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Evaluating ICT Competencies of Higher Education Faculty: A Comprehensive Quantitative Model after the Pandemic
No full textJournal Article, Faculty of Economic and Management Sciences, Workwell: Research Unit for Economic; Management Sciences-- Potchefstroom CampusThis study aimed to enhance the Information and Communication Technology (ICT) skills of faculty members in a higher education institution. The faculty's limited proficiency in ICT impeded the integration of technology instruments across different topics. A training program was devised, executed, and assessed to tackle these problems within six months. Online courses were developed for participants under the training's criteria. Quantitative data collection involved administering a pre-test and post-test, which were subsequently analyzed using descriptive statistics. The assessed competencies encompassed the utilization of computers in instructional activities and the development and implementation of educational initiatives. The findings indicated that 75% of the faculty did not typically include technology in their instructional methods, whereas 41% recognized the potential of technology to enhance and innovate teaching practices. Only 66.67% of the participants possessed knowledge of fundamental components of computers, while the same percentage was aware of basic peripherals. Additionally, 58.33% of the participants demonstrated proficiency in installing computer programs. The program sought to enhance the educational quality and showed positive modification in formulating strategies for integrating ICTs into the curriculum. The results showcased the efficacy of the training program in improving teaching skills in the field of information and communication technologies (ICTs), enhancing the teaching methods of faculty members, and providing the opportunity to deliver courses either fully online or in a blended format
Evaluating E-waste management practices in buildings of the National Department of Public Works, South Africa
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Waste Management , North-West University, Potchefstroom CampusE-waste is a universal problem, and in 2014, approximately 41.8 million tonnes of e-waste was generated worldwide. In 2017, the Global E-waste Monitor also indicated that there was a 5% year on year increase in E-waste globally. Despite generating its own E-waste, Africa is also the recipient of E-waste from other continents, and many high-income countries deposit their waste, illegally, into poor African countries. The E-waste management problem is not only about the amount of E-waste generated, but also the failure to formulate and implement innovative ways to
manage E-waste. Despite the well-known challenges of E-waste, there has been very little research on E-waste management practices in South Africa. This research, therefore, aimed to evaluate E-waste management practices in buildings of the National Department of Public Works (DPW), South Africa. Five DPW facilities located in rural and urban areas of Gauteng, the Eastern Cape and the Western Cape, were included in this research. Data was collected through a survey questionnaire with 130 respondents, supported by observations, document review and evaluation, and literature review. The results indicate that there is a general lack of formalised arrangements and knowledge about proper E-waste management. E-waste is generally stored correctly, but inconsistent recordkeeping of collection and disposal of E-waste poses a challenges in terms of the compliance of DPW to legislation. Responses to open-ended questions highlighted seven main themes: uncertainty about E-waste management practices, need for training and awareness, need for standardisation (through procedures/policies), need for recordkeeping and need for improved transparency, the opportunity to implement the waste management hierarchy and the opportunity to generate income from E-waste.
Recommendations for improvement for E-waste management by DPW include the development of policies and procedures for E-waste managment, strengthening registries and recordkeeping, standardising E-waste management practices, enhancing knowledge transfer, training and collaboration, and improving monitoring and evaluation.Master
Shining light on 20 keys implementation at a South African agricultural company using focus groups
Get PDFConference proceeding, Faculty of Engineering, Vanderbijlpark CampusThis research employs focus groups as a crucial methodological tool to gather qualitative insights into the implementation of the 20 Keys methodology within a South African Agricultural Company by examining the drivers and barriers influencing its success. The diverse set of stakeholders participate in focus groups, which facilitate an in-depth exploration of perspectives, experiences and perceptions related to the 20 Keys implementation process. These discussions focus on identifying key drivers contributing to successful implementation and barriers hindering progress within agricultural production. Through this structured approach, the focus groups aim to unveil aspects of organisational culture, change readiness, and industry-specific challenges that influence the effectiveness of the 20 Keys methodology. This study contributes insights for organisations seeking to create consistent and effective Continuous Improvement practices across operational sites, ultimately enhancing operational performance and fostering a culture of continuous improvement
Collaborative leadership practices of principals in rural schools: Implications for improving educational quality
Get PDFArticle, Faculty of Education (Educational Leadership (Edu-Lead) )--Northwest University, Potchefstroom CampusThis paper explores the influence of principals’ collaborative leadership on quality education in South African rural schools. The aim of this study was to explore how principals’ collaborative leadership practices contribute to quality education in rural schools and the strategies that are most effective in this context. The authors conducted in-depth interviews with six principals of six rural schools in three South African provinces to gain insight into the phenomenon under investigation. This qualitative method allowed us to conduct an in-depth exploration of principals’ interactions with educators, learners, and other stakeholders. As part of the theoretical-conceptual framework, we investigated the primary leadership that promotes collaboration in academic research. The findings revealed several essential collaborative behaviours of rural school principals that improved the teaching–learning process in their schools, consequently improving the quality of outcomes in their schools. These behaviours included developing strong relationships with different stakeholders, encouraging teamwork, and involving educators in decision-making processes. Furthermore, the principals addressed unique challenges in their schools by devising and executing ways to improve learner outcomes and foster a good school culture. These methods are consistent with earlier studies that highlighted the value of collaborative leadership and distributed decision making in educational contexts. Drawing on the findings that emerged from this study, we made two specific recommendations: first, tailored professional development programmes focused on relationship building and team dynamics—should be presented to help principals improve their collaborative leadership skills and second, future research could compare urban and rural school contexts to explore how collaborative leadership promotes school development so as to suggest more targeted and effective leadership practices for long-term success
A conceptual framework for analysing participatory communication within online social movements
Get PDFMaster of Arts in Communication , North-West University, Potchefstroom CampusContemporary activists increasingly engage in communication for social change through participation in online social movements. Acknowledging the value of participatory communication for social change in bringing about sustainable empowerment, this study argues for the application of participatory principles to the communication that occurs during online social movement mobilisations. The participatory approach to social change was conceptualised before social media existed as a space for engaging in communication for social change. The approach is traditionally applied in and conceptualised for a project-based setting. It is therefore not conceptually nor analytically entirely sufficient for understanding online communication for social change in the contemporary setting of online social movements. To gain points of departure for applying the principles of the participatory approach to communication in online social movements, this study explores how scholars have successfully applied assumptions from contemporary social movement theories to online social movement phenomena. These already contextualised contemporary social movement theories include resource mobilisation theory, political process perspective, new social movements theory, and framing theory. Following a comprehensive literature study of publications surrounding online social movements and social media, the application of contemporary social movement theories to the context of online social movements, and the relevant principles of the participatory approach to communication for social change, this study puts forward a new conceptual framework for analysing participatory communication for social change in online social movements. The newly conceptualised framework is based on valuable insights gained regarding the unique contextual occurrences of participation communication for social change in an online social movement setting. The synthesised framework reflects a more comprehensive understanding of the digital mobilisation processes that contemporary social movement theories value and the online communicative participation that the participatory approach assigns to sustainable empowerment toward social change. The application of this framework’s assumptions to online social movement’s communication for social change should lead to both successful movement mobilisation and long-term empowerment of an online social movement’s members.-North-West University (Faculty of Humanities)Master
Multilingual contestations and the reproduction of English legitimacy in bottom-up linguistic landscape: an analysis of shop signs in Bulawayo
Get PDFJournal Article, School of Languages, North-West UniversityLinguistic landscape refers to language visibility on public signs. This includes language on public buildings, street names and shop signs. The configuration of the linguistic landscape of an area is often shaped by extra-linguistic systems such as the history, politics, culture and the general ideological climate. This study analysed the bottom-up linguistic landscape of the city of Bulawayo to reveal how contestations on multilingualism and the city’s identity are expressed, legitimised and challenged. Through a qualitative analysis of selected shop signs along Joshua Mqabuko Nkomo Street in the CBD, the study sought to expose how the bottom-up constructed linguistic landscape aligns with or contests legitimate practices normalised by top-down discourses. The study deployed Bourdieu’s concept of ‘legitimate’ language to understand these linguistic configurations. The study’s findings reveal an English-saturated bottom-up linguistic landscape. Monolingual English signs dominate the linguistic landscape while Ndebele and Shona are used in hybrid practices, with Shona also dominating Ndebele. The subservience of Ndebele on the linguistic landscape contradicts the city’s perceived Ndebele identity while the prominence of English on the linguistic landscape of Bulawayo reproduces the pervasive ideologies and practices that valorise it in all official domains as the legitimate language in Zimbabwe
Exploring the ripple effect: learner psycho‑social challenges, teacher emotional fatigue, and the role of school social work in South Africa—an interview‑based qualitative study using Bronfenbrenner’sframework
Get PDFJournal Article, Community Psychosocial Research (COMPRES), Center for Child, Youth & Family Studies (CCYC), North-West University, Potchefstroom CampusGuided by Bronfenbrenner’s (1994) ecological systems theory Bronfenbrenner (Int Encycl Educ,3(2):37–43) , this study highlights the interplay between learner psycho-social challenges and teacher emotional fatigue, which affect classroom dynamics, and the critical role of systemic support—the role of school social workers (SSWs)—in South Africa. Using an exploratory-descriptive qualitative design, we conducted semi-structured interviews with 15 primary school teachers and 13 SSWs from various provinces. Our participants’ diverse backgrounds and experiences provided comprehensive insights. Findings highlight the need for a holistic approach to addressing learner psycho-social challenges, emphasising comprehensive support systems for teachers, including training and early intervention. Additionally, the integration of full-time SSWs and the active involvement of psychologists, families, and communities is crucial. Insights can inform educational policies and practices, enhancing teachers’ and learners’ well-being and effectiveness.Open access funding provided by North-West University. Open access funding provided by North-West University. Open access funding provided by North-West University. This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors. The university as an organisation may gain from publishing this manuscript. No non-financial interests are involved
Artificial Intelligence and the Electoral Process:The Benefits and the Challenges
Get PDFJournal Article, Computer Science and Information Systems Department, North-West University,Through elections, representatives are selected and vested with the responsibilities to lead the people, represent them in different capacities and most importantly, manage the resources of the people for their common well-being. As such, elections are equated to events that must be won in most parts of the world, particularly in Africa, where factors such as illiteracy, poverty, and corruption are more prevalent. Artificial intelligence, which is the science of making computers think, act, and behave like humans, are seen as a viable tool at the disposal of electoral authorities to facilitate a smooth, free, and fair election process whose outcomes are made available almost immediately after voting is concluded. This paper, using expert judgement and systematic review methodologies, took a critical analysis of the use of AI in elections in different parts of the world and their performances and shortcomings. It went further to examine the benefits of the use of AI in elections as well as the challenges and risks associated with the use of AI in the electioneering process. The papers made valuable recommendations on the proper use of AI and gave directions for future research on AI for elections
Analysis of Media Penetration and Economic Growth Nexus in South Africa
Get PDFJournal Article, School of Communication, North-West University,
Mafikeng,Media penetration, significantly shaped by advancements in digital technologies, has transformed communication modes and information dissemination methods. Literature suggests that countries with more open economies typically exhibit higher rates of media penetration. Furthermore, extant studies have emphasised the role of media as a catalyst for economic growth in developed economies. This study explores the interplay between media penetration and economic growth in South Africa, a nation experiencing both increased media engagement and economic expansion. Rooted in the endogenous growth theory, which posits that output growth is directly related to aggregate capital and technology levels, this study employed the generalised method of moments and the Toda-Yamamoto Granger causality test to analyse these dynamics. The findings indicate that while media penetration in South Africa does not directly promote economic growth, it does exert a positive influence. Significant drivers of economic growth include domestic investment, particularly gross fixed capital formation, and labour force participation, which significantly promote progress in South Africa’s economy. In South Africa, the study, furthermore, found no indication of causality amid media penetration alongside economic growth or vice versa. Consequently, the study concludes that media penetration in its current state is relatively nascent and insignificantly contributes to growth in South Africa’s economy
The Integration of Mixed Reality Simulation into Reading Literacy Modules.
Get PDFJournal Article. Faculty of Education, North-West University, PotchefstroomThe reading literacy crisis, among learners, in countries throughout the world and in South Africa seems to be reaching pandemic levels. Hence, the quality of teaching and the preparation that pre-service teachers receive at initial teacher education institutions is under the spotlight. A proactive action research design is used to integrate mixed reality simulation into reading literacy modules. Our data collection methods included professional conversations, WhatsApp voice notes and video calls, reflective journal entries and reflections on observing video recordings of lesson segments in the MRS environment. The data was analyzed using content analysis. The main themes emanating from the data included: lack of focus on high leverage teaching practices, limited use of pedagogies of enactment, add-on to existing content, experimentation, perceptions, planning and preparation, content-method integration, pedagogies of enactment, assessment, resources and feedback. Grounded in a Community of Practice framework, we narrate our experiences of re-imagining mixed reality simulation as a core component of initial teacher education programs. The authors conclude by sharing insights and recommendations for policymakers, faculty leaders, and curriculum designers, contributing to informed decisions regarding integrating and potentially upscaling mixed reality simulation within reading literacy modules in initial teacher education programs