Spaces for interactive engagement or technology for differential academic participation? Google Groups for collaborative learning at a South African University

Published ArticleThe rhetoric on the potential of Web 2.0 technologies to democratize online engagement of students often overlooks the discomforting, differential participation and asymmetrical engagement that accompanies student adoption of emerging technologies. This paper, therefore, constitutes a critical reality check for student adoption of technology to the extent that it explores the potential of Google Groups (i.e. self-organised online groups) to leverage collaborative engagement and balanced participation of students with minimal educator support. Community of Inquiry and a case study approach involving in-depth interviews with racially mixed students and Google Group artifacts were drawn upon as theoretical and methodological lenses for examining the equality of participation, academic rigor and complexity of engagement in Google Groups. Study findings were mixed: a semblance of authentic peer-based engagements, emergent academic networking, and inter-racial communication in Google Groups was juxtaposed with gender asymmetries in participation, dominance of group administrators’ postings and shallow collaborative engagements. The study, therefore, recommends actively engaged Group leaders who steer gender and racially balanced engagements, scaffold peer on-task behavior; including a sound pedagogical strategy anchored in collaborative problem-solving; authentic construction of knowledge; effective completion of collaborative tasks by students; and constructive assessments by the educator and peers

The impact of using social networking sites on academic relations and student learning in University setting

This study investigates academic relations of educators, tutors, and students in university settings. Academic relations refer to the controlling and productive relations of power that operate at both societal and interpersonal level between academic actors and through them, knowledge is produced and identities are constructed. From a Critical theoretical point of view, power is unequally distributed in society and psychological development is fundamentally mediated by power relations which are socially and historically constituted. Given the capacity of power configurations to influence learning coupled with the fact that such relations are both relational and psychological, the notion of unequal social power is critical to understanding academic relations in university settings. The psychological and relational aspects of power suggest that underprepared students from disadvantaged academic backgrounds may suffer a sense of powerlessness and social domination as they interact with academics and more capable peers from privileged academic backgrounds. Research suggests that students (especially the previously disadvantaged) form peer-based knowledge sharing clusters (for example, study groups) to augment their intellectual potential and resource limitations. Mindful of these underprepared students' social domination (social and psychological) by high achieving peers and academics, and the capacity of peer-based clusters/ relations to democratise academic relations through presenting opportunities for exchange of perspectives, these peer-based relations present viable proxies for unpacking academic relations. The problem, therefore, is that while academic relations (lecturer-student, tutor-student, and student-peer) in face-to-face contact are quite central to student meaningful learning and transformation, capturing and studying these relations is complex. This complexity is explicated by the incapacity of traditional classrooms to capture and sustain academic relations due to: 1) The temporality, time and spatially bounded nature of academic relations in class, 2) Class sizes, academics' huge workloads and time constraints that limit one-on-one lecturer-student engagements especially at undergraduate level 3) Transmission pedagogy and classroom space configuration that mute lateral discourses, and 4) Student complex histories and cultural diversity. Research suggests that student knowledge sharing clusters are shifting from face-to-face to social networking sites (SNS), that is, online social networks that support group collaboration vii and support. The persistence of these online interactions, opportunities for peer-based discourses, peer-generation of artefacts on SNS challenge the limitations of traditional classrooms, making SNS essential for unpacking classroom lecturer-student and student-peer relations by proxy (if academics participate). These opportunities, and computer-mediated communication theory' suggestion that computer-mediated nature of textual interaction has potential to undermine status, gender and power asymmetries built in face-to-face interaction inform my thesis that SNS interaction has potential to equalise power relations of academic actors. The goal of this study was therefore, to use lecturer-student, student-peer interaction on SNS as proxies for unpacking academic relations and learning that unfold in traditional academic settings (classrooms, computer laboratories). The research question instigated the impact of lecturer-student, student-peer interaction on the academic /power relations and learning of academics and students in formal university settings. Using a Critical ethnographic approach, the research investigated power relations and learning manifested in: 1. academics and student text-based messages posted on SNS (Facebook), 2. lecturer and student experiences of using Facebook and its influence on classroom interactions, and 3. Lecturer-student and student peer interactions in class. Mindful of the democratisation potential of computer-mediated communication (CMC) on previously disadvantaged learners, the relational nature of power, the influence of structural forces on mediated interaction and higher mental development, this research was informed by three theories namely, Critical Theory of Technology (CTT), Critical Theories of Power (CTP), and Cultural Historical Activity Theory (CHAT), respectively. As a participant observer in online ethnography, the researcher employed CTT to examine the democratisation potential and constraints of computer-mediated communication (that is SNS) on learning and academic relations. While CTT was useful for examining the technological effects on mediated learning, the theory was less insightful for unpacking the power contestations in text-mediated discourses. To this end, Critical Discourse Analysis' (CDA) (which draws on CTP) was employed to examine how vertical and horizontal relational power were articulated and contested via textual messages, to complement CTT in its limitations. Although CTP was insightful for the examination of power manifested in lecturer-student, and peer-based interaction, CTP equally proved inadequate for the examination of mediated learning, that is, the role of artefact-mediated action on psychological development. Mindful viii of CHAT's focus on the influence of symbolic mediation on psychological development, CHAT offered a rational complement to CTP for the examination of mediated learning. This was important given that this research on academic/power relations and student learning unfolded in a technology-mediated learning environment (that is SNS). CHAT was adopted as a theoretical and methodological approach to examine how mediated interaction and the interplay of different elements of the lecture activity system impacted on student psychological development and lecturer's teaching practices. In summary, the study examined these empirical materials: text-based interactions (lecturer and student Facebook postings), lecturer and student narratives of lectures and Facebook interactions (interview transcripts, lecturer debriefings after classroom observations), in-class actions and discourses (lecture observations and focus group discussions). The findings of this study are that SNS democratized academic relations and communication for academically inclined students through: widening the academic networking space, breaching lecturer-student social boundaries that often hindered student access to knowledge resources, and offering 'safe haven' for student contestation of unpopular academic practices. Facebook also allowed shy and timid students to be more assertive in requesting academic support. The unintended effect of SNS was that it reconfigured peer-based relations as high achievers assumed additional vertical, 'super tutor' roles of advising peers. Facebook also regulated in-class interaction by hiving off mundane questions on course administration and practicals from the class. SNS thus augmented classroom interaction as online and classroom learning cross fertilised each other. The practical contribution of this work is in the insight into how student informal academic and social support online networks could be drawn upon in student in-class learning. The study proposed a 'best practice' pedagogical model/ strategy that draws on: 1) Informal peer-based and lecturer-student knowledge sharing on Facebook and associated SN tools, 2). Student reflexivity on self-generated and peer-generated content, and 3). Self and peer-based evaluation as a basis for academic empowerment. The theoretical contribution lies in the methodology or approach for analysing the interplay between academic relations and student learning using SNS as proxy. In particular, this work contributes a new body of knowledge through the integration of Critical Theories (Critical Theories of Power and Critical Theories of Technology) and CHAT

The role of educational technology in design and delivery of curricula programmes: A case of STEPS at a University of Technology

Published ArticleWhile Universities of Technologies (UoTs) regard the adoption of educational technology for the creation of effective learning environments as one of their defining features, there is limited research on these universities’ innovative use of technologies to transform their curricula design and delivery. This research explores the extent to which educational technology has been integrated into the implementation of new and revised educational programs under the Strategic Transformation of Educational Programs and Structures (STEPS) at a UoT. The research employed document analysis and interview data from middle level managers (deans), curriculum designers and educational technologists. The findings suggest that, except for one faculty where educational technology was an enduring feature of the design and delivery of curricula programs, technology played a peripheral role in the design and reorganization phases although it featured more in the implementation of curricula programs under STEPS. The paper concludes that the innovative use of technology, a holistic teaching and learning strategy, and training of educators on technology integration are critical in achieving total integration of educational technology into curricula programs

Reconciling Business Social Responsibility Goals, Activities and Practices in Hospitality SMMES in an Emerging Economy

Published ArticleDespite the prominence of business social responsibility (BSR) studies in advanced economies and their gradual maturation in emerging economies, no systematic attempt has been made to reconcile BSR goals, activities and entrenched practices that support them. In emerging economies where BSR is gaining currency but remains vaguely understood, the pernicious effect of small, micro and medium enterprises‘ (SMMEs) casual approach to BSR is sheer reductionism that narrows down BSR goals, activities and practices exclusively to philanthropy. This ideological illusion often precludes SMMEs from leveraging their competitive advantage due to their negation of paramount ethical, legal, and economic considerations. Drawing on quantitative approach, a survey was conducted on 92 owner/managers of hospitality SMMEs in the Free State province, South Africa to explore the relationship between BSR goals, activities and practices. Evidence suggests that hospitality SMMEs‘ goals are crystallised in conformity to laws and regulations and in what society conceives as legitimate norms. While their BSR activities are concentrated predominantly in philanthropy, they also extend to other economic and social concerns like giving discounts to long term customers, combating crime in local communities, maintaining employee satisfaction and conducting business ethically. When BSR goals and activities are reconciled, BSR economic activities and BSR-based economic growth will be positively affected as these variables are significantly correlated to the latter. The other BSR goals and activities are not significantly correlated with the BSR practices. Recommendations for leveraging economic dimensions of BSR should be considered to improve SMME competitiveness

Private Financing and Human Resource Practices of Small Local and Foreign-Owned Cosmetological Businesses

There exists a growing body of empirical studies that explore both the sources of small, micro and medium enterprises (SMME) funding, and the quality of their human resource practices. However, there is paucity of literature that interrogates the impact of private funding of local and foreign SMMEs on the quality of human resources. Nevertheless, the wide recognition of the economic significance of SMMEs in emerging economies and the pivotal role that funding plays in the growth of such firms suggest that the nexus between SMME private funding and human resourcing is integral to this condition and growth. As a result, the current study examined the influence of private financing of local and foreign-owned hair salon SMMEs on the quality of their human resources, in an attempt to bridge the aforementioned research gap. The study, which drew on a quantitative approach, is based on a survey conducted on 150 South African and foreign immigrant-owned hair salon businesses. The findings suggest that the private financing structure was dominated by a combination of debt and equity financing, followed by debt financing, with equity financing as the least employed funding model. The study established the significant impact that access to private equity financing has on recruitment, selection and compensation. However, the level of private debt financing, attractiveness of interest rates for private debt financing and financial value of funding from private institutions (banks) do not have any impact on human resources management practices. A major observation from the results is that, some aspects of private financing impact negatively on human resources management albeit a small effect size, which somehow raises critical questions about the popular claims that financing, contributes positively to the quality of human resources of firms

The role of educational technology in design and delivery of curricula programmes: A case of STEPS at a University of Technology

While Universities of Technologies (UoTs) regard the adoption of educational technology for the creation of effective learning environments as one of their defining features, there is limited research on these universities’ innovative use of technologies to transform their curricula design and delivery. This research explores the extent to which educational technology has been integrated into the implementation of new and recurriculated educational programmes under the Strategic Transformation of Educational Programmes and Structures (STEPS) at a UoT. The research employed document analysis and interview data from middle level managers (Deans), curriculum designers and educational technologists. The findings suggest that, except for one faculty where educational technology was an enduring feature of the design and delivery of curricula programmes, technology played a peripheral role in the design and recurriculation phases although it featured more in the implementation of curricula programmes under STEPS. The paper concludes that the innovative use of technology, a holistic teaching and learning strategy and training of educators on technology integration are critical in achieving total integration of educational technology into curricula programmes

The Influence Of Personal, Family And Social Variables On Technology-Oriented Venture Creation: Theoretical Case Of Internet Cafés In Bloemfontein, South Africa

In an increasingly competitive, technology-driven world, the pressure for small, technology-oriented firms in developing countries to be productive and efficient has never been more intense. For technology-oriented firms such as internet cafés, which are now in constant competition with inexpensive, low threshold, ubiquitous technologies such as mobile phones and social media for availing internet resources and providing personalised learning environments respectively, the need to understand the critical determinants of the establishment and sustenance of small technology-oriented ventures demands rigorous investigation. Despite the central place of internet cafés as the dominant points-of-access of internet resources for low socio-economic groups in South Africa, there is paucity of in-depth knowledge on the critical variables influencing the establishment of such technology-oriented ventures. This research gap is attributed to the independent and fragmented examination of micro-level (personal demographic variables such as gender, age, income and language of manager/owners), institutional (such as family role models, family entrepreneurial values and support) and macro-level variables (as manager/owner’s prior scientific literacy such as their participation in STEM subjects, social prejudice) that shape and influence the creation of technology-oriented ventures. The thesis of this theoretical paper, therefore, is that an integrated perspective that combines these micro-level, institutional and macro level factors would provide a more inclusive, authentic view of the process of establishing small internet cafés in emerging economies. The contribution of this paper is an integrated conceptual framework premised on the combined influences of determinants of technology-oriented ventures and their implications for technology oriented venture creation

Power Distribution at Eskom: Putting Self-Leadership, Locus of Control and Job Performance of Engineers in Context

Published ArticleGiven the deep energy crisis that currently engulfs South Africa, which has been attributed to the crisis of electricity supply leadership and perceived weak locus of control among Eskom management and staff, the purpose of this study is to review the self-leadership and internal locus of control literature to identify components of these concepts that could leverage employee job performance and improve electricity service delivery. In the absence of literature that examines the combined effects of self-leadership and internal locus of control, the researchers adopted a theoretical and reflective approach that combined the interpretation of extant literature on isolated effects of these variables on job performance and the researchers’ individual perspectives on the matter. Drawing on this literature review, gaps in the extant literature are identified and an integrative framework for improving Eskom engineers’ job performance and electricity service delivery is developed. The study reported that although the reward strategy component of self-leadership and external locus of control serve as moderating variables, the combination of behaviour-focused strategies, thought self-leadership strategies of self-leadership and internal locus of control had the greatest influence on job performance of Eskom engineers. The paper renders a rich literature review on self-leadership and locus of control in a resilient, national energy supply institution and bestows an innovative conceptual framework for leveraging the job performance in particular and electricity service supply in an energy crisis ridden country in general

Using digital storytelling to externalise personal knowledge of research processes: The case of a Knowledge Audio repository

Published ArticleWhile articulation gap describes skill deficiencies displayed by university entrants emerging from underperforming schools, the high attrition and articulation gap at postgraduate levels demonstrate inadequacies of the entry-level intervention programmes implemented to address these challenges. Since inadequate socialization into postgraduate research and limited supervisor support contribute to the articulation gap and attrition rates at South African universities, digital storytelling (DST) potentially addresses these challenges. DST tends to foreground rigorous research, script writing, collective engagement and public expression of subdued voices to ensure effective participation in higher education. The research explores the potential of DST to externalize personal knowledge among postgraduate students at a South African university. It employs a Knowledge Audio Repository (KAR) for the generation and archiving of knowledge for future access and reuse. Findings suggest that DST is ideal for information generation, collaborative engagement and tracking of the developmental trajectory of postgraduates involved in cognitively-demanding research activities

Disrupting and democratising higher education provision or entrenching academic elitism: towards a model of MOOCs adoption at African universities

Published ArticleChallenges of broadening access, escalating cost, maintaining desirable quality and enhancing meaningful learning experiences in African higher education (HE) have spurred debates on how to restructure higher education delivery to meet the diverse needs of heterogeneous learners and adapt pedagogical models to the educational realities of lowincome African countries. In view of these complexities, Massive Open Online Courses (MOOCs) have been advanced by Western Consortia, universities and online platform providers as panaceas for disrupting/transforming existing education models African universities. MOOCs have been touted as disruptive innovations with the potential to create new niche markets for HE courses, disrupt traditional models of instruction and content delivery and create new revenue streams for higher education. Yet academic elitism which manifests in the exclusive selection of top American universities to develop, host and deliver MOOCs, MOOC providers’ use of university brand and reputation as benchmarks for charging recruitment fees on headhunters recruiting MOOC graduates and their complex business models involving the sale of students’ big data (e.g. learning analytics) for profit seem to be inconsistent with claims about philanthropic and egalitarian drive of MOOCs. Drawing on disruptive innovation theory and a review of mainstream literature on MOOCs adoption in American and African tertiary sectors, this study argues that behind the MOOC rhetoric of disrupting and democratizing higher education lies the projection of top academic brands on the marketing pedestal, financial piggybacking on the hype and politics of academic exclusion