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Exploring the uptake and integration of emerging technology into pedagogical practices in Health Sciences Education using an Activity Systems Approach
Get PDFThis study investigates integrating educational technology into pedagogy and the role of professional development within a Health Sciences Faculty. It is framed within the interpretivist paradigm and informed by Cultural-Historical Activity Theory (CHAT) and Technological Pedagogical Content Knowledge (TPACK). A systematic literature review followed PRISMA 2020 guidelines to ensure study selection and reporting transparency. The overarching question of why particular lecturers, referred to as BrightSparks, excel in educational technology integration and how they might influence professional development is investigated. Integrating educational technologies in health sciences, with a focus on innovation, remains a challenge for most lecturers. This study defines innovation as the transformative and pedagogically grounded integration of technology to enhance teaching and learning. Hence, this research explores the strategies, challenges, and contextual factors that shape successful educational technology adoption and integration. A sequential mixed methods approach was adopted, with the quantitative component using a Likert-scale online survey and the qualitative component using semi-structured online interviews. Participants were selected based on specific characteristics, particularly their proficiency in using educational technology and identification as potential BrightSparks. Among the 29 participants, 814 professional development activities were attended during the 12 months preceding filling in the survey, with individual attendance ranging from 0 to 60 and an average of about 28 activities per participant. Spearman's rank correlation and the Mann- Whitney U Test examined relationships between scores, demographic characteristics, and formal qualifications. Correlations emerged between academic qualification, teaching experience, and autonomy. The qualitative interviews revealed nuanced social and cultural dynamics influencing educational technology integration. Deductive thematic analysis using CHAT and TPACK, emphasising CHAT as the central framework for analysing BrightSparks' practices, illuminated the complexities of integrating educational technology, pedagogy, and content knowledge and identified contradictions affecting professional development. The combined quantitative and qualitative data derived from BrightSparks emphasised adaptability, agency, student-centredness, transformative pedagogical approaches, and institutional support, corroborated by literature in the field. These findings informed the development of a ‘bottom-up' Knowledge Framework for Technology Transformation (KF4TT), integrating the strengths of CHAT and TPACK to support educational technology integration through professional development in higher education. Essential components of the KF4TT include targeted professional development to enhance individual lecturers' TPACK competencies, institutional support, collaborative learning communities, strategies to address systemic barriers, and encouragement of lecturer agency to foster ownership and flexibility in using professional development. In contrast to traditional professional development models, flexibility, adaptability, and sustainability are key features of the KF4TT, enabling individual lecturers and institutional leaders to continuously review and adapt to rapidly changing educational technology in higher education
Mediated mimbar: muslim media and identity in Uganda
Get PDFMotivated by the scarcity of literature on the relationship between Muslims and media in East Africa, and Uganda in particular, this thesis examines the transformative role of new media in shaping the Islamic identity in Uganda. Since the liberalization of media in 1992, Ugandan Muslims have increasingly adopted new media, integrating it into their daily lives and religious practices. The study argues that new media has become a crucial platform for negotiating Islamic identity, serving as space where power, representation, and religious expression are contested and redefined. Drawing on interviews with media practitioners, scholars, and media consumers, the study has explored the motivations, strategies, and attitudes, that guide Muslims in their engaged with new media. Historically, Ugandan Muslims relied on the mosque Minbar and religious festivals as primary avenues for communication, particularly to express social and economic grievances. With limited access to the national broadcaster, these traditional platforms were essential for intra-faith debate and theological discourse. However, the advent of new media has significantly altered this landscape. New media now functions as a powerful tool for addressing issues of misrepresentation and marginalisation, providing a discursive space for diverse and often conflicting views within the Muslim community. The study highlights the rise of Salafism as a dominant voice in Ugandan media, using new theology to promote its theological perspective while rejecting opposing views. Additionally, radical groups like Allied Democratic Forces (ADF) have leveraged social media to reach a broader audience, bypassing traditional media gate keepers. This thesis contributes to the academic study of religion and media by offering an in-depth analysis of how new media facilitate the articulation of Islamic identity in Uganda. It underscores the importance of new media as a site of power struggles among reformists, traditionalist, modernists, and radical factions within Islam, each striving to shape the narrative and influence the future of the faith in Uganda
An empirical study of the impact of macroeconomic variables on the capital structure of South African firms during periods of heightened economic uncertainty
No full textIn this empirical research, the impact of national debt to GDP (and other selected macroeconomic variables) on the capital structure of South African firms is investigated during a period of heightened economic uncertainty. Economic uncertainty, as defined in this study, refers to the degree of unpredictability and lack of confidence that exist in the economic environment. In the context of South Africa, economic uncertainty is attributed to the year- on-year overall deterioration of key macroeconomic variables (my variables of interest), namely the national debt to GDP, GDP growth rate, inflation rate, interest rates, and tax rate. This research is built on previous research conducted by Pierre Erasmus in 2010, which covered the capital structure, and the debt maturity decision, of South African firms during the period between 1989 to 2008. Erasmus mainly considered the following macroeconomic variables: GDP, inflation rate, growth rate, and exchange rate. I have expanded on the study of Erasmus by incorporating other macroeconomic variables, including national debt to GDP, interest rates, and tax rate. I conducted generalised method of moments (GMM) alongside pooled Ordinary Least Squares (OLS) and performed a series of endogeneity checks using alternative regression models. The findings of this study, which are explained by the pecking order theory, indicate that national debt to GDP, inflation rate and tax rate are important factors that influence the capital structure decisions of South African firms. The study concludes that South African firms tend to exhibit a risk averse nature towards gearing and prefer equity finance over debt financing. Pierre Erasmus also concluded that South African firms adjust their capital structure choices in response to the evolving economy and prefer equity finance over debt finance
Exploring translanguaging and collaborative talk during group work in an entrepreneurship classroom at a TVET college
Get PDFSouth African multilingual Technical and Vocational Education and Training (TVET) students encounter officially monolingual English environments in content-focused classrooms like entrepreneurship. However, in unofficial settings, they use their entire linguistic repertoire, switching and mixing their indigenous language with English during social interactions. They revert to using only English when communicating with teachers and engaging in reading and writing activities. This study explored translanguaging during collaborative group work by first-year multilingual students in an entrepreneurship classroom at a TVET college in the Western Cape. The study collected data from fifteen isiXhosa and Afrikaans speaking participants from the Western and Eastern Cape. All participants were enrolled in a National Accredited Technical Education Diploma (NATED) program within the Public Management department, exhibiting a wide range of English proficiency levels. Qualitative data was collected through classroom observations, video and audio recordings and group interviews. The study found that translanguaging is not only limited to social interaction but also used for pedagogical translanguaging. Translanguaging in social interaction expressed emotions, empathy and light-hearted humour. Whereas, pedagogical translanguaging through collaborative talk is demonstrated to be beneficial in promoting shared purpose and participation compared to disputational and cumulative talk. This type of talk demonstrated that it enhanced comprehension and participation by students actively exploring and challenging each other's ideas, offering disagreements and working together to make joint decisions by actively listening, asking questions and exchanging relevant information. Translanguaging is a common practice amongst multilingual students, so if it is fully exploited by TVET lecturers in the classroom they will be able to bridge the gap of their students' participation barriers due to language challenges
The use of online meeting platforms for information literacy training by academic librarians: the case of a private higher education institution academic library
Get PDFThe study's objective was to understand the competencies required by academic librarians in using online meeting platforms for enhancing postgraduate students' information searching, retrieval and use skills to meet their information needs. The following research questions were generated to address the objective, What competencies are required by academic librarians to deliver information literacy training using online meeting platforms?; What competencies do the academic librarians of the selected higher education institution currently possess for delivering information literacy training via online means? and What challenges (if any) are the academic librarians of the selected higher education institution facing in providing postgraduate students with online information literacy training to meet their information needs? The study was supported by Wilson's (1999) theory of information behaviour. A multi-method approach was used, and a case study employed to investigate the competencies of academic librarians using online meeting platforms for information literacy sessions at a private higher education institution. The target population included Institution X academic librarians and postgraduate students. Purposive sampling was adopted for the researcher to interview specifically librarians who provide postgraduate students' information literacy sessions to meet their information needs. A census was used to ascertain trends among postgraduate students regarding information literacy training using online platforms to meet their information needs. Data was collected via semi-structured interviews using Microsoft Teams with librarians and an online structured questionnaire for postgraduate students using Google Forms. In concluding, the study presents, inter alia, a blend of librarians' competencies which include knowledge, skills and attributes required to deliver online information literacy training to meet the information needs of postgraduate students in the current digital era. It recommends, inter alia, that institutions of higher learning could benefit from the outcomes of this study in terms of continuous upskilling of academic librarians to ensure postgraduate students are provided with relevant online information literacy training for enhanced academic performance
An exploration of the work experiences of taxi drivers in Cape Town: A study of Delft and Khayelitsha
Get PDFStudies have outlined both the good and the bad sides of the taxi industry, pointing out that while it makes a positive economic contribution to the country through employment generation, the industry is beset by challenges. Among these are reckless driving, the use of unroadworthy vehicles, and persistent violence and turf wars that lead to widespread animosity and loss of life. Although there are many minibus taxi drivers in South Africa, little is known about the experiences of these employees, as most of the information provided by existing studies is based on government records rather than on personal interviews with taxi drivers. The aim of this study is to explore the work experiences of minibus taxi drivers in the Cape Town area, with a focus on Delft and Khayelitsha. The study sought to gain insight on the work experiences of minibus taxi drivers, looking at their health, social and family life, challenges, and the changes they wish to see in the industry. Methodologically, this aim was achieved through a qualitative study that adopted a phenomenological approach, in which 15 minibus taxi drivers in Cape Town, specifically Khayelitsha and Delft, were interviewed. The sample was purposively selected based on certain criteria and was conducted at Site C taxi rank in Khayelitsha, as well as the section of Delft taxi rank for the Palam and Mitchells Plain routes. Data collected from the participants was analysed using two theoretical frameworks: Social Exclusion Theory and Crenshaw's Intersectionality Theory. The results of this study have shown that the taxi driving job involves negative effects on the health and wellbeing of minibus taxi drivers, resulting in their use of poor coping strategies such as unhealthy eating and substance abuse. In addition, the taxi driving job was found to result in a deterioration of social and family life as a result of long working hours. The job has benefits such as providing relatively easy, low skilled employment and access to regular cash. Lastly, the findings show that minibus taxi drivers are faced with challenges such as exploitative working conditions, poor pay, and exposure to violence, prompting many to seek better working environments and growth. The findings of this study could inform the development of better employment policies for workers in the taxi industry and serve a guide to formalising processes in the taxi industry
Bullying in the workplace: a case study of the University of Cape Town
No full textWorkplace bullying likely started after the Industrial Revolution, with the development of formal workplaces like factories and offices, and has increasingly become a problem in workplaces, particularly for victims on whom the impact can be lifelong and debilitating. This minor dissertation explores global and South African prevalence to demonstrate the extent of this harmful practice. It further reviews global and South African legislation and introduces bullying in academia as a backdrop to the Case Study on Bullying at the University of Cape Town. While research on workplace bullying had primarily focussed on the personality traits of victims and perpetrators, this minor dissertation attempts to draw on themes drawn from a review of Criminological Theory (Routine Activities and Normalisation Theory) and Transformational Theory to present a case study on Bullying at the University of Cape Town. These themes include the normalisation of deviant behaviour in workplaces, the impact of guardians failing employees in their protective role in organisations, the impact of life-changing events on both the individual and the organisation, and finally, how dysfunctional organisational structure contributes to workplace bullying with particular reference to the University of Cape Town. Finally, it explores whether workplace bullying can be addressed by legislation and implementation of workplace policies
The neuroinfec-ous diseases profile in a specialist neurology centre in South Africa
Get PDFObjective: This study aimed to assess the burden of neuroinfectious diseases and describe the causes and presentation of neurological infections to a tertiary level hospital neurology service in South Africa. Methods: A retrospective electronic search of medical discharge records was conducted for adult patients admitted to the neurology ward over a two-year period, and patients with neuroinfectious diseases were identified. Diagnostic criteria were applied to classify patients according to the certainty of their neuroinfectious disease diagnosis. Results: Neuroinfectious diseases accounted for 15% of the 802 admissions to the neurology ward. The most common infectious aetiologies were tuberculosis (27%), syphilis (21%), neurological diseases related to HIV itself (19%), and HIV-associated opportunistic infections (10%). Diagnostic challenges were observed, with only 17% of cases having a definite diagnosis. The majority of patients with neuroinfectious diseases were young, with a median age of 38 years (IQR: 32-46), and 56% were HIV-positive. Morbidity was high, with prolonged hospitalisation (>2 weeks) and limited full recovery at discharge in 56% and 98% of patients, respectively. Conclusions: This study provides important insights into the burden and characteristics of neuroinfectious diseases encountered at an inpatient South African neurology service. The findings highlight the need for earlier testing for, and treatment of, infections such as HIV, tuberculosis, and syphilis. Increased investment in neurological services should be a health care priority, to enhance the management of neuroinfectious diseases and ultimately improve patient outcomes
Bioleaching as a unit operation for the recovery of copper and other metals of value from WEEE
Get PDFAdolescents' experiences of care during childbirth in health facilities in rural Northern Uganda: a mixed-methods study
Get PDFBackground: Despite the importance of care experience during childbirth, there is a dearth of literature on adolescents' experiences of care during childbirth and how their experiences influence their satisfaction with care and future utilization of healthcare facilities. This study examined adolescents' perceptions of PCMC during childbirth in health facilities in rural northern Uganda and how their perceptions influenced their satisfaction with care and future childbearing intentions (intentions to give birth, give birth in the same facility, and recommend the same facility to a sister or friend), and explored the drivers of adolescents' experiences of care during childbirth. Methods: A mixed-methods study was conducted among 570 adolescents aged 14 to 19 years who gave birth in public health facilities in northern Uganda. Adolescents' perceptions of PCMC were measured using the PCMC tool, satisfaction with care was measured using the Six Simple Questions tool, and future childbearing intention was measured using questions from the Community Survey tool. Qualitative data was collected from 14 purposively sampled participants using in-depth interviews. Quantitative data were analysed using descriptive and regression analyses, while qualitative data were analysed thematically and integrated with quantitative data. Results: The PCMC percentage mean score out of 100% was 62% (SD ± 10.12), and percentage mean scores for sub-scales of dignity and respect was 60% (SD ± 12.05), 59% (SD ± 17.12) for communication and autonomy, and 63% (SD ± 9.92) for supportive care. Adolescents' perceptions of moderate/high PCMC during childbirth were positively associated with being married (AOR = 2.61, 95% CI: [1.01, 6.76]), doing casual labour (AOR = 3.18, 95% CI: [1.52, 6.68]), and having an episiotomy (AOR = 1.88, 95% CI: [1.05, 3.36]). Conversely, five to seven antenatal visits (AOR = 0.52, 95% CI: [0.33, 0.83]), birth companionship (AOR = 0.34, 95% CI: [0.19, 0.60]) and having a newborn with complications (AOR = 0.25, 95% CI: [0.09,0.68]) were negatively associated. The mean satisfaction with the care score was 30.12/42 (SD ± 4.10). Adolescents perceived moderate and high levels of PCMC during childbirth were positively associated with satisfaction with care (β = 4.01, 95% CI [3.14, 4.88], p < 0.001and β = 4.38, 95% CI [2.91, 5.86], p < 0.001 respectively). Most adolescents expressed intentions to have another child (82%), return to the same facility for future childbirth (83%), and recommend the same facility to a sister or friend (85%). Adolescents perceived moderate and high levels of PCMC during childbirth were positively associated with intentions to choose the same facility for the next childbirth (AOR=2.84, 95% CI [1.61, 5.00] and AOR=5.60, 95% CI [1.19, 26.43] respectively) and recommend the facility to a sister or friend (AOR=4.31, 95% CI [2.46, 7.54]). Adolescents had mixed experiences during childbirth, ranging from positive experiences of effective communication, dignity and respect, supportive care, and health facility hygiene to negative experiences of disrespect and abuse, and health facility constraints. Negative experiences were associated with lack of birthing necessities, younger age, and perceived low social status while positive experiences were driven by passive compliance, calm demeanor, relational skills, possession of birthing necessities, cleanliness, and smartness. Conclusion: Adolescents' varied experiences of care during childbirth, influenced by various individual-level factors, resulted in perceptions of moderate PCMC during childbirth. PCMC has the potential to enhance childbirth experience for adolescent mothers, as well as influence their satisfaction with care and future childbearing intentions