inadequate pedagogical training for higher education and strategies that could enhance effective teaching. The study adopted a constructivist paradigm and qualitative research design as it is qualitative in nature. Bandura’s social cognitive theory forms the basis for the study. The theory holds that learning occurs in a social context, interacts with the surroundings and actions, and applies the already stored schemata to acquire new knowledge. Data were generated from the critical review of the relevant literature. It was interpreted and analyzed thematically following Castle and Amanda’s five steps of thematic analysis. The results showed inadequate funding and wrong assumptions about the teaching abilities of lecturers with advanced degrees. In addition, there is also a lack of formal training programs, which contributes to the poor state of teacher training. The study revealed that enough funding and transparent lecturers’ pedagogical training structures can enhance lecturers’ teaching abilities. The study concludes that teacher training for higher education is insufficient. However, proper financial support for relevant and effective teacher training programmes could improve lecturers’ teaching skills and thus better students’ performance. The study recommends that all lecturers in higher education should go under formal teacher training. Universities should also source funds to enhance formal teacher training for novice lecturers. There should be frequent refresher courses on the latest teaching methods for gurus already in the field
A Code-Switching as a tactical approach to enhance learner engagement with intricate concepts in oral english presentations
No full textThe South African English language curriculum states that by the time students reach Grade 7, they should have mastered certain English language skills that enable them to communicate effectively at both personal and educational levels. Therefore, a study was conducted to investigate the potential benefits of code-switching in improving students\u27 oral participation in English classes. The study took place in a primary school in the Malamulele East circuit and involved all fifty Grade 7 students. The students\u27 oral presentations were part of their formative assessment. Researchers used a rigorous methodology, including convenience sampling, to select participants, with the first ten girls and the first ten boys considered for the study. Data was collected during presentations, where each student had an opportunity to present. The qualitative method was used, with audio recordings and observations as data collection tools. Content analysis was employed to analyse the data collected from the Grade 7 students. Based on the students\u27 performance in their oral presentations, code-switching seemed to help them to effectively communicate complex concepts in their primary language when there were no equivalent English words. The findings of this study showed that code-switching enhances students\u27 oral communication skills and makes learning more enjoyable. students achieve their communication goals through code-switching, offering the audience a hopeful outlook on the potential benefits of this approach
Enhancing education: the role and perceptions of assistant teachers in South African secondary schools
Get PDFThe concept of Assistant Teachers is new in South Africa. This concept was brought to South Africa during the COVID-19 pandemic. The introduction of assistant teachers in South Africa was an intervention in teaching and learning and in curbing youth unemployment. The assistant teachers are viewed as strangers in a school setting. Teachers and learners need to figure out their roles. South African teachers need assistance in classrooms to provide high standards of education. Using a qualitative research method, the study investigated the perceptions of principals, teachers, and learners of assistant teachers in secondary schools at Maleboho Central Circuit, Capricorn District, in Limpopo Province. The study used purposive sampling as a non-probability sampling technique procedure to select participants. The study sample comprised six learners, six teachers and three principals from three schools. Data were collected through interviews and document analysis. Collected data were analysed thematically. The study found that the presence of assistant teachers in a classroom has been documented as an asset to teachers. The assistant teachers play essential roles in the school. They manage and provide their skills in different departments of the school. Assistant teachers also learn and develop themselves into productive members of the school. Assistant teachers seemed to increase learners\u27 enthusiasm for their academics. The study may assist the Department of Basic Education in providing the necessary support for having assistant teachers in respective schools
The emergence of artificial intelligence in the higher education: Prospects and challenges of AI
Get PDFThis study presents a systematic literature review analysing the impact of artificial intelligence (AI) on higher education, focusing on its methods, results, and implications. By synthesising a diverse range of academic papers, the review explores how AI technologies influence educational standards and practices in higher education institutions. Findings reveal that AI has the potential to enhance the quality of higher education by diversifying teaching responsibilities, customising learning experiences, and employing intelligent, adaptive teaching strategies. These capabilities position AI as a transformative tool for improving educational delivery and outcomes. However, the study also highlights significant challenges associated with integrating AI into higher education. These challenges include delineating the appropriate scope of AI use, addressing inequalities in access to digital resources, and ensuring adequate training and support for educators and students. The review underscores the importance of understanding these complexities to guide the development of effective strategies and policies that optimise AI\u27s potential while mitigating its limitations. The review offers critical insights into the dual role of AI in higher education, where it can either advance or hinder educational standards depending on how it is implemented. By examining the advantages, limitations, and broader consequences of AI-powered instructional tools, this study provides a comprehensive perspective on the intricate relationship between AI and educational quality. The findings aim to inform educators, policymakers, and stakeholders about the opportunities and challenges of adopting AI in higher education, contributing to the development of inclusive, innovative, and sustainable educational practices
Poverty and crime in the era of 4th ir in Subsaharan Africa
Get PDFThis study examines the effects of poverty and crime in Sub-Saharan Africa in the Fourth Industrial Revolution (4IR) context. Specifically, it seeks to explore how technological advancements influence the dynamics between poverty and crime in the region. We employed a qualitative research approach, utilising data from comprehensive academic literature reviews, policy documents, and relevant statistics. Additionally, we gathered insights from 20 participants chosen to represent diverse perspectives, including policymakers, academics, community leaders, technology experts, and individuals from impoverished communities. Through in-depth interviews and focus groups, the study provided a holistic view of the nuanced impacts of the 4IR on poverty and crime. The main findings of the study demonstrate that (i) the 4IR offers considerable opportunities for poverty alleviation through job creation and economic empowerment, (ii) there are significant risks, such as digital exclusion and the emergence of new, technology-driven forms of crime, and finally, (iii) structural factors, including governance and access to education influence the effects of 4IR. The study recommends targeted policies to harness the benefits of the 4IR, focusing on strengthening education, promoting inclusive governance, and fostering social inclusion to mitigate adverse consequences
Teaching strategy: The key to supporting learners with autism spectrum disorders’ well-being in Lesotho mainstream schools
Get PDFImproving the well-being of learners with autism spectrum disorder (ASD) in Lesotho public regular classrooms can be challenging. It may require different teaching strategies or additional support from self-efficacious teachers. This paper aimed to dissect the teaching strategy concept concerning supporting the well-being of learners with autism spectrum disorder in mainstream primary schools in Maseru District within the context of Lesotho. Fourteen participants, including two principals, six teachers and six parents of learners with ASD from two mainstream primary schools in Lesotho, were purposively chosen. Semi-structured individual interviews and observations were employed to generate in-depth data. The data were then analysed thematically. The paper adopted Bandura’s (1986) Social Cognitive Theory (SCT) as the framework for the research design. Overall, participants consider teaching strategies necessary for promoting learners’ holistic well-being, developing intrapersonal strength, promoting learner self-regulation, and increasing learner motivation. Conclusions are made that teachers in mainstream classrooms understand that teaching strategy is a crucial element for bringing desirable changes in the behaviour of learners with ASD. However, they are not well-capacitated to implement these strategies for supporting learners with ASD. It was further recommended that the teachers enhance more differentiated teaching and/or learning strategies and approaches to promote the teaching to keep learners with ASD engaged and learning different skill sets, as these would yield positive results
Analyzing of market orientation, competitive strategy and sustainable business performance: Insight from foot-wear SMEs in Indonesia
Get PDFThis present study was conducted to advance an understanding of market orientation concept, by exploring the relationship between market orientation, competitive strategy and business performance in a sample of small- and medium-sized companies in Indonesia. A quantitative research method was adopted to investigate the relationship between the variables. A total of 200 questionnaires were distributed, from which 182 usable questionnaire were obtained (91% response rate). Correlational and regression analyses were used to examine the relationships between market orientation and the other variables measured in the study. It was found that market orientation had both direct and indirect positive influence on business performance. All three dimensions of market orientation (i.e., customer orientation, competitor orientation and inter-functional coordination) showed a simple linear relationship to the business performance, and the inter-functional coordination had the strongest association with business performance
Conceptualizing academic mentoring in South African Universities: Interactive qualitative analysis
Get PDFThe role of academic mentoring has now become a crucial educational practice not only for student’s academic success and achievement, but also, faculties development and institutional growth. However, the effectiveness of mentoring process is difficult to measure due to a lack of conceptual clarity about the mentoring practices and programs in higher education institutions. In South African universities, mentoring practices face unique challenges and opportunities due to the country’s historical background. Therefore, this literature review conceptualizes academic mentoring by looking at the programs, methods and outcomes associated with academic mentoring in South African universities. An Integrative Qualitative Analysis was employed to review a total of 13 studies that was conducted between 2016 and 2024, and identify three themes namely; Impacts of academic mentoring on student’s performance, Roles of cultural and linguistic diversity on enhancing academic mentoring, and Significance for Integrating mentoring practices into institutional policies. Findings provide a foundation for future research and offer practical recommendations for enhancing academic mentoring practices in South African universities.
Financial cycle synchronization in the advanced and systemic middle-income economies: evidence from a dynamic factor model
Get PDFFinancial cycles are widely regarded as key drivers of global financial conditions and major contributors to international financial crises. Understanding the extent to which these cycles are interconnected is essential for developing early warning systems to predict financial crises and for informing the design of macroprudential and monetary policies. In this context, a dynamic factor model and time-varying Granger causality (TVGC) are employed to assess the degree of financial cycle synchronization between advanced economies and systemic middle-income countries (SMICs). Our data spans the period from 1980Q1 to 2023Q4. The analysis reveals that a common factor—shared by both advanced and systemic middle-income economies—plays a significant and persistent role in driving financial cycles across these regions. Notably, the influence of this common factor intensified following the 2007–2009 global financial crisis, highlighting the growing financial interconnectedness between these economies. These results strongly support the argument for closer coordination of macroprudential policies between advanced economies and SMICs. The findings from the TVGC analysis further reinforce the conclusions drawn from the dynamic factor model. Specifically, the TVGC results indicate a bidirectional causality between the financial cycles of advanced economies and SMICs, suggesting mutual influence. This bidirectional relationship underscores the importance of enhanced policy coordination across these economies to mitigate systemic risks
The use of technology in community policing in Ghana: Tools, applications, challenges and recommendations
Get PDFThe integration of technology has been identified as a major factor that can improve the performance of community police, reduce crime rates, and enhance community security. The purpose of this study was therefore to identify the technologies employed by the community police unit of the Ghana Police Service and the challenges that impede the full integration of technology into community policing. By engaging 27 participants from the Ghana Police Service in the Greater-Accra, Ashanti and Northern Regions, the research used a qualitative descriptive approach to analyse the use of communication technologies, surveillance tools, and data management systems in community policing. Key findings revealed that technologies such as mobile phones, CCTV cameras, and data mapping tools are instrumental in enhancing real-time communication, monitoring, and crime prevention. However, significant obstacles, including financial constraints, low digital literacy among officers, and community trust issues, hinder full integration. The study recommended that the Ghana Police Service seeks partnerships with private organizations to secure funding for technological resources, expand digital literacy programs for officers, and engage communities to build trust around technology use in policing. These findings contribute to the discourse on modernising law enforcement and underscore the importance of technology for effective community engagement and public safety in Ghana. By addressing these challenges, law enforcement can achieve a balanced integration of technology to support community policing objectives