Survey of LAN infrastructure and ICT equipment in schools 2005: main report

Nationally representative technical audit of school infrastructure - full repor

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 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

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

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

Le discours préfaciel : instance de légitimation littéraire

Les stratégies et les procédures de reconnaissance sont multiples dans le champ littéraire et le discours préfaciel représente une institution singulière. À travers un corpus fort représentatif - plus de quatre-vingt-dix préfaces -, l'auteur étudie cette forme de validation de l'oeuvre littéraire. Le processus de légitimation est lié à la légitimité du préfacier. Par ailleurs, l'écrivain établit un pacte avec ce dernier. Même la forme du discours préfaciel est révélatrice. Deux critères de légitimation sont à l'uvre dans le discours préfaciel : le référent situationnel et le référent intertextuel. Le corpus permet d'illustrer les multiples possibilités de ce double référent selon les projets des divers préfaciers, en regard de l'auteur et en regard des lecteurs.Among strategies and procedures of recognition in the domain of literature, prefatory discourse represents a singular institution. Through reference to an extensive corpus of more than 90 prefaces, the author examines this mode of validating literary works. On the one hand, the process of legitimation depends on the legitimacy of the preface writer himself. On the other, the author enters into a pact with him. Even the form of prefatory discourse is revealing. Two criteria of legitimation are at work here: the situational and the intertextual referent. Through its use of the corpus, the article illustrates the multiple possibilities this double referent affords with regard to the author of the work and with regard to its readers, given the preface writers' particular projects

Call for Submissions - Special Issue July 2019: The Role of Technology and Innovation in Patient Experience

Patient Experience Journal (PXJ) is excited to announce the call for submissions for its July 2019 special issue on the topic of the role of technology in patient & family experience. A focus on technology and innovation will be essential in healthcare experience, requiring new ways of thinking and doing and the technologies and tools to ensure efficiencies, expand capacities and extend boundaries of care. This special issue is open to all authors conducting cutting-edge research, implementing innovative practices or with powerful experiences to share around efforts in either creating or implementing technology focused on positively impacting the patient experience and/or expanding efforts through innovative practices and processes that push at the conventional wisdom of approaching patient experience efforts. The issue will look for pieces that address evidence-based efforts at improvement, practices that have impact on outcomes or stories that reflect the true meaning and opportunity in bringing technology and innovation to patient & family experience. It will provide an opportunity to highlight accomplishments, reveal new findings and contribute to the literature aimed at improving results. The issue will be guest edited by Timothy R. Huerta, PhD and Cindy Sieck, PhD, MPH from The Ohio State University

Call for Submissions. Special Issue – July 2018: Patient & Family Experience in Children’s Hospitals and Pediatric Care

Patient Experience Journal (PXJ) is excited to announce a call for submission for its special issue scheduled for July 2018 on the topic of patient & family experience in children’s hospitals and pediatric care. This special issue is open to all authors conducting cutting-edge research, implementing innovative practices or with powerful experiences to share around efforts in either children’s hospitals or pediatric care. It is encouraged that articles submitted deal directly with efforts in those care settings. The issue will look for pieces that address evidence-based efforts at improvement, practices that have impact on outcomes or stories that reflect the true meaning and opportunity in a positive patient & family experience in pediatrics. It will provide an opportunity to highlight accomplishments, reveal new findings and contribute to the literature aimed at improving results. The deadline for submissions for this special issue is March 1, 2018. You can begin the submission process here: http://bit.ly/PXJ_Submit