African Journal of Inter/Multidisciplinary Studies
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COVID-19 and Its Influence on the Mental Well-being of People with Co-Morbidities: A Qualitative Study at a Public Healthcare Clinic
Full text linkPeople with co-morbidities are at greater risk of disease severity from COVID-19 due to their compromised immunity. COVID-19 and the mitigation measures implemented in South Africa negatively influenced the mental health of people with co-morbidities. The study explored how the mental health of patients with co-morbidities was affected during the pandemic and post the initial waves of COVID-19. Drawing on patients at a public clinic in the province of KwaZulu-Natal and through a qualitative research approach, semi-structured interviews, were held to understand how the mental health well-being of patients was affected. Two groups of 26 participants were recruited using non-probability sampling methods. Sample one comprised participants with co-morbidities but not infected by the virus. Sample two comprised participants with co-morbidities who were infected by SARS-CoV-2 and after three months. The data was analysed using thematic analysis. Six themes were derived from the data and focussed on aspects related to fear and anxiety, loneliness, trauma linked to COVID-19, stress, somatisation, and spirituality. Many people experienced these debilitating emotions and suffered enormous mental health sequelae due to the pandemic, much of which was exacerbated by their co-morbidities
Is there a Relationship between Transactional Leadership Style, Communication and Job Satisfaction of Administrative Employees in the South African Public Sector?
Full text linkThis study aimed to determine whether there is a relationship between a transactional leadership style, communication and job satisfaction of administrative employees in the South African Public Sector. Transactional leadership, communication and job satisfaction have all been examined in different contexts, but it remains unclear how these three variables interact in the South African public sector. The study adhered to the theory of social exchange that provided an organised approach to understanding the emergence, development, and consequences of group interactions. A descriptive cross-sectional survey was undertaken with 184 administrative personnel who were not part of a probability census. A quantitative research approach was used. Exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and Kaiser-Meyer-Olkin (KMO) were used to assess the contributions of each item based on its loading. Structural equation modelling (SEM) and bootstrapping using r2 were used to test the validity and some of the patterns indicating how the transactional leadership style, communication and job satisfaction are related. The study found a substantial link between transactional leadership and employee job satisfaction and a significant link between transactional leadership and communication. This research project has the potential to help managers in South Africa's public sector comprehend the relationship between leadership styles, communication, and job satisfaction. In addition, this study makes a significant contribution by broadening our understanding of transactional leaders, emphasising the importance of relying on rewards for employee satisfaction, and raising awareness of the potential consequences of direct and transparent communication
Consumer Challenges of the Socio-Economically Disadvantaged in South Africa and the Role of Consumer Legislation
Full text linkIn South Africa, high poverty and low literacy rates significantly affect the consumer market, especially for vulnerable individuals in disadvantaged communities. These consumers encounter difficulties when dealing with suppliers, including purchasing inferior quality goods, facing higher prices, and needing to make multiple trips to stores. This disparity is pronounced within the market, which encompasses literate ordinary consumers and vulnerable individuals with low literacy levels or illiteracy. Due to their socio-economic challenges, these vulnerable consumers often tolerate unethical business practices and find it challenging to access legal support. Through a quantitative survey, this article explores consumer challenges faced by socio-economically disadvantaged individuals in Illovo Township, Bhekulwandle, KwaZulu-Natal, South Africa. The study is grounded in the Consumer Justice Theory, and advocates for equitable treatment and protection of historically disadvantaged consumers under relevant consumer protection legislation. The findings reveal that socio-economically disadvantaged consumers face challenges with complex contracts, lack of legal recourse due to financial constraints, and lengthy cancellation processes, leading to acceptance of poor service. Awareness of consumer rights remains low among respondents. However, the article concludes that the government, suppliers, and consumer bodies bear a significant responsibility to ensure equal protection for all consumers, particularly those from disadvantaged backgrounds
Editorial: Envisioning Critical Futures for Higher Education
Full text linkHigher education is at a critical crossroad, urgently needing transformation to address dynamic global challenges and historical legacies. This Special Issue of the African Journal of Inter/Multidisciplinary Studies (AJIMS) features research papers presented at the Durban University of Technology (DUT) Learning and Teaching Imbizo 2022 and two invited guest papers, all contributing to a progressive vision for the future of higher education. Under the theme Envisioning Critical Futures for Higher Education, the selected articles examine existing frameworks, pedagogical changes, and systemic obstacles while proposing innovative strategies for fostering a more inclusive, creative, and equitable academic environment. Central to this collection is a call for higher education institutions to reimagine, re-envision, and recreate new futures for higher education – ones that acknowledge both recent disruptions and deeper historical contexts. It is a call to rethink approaches to learning, teaching, and research in ways that promote inclusivity, equity, and transformation. The featured articles focus on critical areas, including support for postgraduate study, critical pedagogy, gender equity, curriculum decolonisation, academic literacy, and student engagement, all essential in shaping the ongoing evolution and transformation of higher education. These contributions emerge at a critical juncture when technological disruptions, socioeconomic inequities, and epistemological contestations demand urgent attention from all higher education stakeholders. We commence by providing an overview of the five articles in this issue that were presented at the Imbizo, followed by the two invited guest contributions
Bridging the Gap Between Theory and Practice: A Critical Exploration of the Applicability of the Communication Skills Learned in the Classroom in Communication Contexts in Organisations
Full text linkThe study examines the transferability of communication skills learned in academic settings (henceforth ‘the classroom’) to workplace contexts. Through semi-structured interviews with twelve Language Practice graduates and one lecturer at Durban University of Technology, thematic data analysis was employed to interpret the findings. Results indicate a partial alignment between classroom learning and workplace communication needs, with room for improvement. Graduates utilise classroom techniques acquired at tertiary level to address communication challenges in their organizations but face difficulties adjusting to workplace communication dynamics. The study provides suggestions based on participant expectations and experiences, alongside recommendations for future research. It underscores the importance of bridging the gap between academic and workplace communication to better equip graduates for professional environments
Advancing Gender Equity in Higher Education Research
Full text linkGender equity in research in higher education is crucial for promoting inclusivity and driving innovation. However, female academics face significant challenges hindering their research output, career advancement, and fair academic representation. Ongoing issues include heavy teaching responsibilities, time constraints, limited access to mentorship and supportive networks, and ingrained biases in institutional cultures. This study explores how universities can enhance gender equity in higher education research and identify the actions which institutions can take to support female academics and address the structural challenges they encounter. A systematic literature review (SLR), following PRISMA guidelines, was undertaken to consolidate peer-reviewed empirical studies published between 2013 and 2023. The articles were assessed for relevance, and a thematic analysis was employed to uncover common barriers and institutional strategies. The review identified systemic and institutional obstacles, such as unequal workload distribution, limited funding opportunities, and insufficient mentorship, as significant barriers to women's research productivity. However, the study also highlights the potential of effective interventions such as gender-sensitive policies, mentorship programmes, leadership development initiatives and equitable research funding mechanisms to foster inclusive academic environments and reduce gender disparities. The study highlights the need for higher education institutions to adopt transformative and systemic strategies that promote gender equity in research. Recommendations include implementing gender-responsive policies, targeted funding initiatives and well-structured mentorship programmes to eliminate the obstacles faced by female academics. This study recommends creating supportive environments that foster women's success in academia. It addresses knowledge gaps through research and thematic trends to inform future research and drive institutional change
The Effect of Innate and Discretionary Components of Earnings Quality Properties on Stock Return Volatility in South Africa
Full text linkPrevious studies reported that the quality of financial reports, measured by earnings quality properties, is associated with changes in stock return volatility (SRV). However, the properties of earnings quality in previous studies have been examined without separating them into their innate and discretionary components. This study examined the effect of innate and discretionary components of earnings quality properties on the SRV of companies listed in the Johannesburg Stock Exchange (JSE) in South Africa (SA). Using Multilevel linear regression to analyse a sample of 800 firm-year observations, obtained from 80 non-financial companies for the period 2009-2018, the study found that the innate component of each earnings quality property has a greater impact on the SRV (measured by idiosyncratic volatility) than the discretionary component. These findings imply that, in SA, the stock return volatility is mostly driven by the earnings quality properties that emanate from the operating environment and the business model of the companies. The findings may assist investors in the factors to consider when assessing the risks of their investments. In addition, the findings could be useful to regulators in SA in the review or formulation of policies that may make the business environment more stable as these policies influence the operating environment of the companies
Conceptualisation and Application of Client Engagement Strategies to Optimise Administrative Information Management Processes in a Selected Public Sector Organisation
Full text linkRising client expectations and demands for high-quality services have intensified the need for meaningful client engagement strategies at the micro level of public sector institutions. Client engagement strategy is critical towards understanding clients’ expectations for improving service delivery processes such as administrative information management (AIM) processes. This study explores how client engagement strategies are conceptualised and applied in practice to optimise the AIM processes in a selected public sector organisation. The study is based on a qualitative instrumental case study design. Semi-structured interviews were conducted with the managers of the selected public sector organisation. Additionally, relevant official documents were reviewed to complement the interview data. Thematic analysis was applied using both inductive and deductive logic in sequential order. The study's findings revealed multiple interpretations of the client engagement construct within the public service department. These interpretations included information-sharing and client-empowering initiatives, interactive engagements, and divergent viewpoints. The dominant perspective emphasised information-sharing initiatives, while the least advocated theme promoted interactive engagement with public service users. In contrast to the other two perspectives, the divergent views challenged the relevance of clients' knowledge in improving the service delivery processes. This study proposes an intensive intervention to elucidate the complexities and inconsistencies surrounding understanding the client engagement construct. Value creation for clients should serve as the primary catalyst for client engagement strategy initiatives to facilitate the effective integration of clients' insights into decision-making processes, thereby optimising AIM processes. The research integrates marketing theory with administrative information management theory to offer distinctive insights and critical implications for the phenomenon investigated
Envisioning a Reconceptualised Postgraduate Support in Research Writing Development for the Future: A Three-Legged Framework
Full text linkThe slow progress of postgraduate students in South African higher education institutions has been linked to a lack of preparedness at the undergraduate level, supervision practices and research writing skills of students. Academic departments and support units play a crucial role in facilitating the development of these students. However, the disconnect between the academic departments and writing centres is of great concern. The study aimed to determine how a collaborative student support initiative can be envisioned to assist postgraduate students in developing their research, academic writing and critical thinking skills. Drawing on the academic literacies lens that views writing and research as a social practice, the article reflects on postgraduate support, through collaborative engagement. The experiences of two academics, in introducing the Postgraduate Week initiative are presented. A lecturer in an academic department conceptualised this initiative. The implementation and facilitation were a collaboration involving this lecturer and the writing centre practitioner, in the same institution. Adopting an auto-ethnography reflective approach, the study interrogates reflections and practices analysed from individual journal entries. In line with auto-ethnography, the aim was to emancipate and transform staff and students so that they ripen as researchers. The paper highlights that interdisciplinary collaboration should be intentionally embedded and promoted to enhance students’ research writing development whilst incorporating humanising pedagogy and the lived experiences of university staff members. The article argues for pertinent opportunities for alternate ways to support postgraduate students. A Three-Legged framework is proposed, to highlight the importance of integrated tripartite postgraduate student support
Towards a Decolonial Higher Education: Praxis and Theoretical Foundations
Full text linkThis paper critically examined the praxis of decoloniality in higher education through theoretical and practical lenses, emphasising the need for an epistemic shift from colonial oppressive knowledge systems to indigenous frameworks. Grounded in critical race theory, the study explored historical and contemporary dimensions of coloniality and its persistent influence on education, knowledge production, and institutional structures in Africa. It interrogated the impact of colonial power dynamics on curriculum design, language policies, and institutional leadership, highlighting barriers to decoloniality such as Eurocentric curricula, linguistic hegemony, epistemic injustice, and structural inequalities. Furthermore, it advances a conceptual framework for decoloniality in higher education, incorporating race, narrative storytelling, critique of liberalism, commitment to social justice, interdisciplinarity, and leadership. It argued that sustainable decoloniality necessitates a restructuring of academic disciplines, integration of indigenous knowledge systems, and inclusive leadership committed to transformative change. The paper further advocates for policy shifts that support equitable access to education. By proposing actionable strategies for institutional transformation, this study contributes to ongoing scholarly and activist discourses on decolonial education, emphasising the urgency of dismantling colonial oppressive legacies and fostering a higher education system that is responsive to African contexts