Pedzisai Katuli-Munyoro, University of KwaZulu-Natal, South Africa

Stephen M. Mutuli, University of KwaZulu-Natal, South Africa

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ABSTRACT

The purpose of the study is to assess paradigm shifts in society and their implications for Library and

Information Science (LIS) education and training systems in Zimbabwe. The study was informed by

the postpositivist paradigm which allows for methodological pluralism. Qualitative and quantitative

methodologies were used to inform both the research design and data collection processes. The qualitative

methodology was dominant, complemented by the quantitative. The strategy of inquiry combined case

study with survey research designs. Respondents in the five study cases were surveyed using questionnaires

and in-depth interviews. Documentary review was used to collect data on LIS curricula in Zimbabwe.

The findings of the study show that the dictum of success of the industrial era is no longer valid in the

era of knowledge. The shift of focus from capital to knowledge has created different educational needs

that require different educational systems. The study also found that although LIS scholars bemoan the

perceived decline of LIS education and argue for improvements, only superficial changes have thus far

been observed. This lack of positive development has been attributed to conservatism, inertia and the

favouring of vested interests. The study provides policy makers with evidence-based research critical for

analysis, advocacy, forecasting and strategic planning of an effective transformation of LIS education and

training in Zimbabwe. Further research needs to be done concerning the reasons why LIS faculty staff

members resist making revolutionary changes.1

Keywords: paradigm shift, Library and Information Science, education, change, competencies.

The transition from the industrial age to the knowledge economy, coupled with advanced technological

development and globalisation have revolutionised economies and labour markets, creating perpetual

demands for a combination of new skills and mindsets. This has led to a severe mismatch between university

offerings and industry needs and demands (Hensley, 2015). This disjuncture between supply and demand

has prompted industry to question the validity of the traditional mode of learning in Higher Education

(HE) and specifically their curricula offerings (Hensley, 2015; Wisbauer, 2017; Katuli-Munyoro & Mutula,

2018). Wisbauer (2017) asserts that the validity of the traditional mode of learning in HE (lecturing,

cramming, and examination) has for some time been questioned. Critics such as Evans-Greenwood,

1 Date of submission 12 May 2017

Date of review outcome 11 August 2017

Date of acceptance 10 August 2018

Kuduakwashe Christopher Muchena, Nelson Mandela University,

South Africa

Waitshega Tefo Smitta Moalisi, University of Botswana, Botswana

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ABSTRACT

Teachers exert a potent influence over the achievement of all students, more specifically, low-income

culturally diverse students in most African countries. Although recent research has confirmed that teacher

involvement is critical for promoting academic engagement of low-income and ethnically diverse students,

there has been limited research in Africa. The purpose of this article is to synthesise the literature that

examines the effect of teacher efficacy and classroom management on academic and behavioural

outcomes of students, especially from low social economic status in Africa. A meta-analysis was conducted

and reported according to the preferred reporting items for meta-analyses (PRISMA). The sample was

drawn from the database search performed between January and March 2015 on PsychINFO, Google

Scholar and Sabinet. The results of this meta-analysis support the findings of the studies that have been

done elsewhere out of Africa that suggest a significant correlation between teacher self-efficacy and

increased students’ achievement, by influencing teachers’ instructional practices, enthusiasm, commitment,

and teaching behaviour. Apart from imparting knowledge and skills, teachers’ efficacy also helps students

to define who they are and ultimately influence their motivation and performance.1

Chinaza Uleanya, University of Zululand, South Africa

Bongani Thulani Gamede, University of Zululand, South Africa

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ABSTRACT

This study explored pedagogic malpractices; its causes and effects in two selected sub-Saharan African

universities. Mixed method research design was adopted for the study. Data were collected through

the use of self-designed questionnaires for the quantitative study and interviews for the qualitative

study. Interviews were conducted with eight randomly selected educators, while questionnaires were

administered to 480 randomly selected undergraduate university students from two universities, one in

Nigeria and the other in South Africa. The quantitative data were analysed through the use of descriptive

statistics, while the qualitative data were thematically analysed. The results show that the adoption of a

teacher-centred approach by educators to teaching, poor or non-usage of appropriate teaching materials,

poor usage of the language of instruction, absenteeism and lateness of educators to class, poor studenteducator

relationship, assessment and feedback among others, are the various ways by which pedagogic

malpractices are perpetrated. In addition, poor staff remuneration, lack of instructional materials, poor

working environments, quality of educators, student-educator ratio, workload of educators, were shown

as contributing factors of pedagogic malpractices. As a result, poor academic performance, and high

drop-out rate are the effects of pedagogic malpractices. The study recommends that university education

providers in sub-Saharan Africa should provide educators with a good working environment, recruit more

staff, provide staff development opportunities and monitor teaching and learning activities.1

RJ (Nico) Botha, University of South Africa

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ABSTRACT

Student retention and throughput is a global phenomenon facing higher education that dates back to the

1960s and currently remains a critical concern worldwide. Research literature on student retention and

throughput trends at higher education institutions continuously refers to the ways in which the various

stakeholders at tertiary institutions take important decisions to ensure a better completion rate (throughput)

among postgraduate students at these institutions. In promoting further appreciation of throughput among

postgraduate students, this paper, based on an empirical study among a number of postgraduate students

at the University of Ghana, reviews some trends and possible factors that may play a role in postgraduate

student throughput at African universities in general and at this university in particular. The outcomes of this

study show that student throughput at this institution has decreased over time due to, inter alia, financial

difficulties, personal challenges and fewer opportunities for students to get study leave from employers.

The paper concludes with recommendations to improve student throughput at postgraduate level in Africa

such as academic counselling before enrolling for postgraduate studies.1

Ts’ekelo Patrick Moremoholo, Central University of Technology,

South Africa

Rudi W. de Lange, Tshwane University of Technology, South Africa

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ABSTRACT

Research has shown that decorative graphics do not contribute to learning when combined with

instructional text. Some recent studies, however, indicate that decorative anthropomorphic graphics may improve comprehension during learning tasks. This article reports on an experiment involving 151 Grade 11 learners to test the potential of anthropomorphised graphics in learning material. The aim was to determine if the anthropomorphic graphics contributed to learning and whether the learners experienced the material in a positive manner. One group received text only, another received the same text but with anthropomorphised colour graphics and a third group received the text with non-anthropomorphised monochrome graphics. The anthropomorphised group did not perform significantly better than the other groups regarding comprehension and no significant difference was found regarding the enjoyment of the material. These results differ from recent studies that suggest that anthropomorphised graphics may

contribute to learning and are enjoyed by learners. The non-significant results could be due to the differences in the experimental method of this study and those studies that reported positively on anthropomorphised graphics. Further research is required for instructional designers to understand better how learners process and respond to anthropomorphic graphics with a view on optimising its appearance in learning material.1

Rene M. Odendaal, University of South Africa, South Africa

Elize C. du Plessis, University of South Africa, South Africa

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ABSTRACT

Worldwide, but particularly in South Africa, school change and the provision of quality education for all, is

essential. Schools are required to improve continuously to keep up with global innovation and workforce

demands. To achieve this aim, the participation of different stakeholders such as school principals, school

governing bodies, teachers, parents and even learners is essential. However, this involvement is often

inadequate. In South Africa, with its restricted monetary resources, helping a school improve is a problem

of great extent. In this regard, there is another role player that can be of aid, namely the contribution of an

external school consultant, which is overlooked. as it is not a known role-player in the school improvement

context in the South African sphere. This article, informed by social change, conceptual change and general

systems theory, examines the role of external school consultants in school improvement as a beneficial role

player that can deliver a service where essential knowledge can be imparted. As Education Consultants

generally work as independent contractors, data were gathered through an internet-based inquiry,

structured around open-ended writing prompts in which participants described their role as consultants.

The sample comprised 17 credentialled international school consultants, selected by purposeful sampling

on the basis of an active homepage, where they advertised and comments of their services were visible

with data available to contact them. Findings indicated the value of a consultant’s role as a versatile

expert, an agent for school improvement and effectiveness, a professional in the service of the school

community and an ethical partner in the consultancy relationship. Subsequent recommendations are that

a professional body for school consultants be established and training be provided to school consultants

to ensure uniform competency and ethical standards to provide an ethical basis to train and perform

subsequent school improvement in schools in South Africa.1

Loïse Jeannin, Université Clermont Auvergne, France2 and University of

Johannesburg, South Africa

Philip Hallinger, Mahidol University, Thailand and University of

Johannesburg, South Africa

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ABSTRACT

Although the literature on the professional development (PD) of university lecturers is growing, few studies

have highlighted the importance of contextualising PD programmes to reflect universities’ idiosyncratic

contexts and the specific combination of national and institutional cultures impacting pedagogical

practices. In order to investigate how lecturers’ learning needs are shaped by the national and institutional

cultures of universities, this study focused on one English-speaking university in Thailand. Data come from

a focus group and interviews with 10 lecturers to understand: (i) their PD needs; and (ii) how these needs

related to the university context. We compared the findings with themes identified in the literature and

highlighted the importance of contextualising PD programmes to meet lecturers’ specific PD needs while

responding to the national and institutional cultures of the university.12

Johan Venter, University of Johannesburg, South Africa

Daniel Rodrigues van Niekerk, University of Johannesburg,

South Africa

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ABSTRACT

In South-Africa, there exists a shortage of technicians, technologists and engineers. This paper aims to

document one approach that can be followed to entice young inspiring and intelligent learners from the

secondary teaching institutions to enroll for engineering studies at a recognised university through Science,

Technology, Engineering and Mathematics (STEM) -based projects. The Technolab at the University of

Johannesburg is an entity that was started to promote the Engineering School of the University to secondary

schools. The aim is to use exciting fun technology project challenges to entice younger learners to enroll for

engineering studies at the University of Johannesburg. The technology project challenges are administered

by the Technolab at the University of Johannesburg. In this paper, three of the main Technolab projects are

discussed, including the difficulties experienced in terms of the logistics and difficulty level of the project.

The primary contribution of this paper is the model adopted to host STEM-based projects in South Africa

and the impact of this model that leads to increased participation. In 2016 and 2017 for the AfrikaBot

competition, there were 45 and 56 participants respectively and 25 and 40 successful completions

respectively. For the CO2 dragster challenge, from 2014 to 2017, the number of participants increased

from 22 to 129. For the Weather Station challenge during 2014 and 2015, there were a total of 22

participating groups and 14 successful completions.1