African Journal of Inter/Multidisciplinary Studies
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Primary Headaches among Students in a South African University
Get PDFHeadaches are recognised as a common health-related complaint, impacting student attendance and overall productivity. This study determined the prevalence of headaches within a selected group of students and its effects on their health. A questionnaire was administered to undergraduate allied health science students in three selected departments at a university in South Africa. A total of 420 students were invited to participate in the study, of which 314 participated (75% response rate) – 311 students completed the questionnaire. Of these, 27.0% (n=84) did not experience headaches over the previous three months; the remaining 73.0% (n=227) were classified as having had migraine-type headaches (31.2%; n=97), tension-type headache (30.2%; n=94) or cluster-type headache (1.3%; n=04). Students suffering with migraine-type headaches indicated a decrease in capacity and missed classes more frequently compared to students who experienced tension-type headaches and cluster-type headaches respectively. Some of the respondents with migraine-type headaches (53.4%; n=31) did not continue with classes in order to rest. Migraine-type headache sufferers were more likely to take medication than those with other types of headaches (p=0.014). The findings of the study highlight the influence of headaches on students. Health knowledge and access to treatment is highlighted as a simple contributor to reducing headache prevalence and attaining overall health and well-being
Education 4.0 (ED4.0): A Global Higher Educational Paradigm for BRICS Countries
Get PDFThe importance of digitalisation in teaching and learning, which is addressed in Education 4.0 systems, is a relatively recent concept. Education 4.0 involves integrating advanced digital technologies, such as artificial intelligence, big data, the Internet of Things, and automation, into the teaching and learning process. The need to transform the perception of educational resources arose from the transformation of productive resources, which is exemplified by Industry 4.0. Digitalisation in education has been rapidly advancing in recent years, regardless of a country's level of development, and has transformed how education is accessed and delivered. The COVID-19 pandemic has had a significant impact on higher education institutions worldwide, accelerating the use of digital tools in education. The BRICS countries face the immense challenge of maintaining their growing influence in the global order renewal, which requires bridging the educational technological gap with best practices from developed countries in line with Society 4.0. This article highlights the undeniable need for Education 4.0 in BRICS countries and the importance of striking a delicate balance between embracing technological advancement and preserving national cultural identities to promote sustainable development
Poverty in Nigeria: Potential Aggravating Factors
Get PDFNigeria has grappled with poverty for decades despite the abundance of natural and human resources. This study explores poverty from the income and multidimensional perspectives and reconnoitres some contemporary challenges that might potentially perpetuate poverty and snowball its level in Nigeria. This study is anchored on the state fragility theory. The study utilised the qualitative research method based on literature search from secondary sources including journal articles, books, institutional documents, and newspapers. Information was also sourced from verified internet materials, while data was descriptively analysed. Contemporary issues like weak state institutions, inflation and weak local currency, unemployment, gaps in infrastructure, corruption, poor access to health, and security challenges are conduits to keep the majority of Nigerians in poverty, and dip more people into poverty. The study recommends that government should strengthen state institutions to address these contemporary issues to alleviate poverty in Nigeria. Positive attitude towards challenges through adherence to good values and value re-orientation is also recommended
“Am I in Control of My Own Writing?”: Training Postgraduate Candidates in the Responsible Use of Generative Artificial Intelligence in Academic Writing
Get PDFThere is concern in higher education about the widespread use of generative artificial intelligence (GAI) tools in academic writing. Consequently, many institutions are creating policies to regulate their use. Despite these efforts, the use of GAI continues to expand. With free GAI tools readily available, the issue to be addressed is their ethical and responsible use. This study addresses this issue through the evaluation of a training intervention that integrated GAI tools to enhance postgraduate students’ academic writing skills. The research question addressed was: How does training and supporting postgraduate students in the responsible use of GAI tools impact their academic writing? The research design integrated formative, summative and reflective forms of evaluation. The study drew on Cultural Historical Activity Theory to analyse postgraduate students developing understandings of integrity in academic writing while using GAI tools. The study found that although initially impressed with GAI tools, participants became more critical over time. Drawing on insights from the study, a reconceptualisation of the role of GAI tools in postgraduate students’ academic writing across disciplines is proposed, and guidelines for responsible implementation are made, ultimately contributing to the ongoing discourse on the intersection of technology and education
Internal Management Systems and Supply Chain Relationship Commitment in State-Owned Enterprise in Gauteng Province
Get PDFInternal management systems (IMS) are a set of techniques that drive enterprises to remain competitive throughout their existence. For state-owned enterprises (SOEs) to discover their constraints, the impact of IMS on supply chain relationship commitment must be investigated. The paper aims to examine the influence of IMS on supply chain relationship commitment in SOEs in Gauteng Province. A quantitative method was adopted for the study and a questionnaire was distributed physically and electronically to 863 respondents drawn from SOEs in Gauteng Province. Information was analysed through two software packages, namely SPSS (version 27.0) and Smart PLS 3.0. A confirmatory factor analysis was applied in examining and testing the relationships between innovation, knowledge management, behaviour integration, total quality management, safety management on supply chain relationship commitment and their causal latent constructs while structural equation modelling helped in testing the hypothesised relationships among variables. The investigation concludes that to achieve efficient supply chain relationship commitments, SOEs should examine the levels of innovation, knowledge management, behaviour integration, total quality management and safety management
On ‘Becoming’ Contemplative Academic Development Practitioners: Reflections through Collaborative Autoethnography
Get PDFThe onslaught of COVID-19 heralded a turn in higher education as society has begun to question the purpose, values and practices of higher education. COVID-19 presented the unique opportunity to re-imagine and re-envision how one conceptualises the roles and responsibilities of academic development practitioners. How are they responding to their own evolving selves, their environmental cues, and shaping the shifts of redirection within higher education? In this article, we draw from two research traditions to examine the processes of re-imagining academic developers’ becoming: contemplative pedagogy and collective autoethnography. In our data collection, we use the concurrent model in autoethnography as we draw on personal memory data, archival materials, self-observation, self-reflection, self-analysis and interviews with each other. This contributed to a thick description of our personal and professional lives and practices. We show how these collective research traditions and approaches provided nuanced understandings of the role of place and space in evolving academic development in higher education. This article argues for the value of a contemplative autoethnography as an approach to transforming academic development practices, particularly in providing insight into professional development, identity and personal experience
Indigenous Language Policy in Academic Writing at South African Higher Education: The Issue of Publishing and Accessing Scientific Materials in Setswana
Get PDFThe Language Policy of South African Higher Education was adopted in November 2002 to ensure that all official languages are equitably used and developed as scientific languages in higher education. The main issue is to address publication and access of scientific materials in the medium of indigenous languages. South African government has not made much progress in exploring and exploiting the full use of scientific materials of indigenous languages in higher education. Although a vast majority of articles are published in English, researchers in the field of indigenous languages are expected to provide research in high language proficiency which imposes a challenge for most of them. This paper, therefore, focuses on the post-positivism method as a tool utilized for observation and measurement of the reality that exists when planning and implementing measures for academic writing in the medium of indigenous languages. The systematic theory herein will portray how the strategies of language policy implementation plan will increase publication and access of scientific indigenous materials. This paper uses qualitative research to improve the system utilized in the implementation of the indigenous language policy plan. The data collected herein has been derived from existing materials such as books, journals and online articles
Cultivating an Entrepreneurial Mindset to Address Unemployment through Innovation, Adaptability and Interdisciplinary Research
Get PDFIn the wake of rising global graduate unemployment, the number of graduates in tertiary institutions is increasing annually, leading to a high demand for job creation. The growing job demand in South Africa has considerably strained the government. Research and innovation have been observed to be a viable source of job creation due to the possibilities of new discoveries that could foster job creation. The challenge associated with this approach is that research in institutions of higher learning is conducted solely for qualifications rather than the possibility of starting businesses. Society and the family system also contribute to this belief system: 'go to school so you can get a good job.’ The focus should be on cultivating an entrepreneurial mindset amongst the university graduates rather than depending on the vanishing existing jobs. Thus, there is a need for an entrepreneurial mindset among university graduates. Incorporating this into the education system will positively affect university graduates finishing and starting their businesses after graduation. Therefore, using a systematic literature review methodology, the study highlights the importance of interdisciplinary research, incorporation of business developments into the institutional general curriculum, government investment in research, and institutional students’ support to convert research into money-making ideas
A Conceptual Framework for Mentorship Support to Early-Career Black Women Academics in South Africa
Get PDFGlobally, career development is a challenge for women academics at higher education institutions. In South African higher education institutions, Black women academics still lag in terms of career progression and their representation in leadership positions compared to their male counterparts. While structural and systemic challenges contribute to this, a lack of formal mentorship support for Black women academics is among the underlying reasons. Against this background, using various mentorship models applied in higher education institutions as the theoretical lens, this article explores a conceptual framework for mentorship support to early-career Black women academics, which will often happen in a cross-cultural context due to historical imbalances. Through a qualitative research approach, a narrative literature review is provided based on content analysis of literature, both peer-reviewed and non-reviewed. Through a conceptual framework, this study provides insight regarding the type of mentorship support that is required to advance the career development trajectory of early-career Black women academics in South Africa, considering the paucity of women’s mentorship programs at most of our higher education institutions. Recommendations propose how mentorships can be integrated into the formal career development trajectory of these academics.
Student Loan Debt Challenges and the Implications of Consumer Protection Legislation: A Case Study of a South African University
Get PDFThe apartheid system, with its racial policies and unequal school funding, undeniably led to educational and social disparities that limited access to higher education (HE). To facilitate access, governments and financial institutions have introduced student loan schemes to help students with tuition fees and related costs. However, there can be severe consequences if students fail to make timely repayments, and they may face challenges when dealing with loan contracts. This article examined the impact of consumer protection legislation on student loan debt challenges in South Africa’s HE sector. A survey was conducted to gather data from a sample of 380 students at a selected university. The findings revealed that many respondents were unaware of the consequences associated with unpaid student loan debt and that they faced certain challenges, such as inequality of bargaining power, not understanding the terms of standard form student loan contracts or concluding them without fully reading the terms and conditions therein. This lack of awareness placed these students at a disadvantage. Misconceptions about student loans and repayment responsibilities were also prevalent. Students also faced barriers such as high legal costs for contract review and have a limited knowledge of consumer rights, exacerbating the issue of unreasonable or unjust contract provisions. To address these issues, the article argues for improved protection for students and enhancements to the student loan system by introducing consumer education programmes; offering mandatory counselling before loans are granted; and providing financial education workshops or seminars