Academic literature on the topic 'Education, Higher Economic aspects South Australia'
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Journal articles on the topic "Education, Higher Economic aspects South Australia"
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Hamzah, Hamzah, Agus Yudiawan, St Umrah, and Hasbullah Hasbullah. "Islamic economic development in Indonesian Islamic higher education." International Journal of Evaluation and Research in Education (IJERE) 9, no. 1 (March 1, 2020): 77. http://dx.doi.org/10.11591/ijere.v9i1.20317.
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This study aims to explore how changes in community preferences, shari’ah economic development through the tridharma of higher education and its contribution to the development of shari’ah economics. This study was conducted at the UIN Alauddin Makassar, South Sulawesi, Indonesia. This study applied library research. Data collection techniques in this study using discourse from books, articles, magazines, journals, and web (internet). Furthermore, the data were analyzed using the Miles and Huberman model, among others, data reduction, data display and conclusion. The results show that there is a change in community preferences caused by external factors (changes in the social and economic environment) and internal factors in higher education in responding to community dynamics. Higher education can be used as a vehicle in the development of shari’ah Economy through the application of higher education tridharma. Furthermore, higher education also takes a significant role in developing scientific aspects and human resources in the field of Sharia Economics in Indonesia.
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Hardwick-Franco, Kathryn Gay. "Flexible education in Australia." Higher Education, Skills and Work-Based Learning 8, no. 3 (August 13, 2018): 259–73. http://dx.doi.org/10.1108/heswbl-02-2018-0019.
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Purpose The purpose of this paper is twofold: first, to explore the extent to which the South Australian flexible learning option (FLO) secondary school enrolment strategy supports some of the most vulnerable and disengaged students to simultaneously engage in secondary- and higher-education, skills and work-based learning; second, to explore the degree to which this FLO enrolment strategy addresses the United Nations (UN) principles of responsible management education and 17 sustainable development goals. Design/methodology/approach The approach includes a practice perspective, field-notes and documents analysis. Findings This paper finds the flexibility inherent in the FLO enrolment strategy goes some way to addressing inequity in education outcomes amongst those who traditionally disengage from education and work-based learning. Findings also highlight ways in which the FLO enrolment strategy addresses some of the UN principals and 17 goals. Research limitations/implications This paper supports the work of HESWBL by calling for future research into the long-term benefits of flexible education strategies that support HESWBL, through exploring the benefits to young people, from their perspective, with a view to providing accountability. Social implications The paper offers an example of a way a practice perspective can explore an education strategy that addresses “wicked problems” (Rittel and Webber, 1973). Currently, “wicked problems” that pervade member countries of the Organisation for Economic Co-operation and Development include intergenerational poverty, under-education and unemployment. Originality/value This paper is valuable because it explores from a practice perspective, how a secondary education enrolment strategy supports vulnerable students engage in their secondary schooling, while simultaneously supporting students achieve higher education, skills and work-based learning.
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Schaffhauser-Linzatti, Michaela Maria, and Stefan F. Ossmann. "Sustainability in higher education’s annual reports." International Journal of Sustainability in Higher Education 19, no. 2 (February 5, 2018): 233–48. http://dx.doi.org/10.1108/ijshe-05-2016-0093.
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Purpose Higher education institutions are regarded as forerunners and pioneers of sustainability. However, it is to question whether they actually fulfill their role model function. This paper aims to reveal whether selected universities in Australia and Austria meet the reporting expectations about their activities on sustainability in very heterogeneous environments. Design/methodology/approach Annual reports of selected universities in Australia and Austria are screened by the qualitative text analysis suggested by Mayring to identify their information policy on sustainability. Following the standard definitions, sustainability comprises economic, environmental and social aspects as main categories, which are supplemented further by specifically adapted eight subcategories. Findings The results reveal that the universities concentrate on economic information, preferably on accounting, whereas social aspects are of second importance. Environmental activities that essentially shape the image of sustainability for the majority of the stakeholders are mostly unattended. Research limitations/implications For further research, the authors suggest analyzing the reports of additional countries to get a bigger picture on the role of sustainability information in university reporting. Possible limitations are because of language use and time requirements, as each report must be encoded manually. Practical implications The results reveal the gaps that standard setters should fill by enforcing sustainability content in universities’ reports. Originality/value This paper is the first to analyze the annual reports of international universities in respect to sustainability. Hereby, we further fill a gap by applying a qualitative text analysis on the basis of individually derived categories to reveal the sustainability aspects more precisely.
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Buttelli, Felipe Gustavo Koch, and Clint Le Bruyns. "Education and contemporary issues in South Africa: a look from the high education crisis." Roteiro 44, no. 1 (February 19, 2019): 1–20. http://dx.doi.org/10.18593/r.v44i1.16570.
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This article has as objective to present historical aspects, as much as a brief conceptualization of the contemporary socio-economic situation of South Africa. The theoretical reflection of this article articulates the participation of both authors in the youth movement “Fees Must Fall”. Based on that, it aims to debate about the contemporary issues on the field of High Education in South Africa. Like in Brazilian reality, since 2015 there has been a rise of a students’ movement demanding free education and a decolonial reform of the higher education curriculum, as much as gender and racial justice. The “Fees Must Fall” movement lead to, but also protested against, the militarization of the campi, imprisonment of students, depredation, arson and violence from the different sides. The so called High Education crisis in South Africa has made propitious a wide debate in society, as much as it has served as model for many student’s struggles in other contexts. This article will speak from the reality of the engagement with these students to debate about the political and economic situation in South Africa and its impact in the field of high education. Methodologically, the article sets up a bibliographical debate concerning the social and economic reasons for the contemporary crisis. The conclusion of it points to a list of some of the reasons for the crisis in high education in South Africa
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Vartanyan, A. "International Student Migration: Regional Aspect." World Economy and International Relations 60, no. 2 (2016): 113–21. http://dx.doi.org/10.20542/0131-2227-2016-60-2-113-121.
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The article provides a profound analysis of the main trends of international student migration for tertiary education, discusses the key factors influencing the choice of destination for studying abroad, and reveals the regional peculiarities of instruments for student migration regulation. The first part of the paper highlights the official statistics showing that in recent decades the world witnessed the steady increase in the number of international students, concentrating mainly in the USA and the European Union. Almost 48% of all international students in the world study in the European Union. This region also shows the highest internal student mobility. Among others, such countries as Austria, Luxemburg, Switzerland, Australia and New Zealand demonstrate the biggest shares of foreign students in the total number of university students. As for donor countries, the dynamics proves the major role of the Asia region, with a half of all international students originated from it. The largest number of foreign students come from China, India and South Korea. Nonetheless, the Asia region becomes a popular destination of student mobility nowadays. The second part of the article concerns different coordination policies of tertiary migration in the regional context. Mostly in developed countries, practices of attracting foreign students to study in professional programs and degree programs with a perspective to enter a national labor market after graduation become more and more popular. Postgraduate migration remains a priority. Most countries encourage job-searching for foreign graduate students, as they are considered to have a high-skill level, international views and an opportunity to live and work in a variety of socio-cultural conditions. Further analysis refers to the main factors determining the choice of destination for foreign students, which are: geographical proximity, language skills, cultural proximity, the cost of education, and a country's reputation in the field of higher education. The paper reveals the leading role of the EU in the developed intraregional educational mobility, the regional asymmetry of migration processes in other regions of the world, and Asian countries actively promoting temporary educational and labor migration to developed countries with incentives to return to a home-country in the future. In recent years, due to positive dynamics of the return migrants number, an interest in the creation of the returnees strategy grows as well as desire of developed and developing countries to benefit most from the return migration.
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Lubbe, Ilse. "Towards a global model of accounting education – a South African case study." Journal of Accounting in Emerging Economies 10, no. 4 (September 7, 2020): 601–20. http://dx.doi.org/10.1108/jaee-01-2020-0017.
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PurposeThe purpose of this paper is to provide a contextual analysis of the professional accounting education system of South Africa (SA).Design/methodology/approachThe paper uses the Global Model of Accounting Education (Watty et al., 2012) to describe the accounting education system of SA, which is then compared with similar case studies of Australia, Japan and Sri Lanka. Information about the SA accounting education system is contextualised from multiple sources, using data triangulation.FindingsSeveral similarities between the SA accounting education system and that of Australia are found, such as the role and involvement of the professional bodies in the accreditation processes, with less similarities with that of Japan and Sri Lanka. The comparisons illuminate the economic development of each country and the level of involvement in the education programmes by the profession. Specific challenges in SA include the entrance hurdles to higher education and emphasis on an accounting degree.Practical implicationsThe application of the Global Model of Accounting Education helps to identify the similarities in the global accounting arena and illuminates the uniqueness of the SA accounting education system. This study illustrates the establishment of an accounting education system that aligns with the International Education Standards (IESs).Originality/valueThe study contributes to the discussions around challenges in accounting education, specifically those associated with accreditation and a strong controlling relationship between academe and the profession.
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Assan, Thomas E. B., Antoine Mulaba, and Mubanga Mpundu. "Higher learning institution merger and perceived conflict governance strategies." Corporate and Business Strategy Review 1, no. 2 (2020): 26–32. http://dx.doi.org/10.22495/cbsrv1i2art2.
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The Department of Higher Education and Training (DHET), along with the representative body, the Higher Education South Africa (HESA, now known as Universities South Africa), have indicated that South Africa has reached a critical juncture in the governance of higher education, a belated moment of truth – even if it’s precise nature remains to be clarified. The study examined specific variables which include the nature and scope of corporate governance, the factors which influence effective and sustainable corporate governance as well as the strategies to enhance sustainable corporate governance environment in a Merged University. A mixed method was used and data were collected using questionnaire and interview instruments. The sample was made up of 120 randomly selected staff and students. The study found that even though there were positive aspects of the current governance system, the pendulum swayed towards the majority who felt that the governance system in place was not responsive enough and does not communicate as well as embrace all stakeholders. The study showed that as the demand for higher education continues to grow and as governments acknowledge their role in promoting economic development, it becomes increasingly important to ensure higher education systems are managed in an effective way.
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Evoh, Chijioke J. "The Adoption and Sustainability of Technology-Enhanced Education in Higher Institutions of Learning in Africa." International Journal of ICT Research and Development in Africa 1, no. 3 (July 2010): 1–19. http://dx.doi.org/10.4018/jictrda.2010070101.
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This chapter explores factors that enhance and constrain the adoption and sustainability of Information and Communication Technologies in Universities and higher institutions of learning in South Africa. This study examines pedagogical, socio-economic and epistemological aspects of the paradigm shift in higher education delivery in Africa. Adopting and sustaining ICTs for educational improvement is a multifaceted process. As a dynamic process, all the vital elements of technology adoption need to be present in order to meet the goals of technology-enhanced higher education in Africa. It further argues that policy guidelines and strategic plans are essential for the successful adoption and sustainability of ICTs in higher education (HE) institutions in Africa. The chapter argues that the success of ICT-mediated higher education is not only technical but also political in nature.
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Burrows, Michael, Jerry Ford, and Verity Bottroff. "The Post School Outcomes of Young Adults with Autism Spectrum Disorder." Australasian Journal of Special Education 25, no. 1-2 (2001): 34–48. http://dx.doi.org/10.1017/s1030011200024842.
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This study presents a broad picture of the post school outcomes of 28 young adults with Autism Spectrum Disorder living in South Australia. Findings from the study suggest that the majority of the participants still have a long way to go to reach the goal of meaningful participation in the economic and social life of their local communities. Most of the young adults had limited social networks and were highly dependent on their families for tangible and emotional support. While many of the participants were regularly Involved in structured recreational and leisure activities, the majority were unemployed and still living with their families. Individuals with higher levels of cognitive functioning generally had better outcomes than those identified as functioning at a lower cognitive level. Findings are discussed in terms of implications for practice and further research.
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Scott, J. F., O. J. Cacho, and J. M. Scott. "Economic risk analysis of different livestock management systems." Animal Production Science 53, no. 8 (2013): 788. http://dx.doi.org/10.1071/an11249.
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The Cicerone farmlet experiment, conducted on the Northern Tablelands of New South Wales, Australia, explored aspects of profitability and sustainability under three different whole-farmlet management regimes. The 5-year period over which the treatments were measured occurred over a period of generally below-average rainfall, hence responses to management treatments were limited. A modelling approach was used to estimate profitability over a longer period representing the variable climate of the region. A stochastic discounted cash flow model was developed to estimate economic returns of two of the Cicerone management system treatments scaled up from the farmlet scale (53 ha) to the size of a typical commercial farm in the region (920 ha) over a 20-year period. Several scenarios were used to estimate the commercial-scale returns under different rates of pasture improvement and stocking rates. Over the long-term, Farm A was found to be more profitable but also more risky (in terms of variation around the mean of cumulative discounted cash flow) than the ‘typical’ Farm B management system. If livestock managers choose to adopt a pasture improvement strategy based on renovating pastures and increasing soil fertility, they are more likely to achieve higher net worth with more moderate rates of pasture improvement than those explored on Farm A where a high rate of pasture improvement had been implemented in order to quickly differentiate treatments.
Dissertations / Theses on the topic "Education, Higher Economic aspects South Australia"
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Philpott, Rodger Frank. "Commercializing the university: The costs and benefits of the entrepreneurial exchange of knowledge and skills." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186730.
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The emergence of the global economy has forced the Australian government to revise economic strategies and to seek institutional changes. Higher education's new roles in research and human resource development, have been manifested in university commercialization activities. Mindful that Universities are prestige rather than profit maximizers, this study applies Schumpeter's (1942) theoretical model for the survival of a firm under financial stress. The model's responses, extended to education by Leslie and Miller (1973), include new products, new markets, restructuring, increased productivity and new supply factors. University entrepreneurial activities have monetary and non-monetary impacts. The non-monetary costs and benefits of Australian university enterprise were studied by Leslie (1992) and Leslie and Harrold (1993). In this study, academics at Curtin University of Technology (Perth, Western Australia) were selected as entrepreneurial or non-entrepreneurial subjects and surveyed on the non-monetary costs and benefits of entrepreneurial activities affecting Curtin's teaching, research and public service mission. This data were analyzed and subsequently compared with data obtained by Leslie (1992). Differences in academic perceptions were found among the Curtin respondents by gender, academic status, discipline area, entrepreneurship and non-entrepreneurship, and entrepreneurial revenue importance. Using the Leslie data inter-institutional differences were examined and an order of entrepreneurial institutional types proposed, with Curtin University described as a frontier entrepreneurial university. The taxonomy of costs and benefits developed by Leslie (1992) was revised with the addition of personal social costs, stress, networking and professional development. An estimate was made of the dollar value of non-monetary items; non-monetary benefits were three times the dollar value of monetary benefits; non-monetary costs were less than half the monetary cost levels. The ratio of non-monetary costs to benefits was 1:3.5. Academics in the disciplines of engineering and science had more favorable perceptions of entrepreneurial costs and benefits than respondents in business studies. Health science respondents were described as having pessimistic perceptions. Future research may look at the levels of commercial revenue and investigate the effects of the amount of financial success or failure on the entrepreneurial efforts of academics. In university enterprise successes seem to foster success and the favorable perceptions of academics.
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Grootes, Pieter Brian. "The labour market drop-out rate : a new approach to estimating the returns to government investment in higher education : the case for marine science in South Africa." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1002684.
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The private and social returns to education literature share the same conclusion: that education is beneficial for both the individual and society. However, the theoretical underpinnings are flawed as the literature does not account for the main feature that leads to the acquisition of education: the private demand for education. An understanding of the factors that motivate the individual to invest in education would lead to a deeper insight as to why both private and social returns to education exist, and would provide a clearer framework on which to base the government funding of education. This thesis provides a first attempt at filling this gap by introducing a method of estimating the returns to government investment in education, which is labelled the ‘labour market drop-out rate approach’. The approach focuses on the social return to education, not in terms of graduate earnings, but in terms of the interaction of the graduate with the economy. The approach introduces a measure of expertise utilisation, based on the premise that there is no social return to an individual acquiring education if he or she does not utilise the acquired knowledge base on entering the labour market. The approach is tested using the labour market for marine scientists in South Africa as a case study. In this case the private demand for education is found to be heavily influenced by the provision of student bursaries from the National Research Foundation, with a resulting estimate of the social return to a degree in marine science being a mere 20% to 25%. Owing to this, a new approach to government investment in marine science is introduced, that of graduate contribution schemes. Of broader significance is the ease of application of this approach, it may be adopted to analyse any funding programme in which a government may decide to invest. As such, the labour market drop-out rate provides an extension to the returns to education literature through its theoretical dealings of the private demand for education, as well as a practical tool which government agencies can use to evaluate the efficacy of any government funding of education.
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Phiri, Kennedy. "The contribution of skilled immigrants to the South African economy since 1994 : a case study of health and higher education sectors." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/8497.
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Thesis (MDF)--University of Stellenbosch, 2010.For many years, people have migrated to other parts of their countries or across national borders. The reasons for the phenomenon of migration are many. People tend to migrate from poorer regions or countries to those that are comparatively better than their places of origin. Migration affects both host and destination countries in many ways. While there is evidence to support positive effects from migrations, mostly in developed countries, there is ongoing debate in most developing countries as to the effect of this phenomenon of migration. Immigrants are often associated with negative effects in destination countries. The purpose of this research is to determine the contribution of skilled professional immigrants to the South African economy. This report will narrow its focus to a case study of the contribution of skilled professionals in the health and higher education sectors but will also take a cursory look at the broad effects of other immigrant categories in South Africa. This research report focused on selected sectors of the South African economy since 1994 and found enough evidence to conclude that immigrants contribute positively to the South African economy. This is contrary to commonly held assumptions that foreign immigrants negatively affect the South African economy. However, this research only focused on the higher education and health sectors. A broader understanding of the effects of immigrants on the South Africa economy therefore requires further investigation.
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Cuthbert, Carol. "Schooling and institution quality linked to earnings in the Eastern Cape." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/62166.
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Return to investment for tertiary education is not equal for all. Human Capital Theory imposes a linear pathway between education and earnings, that fails to recognise other sources of capital, ignores social returns and does not explain why socio-economic variables influence employability and earnings. Those returns, rather than simply incrementally delivering returns for additional years of education, are however heterogeneous across students, with field of study, gender and population group influencing earnings; and schooling type and university attended filtering whether one finds a job. This study utilises data from Rhodes University and the University of Fort Hare, illustrating the extreme positions within the South African education landscape, employing a Heckman selection to predict the returns on education. The regression is found to be partially successful in predicting a graduate’s ability to find a job, in the first instance, and thereafter their returns. It is crucial to analyse the heterogeneity of socio-economic parameters to understand aspects of the economy, and develop education policies to take advantage of this understanding, especially against the backdrop of the student protests being experienced in the country and the funding models proposed. Access to tertiary education, through policy inducement, such as the recent increase of the grant limit from R122 000 to R350 000, requires disaggregated returns to education to be investigated.
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Waghid, Zayd. "Investigating intersections between the further education and training economics curriculum and growth and development frameworks – implications for teaching and learning." Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71877.
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Thesis (MEd)--Stellenbosch University, 2012.Includes bibliography
ENGLISH ABSTRACT: In this thesis I investigate whether the South African government’s Growth and Development Frameworks (GDFs) are aligned with the learning outcomes of the Further Education and Training (FET) Economics curriculum as presented through the National Curriculum Statement (NCS). Central to the GDFs is the cultivation of social justice, more specifically the eradication of inequalities and the establishment of employment opportunities for all the country’s citizens. Also, the government hopes to achieve social justice through the cultivation of democratic relations amongst people that will hopefully contribute towards economic development in society, more specifically local economic development (LED). Similarly, the four learning outcomes, namely macroeconomics, microeconomics, economic pursuit and contemporary economic issues, emphasise the importance of people contributing towards social justice in their communities. The learning outcomes hope to achieve this by inculcating in learners an affinity for democratic action and the acquisition of economics skills, values, knowledge and attitudes that can engender LED. Consequently, the learning outcomes can be said to be aligned with the GDFs on the basis that the common theme that seems to drive both aspects is social justice through democratic action and economic development. Finally, the alignment between the GDFs and learning outcomes has the effect that teaching and learning will and should be more deliberative, engaging and ‘free’ – a matter of people exercising their capabilities towards the attainment of human freedoms such as equality, solidarity and the exercise of their rights.
AFRIKAANSE OPSOMMING: In hierdie tesis ondersoek ek of daar ‘n verbintenis is tussen die Suid-Afrikaanse regering se Groei en Ontwikkelingsraamwerke (GOR’e) en die leeruitkomste van die Verdere Onderwys en Opleiding (VOO) Ekonomie-kurrikulum soos wat dit in die Nationale Kurrikulumverklaring (NKV) voorgestel word. Sentraal tot die GOR’e is die kultivering van sosiale geregtigheid, meer spesifiek die verwydering van ongelykhede en die skepping van werksgeleenthede vir alle landsburgers. Die regering beoog juis om sosiale geregtigheid te verwesenlik deur die kultivering van demokratiese verhoudinge tussen mense wat hopelik ‘n bydrae kan lewer tot ekonomiese onwikkeling in die samelewing, veral plaaslike ekonomiese onwikkeling (PEO). Terselfdertyd word daar deur die vier leeruitkomstes, naamlik makroekonomie, mikroekonomie, ekonomiese vooruitgang en huidige ekonomiese aangeleenthede, die belangrikheid van mense se bydraes tot sosiale geregtigheid in hulle gemeenskappe beklemtoon. Die leeruitkomstes hoop om laasgenoemde te bereik deurdat in leerders ‘n aangetrokkenheid tot demokratiese aksie en Ekonomie-vaardighede, -waardes, -kennis en -houdings gekweek word wat PEO kan bevorder. Gevolglik kan voorgehou word dat die leeruitkomste met die GOR’e vereenselwig kan word op grond van die gemeenskaplike tema van sosiale geregtigheid deur demokratiese aksie en ekonomiese ontwikkeling wat blykbaar beide aspekte dryf. Laastens, die verwantskap tussen die GOR’e en leeruitkomste het die effek dat onderrig en leer meer beraadslagend, interkatief en ‘vry’ behoort te wees – ‘n geval van mense wat hulle vaardighede uitoefen om menslike vryhede soos gelykheid, solidariteit en die uitoefening van hulle regte te bekom.
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De, Abreu J. M. G. "A conceptual model for commercialisation at an academic institution." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50241.
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Thesis (MBA)--Stellenbosch University, 2005.ENGLISH ABSTRACT: Constant and aggressive change is a characteristic that has shaped our present day life and occurs at all levels of society. In a new South Africa, an entrepreneurial approach has become a means of survival. Modern day South Africans have been compelled to adopt an innovative and entrepreneurial mindset in order to function optimally. For the higher education sector, this has meant the commercialisation of many aspects of their operations due to yearly cuts in subsidy allocations. Stellenbosch University is not exempt from this and is also affected by these cuts. The goal of this study is therefore to provide an internationally researched conceptual model and process for commercialising academic research at Stellenbosch University. This will require the adoption of an entrepreneurial mindset which views research differently from its traditional mode. By moving away from an academic view of research, new partnerships, opportunities and outcomes become possible, from which new revenue avenues could be opened. The question arises as to what technological innovations are likely to result in commercial success and what route should a university then take to successfully commercialise their research findings? Finding practical answers to these questions could provide a platform from which a university can make accurate and timely decisions with regards to the commercialisation of its academic research. Accurate decision-making is therefore an essential tool in the management of this process. Commercialisation is not viable without first creating an innovative mindset and platform. These cannot be created without first understanding the concept of newness. Consistent newness requires continuous innovation, from which academic entrepreneurship then stems. The successful commercialisation of this entrepreneurship can then be understood by considering the various concepts and basic components involved in commercialisation. A broad look at literature provided the basis for this platform from which a model could then be constructed. In constructing the model, the key components were first identified. Secondly, a brief look at four different commercialsiation models provided an overview of the thought pattems involved in such a process. The synthesis of these components and models culminated in a conceptual model for commercialisation within the Stellenbosch University environment. This model included the tangible and intangible side of commercialisation, incorporating organisational mindset, attitudes and culture.
AFRIKAANSE OPSOMMING: Konstante en omvattende verandering is 'n kenmerk van die eietydse samelewing en raak alle sosiale vlakke. 'n Entrepreneuriese benadering het in die nuwe Suid-Afrika 'n middel tot oorlewing geword. Eietydse Suid-Afrikaners word genoodsaak om innoverend en ondernemend te wees ten einde optimaal te kan funksioneer. Dit impliseer dat tersiere instellings byvoorbeeld baie van hul bedrywighede moet kommersialiseer, weens toenemende besnoeiings in subsidiering. Die Universiteit van Stellenbosch word insgelyks deur hierdie besnoeiings geraak. Die doel van hierdie studie is die ontwerp van 'n konsepsuele model en proses vir kommersialisering van akademiese navorsing vir die Universiteit van Stellenbosch, gebaseer op internasionale navorsing. Dit vereis 'n entrepreneuriese denkwyse wat navorsing anders benader as in die verlede. Deur weg te beweeg van 'n suiwer akademiese siening van navorsing, word nuwe vennootskappe, geleenthede en uitkomste moontlik, en skep sodoende ook nuwe bronne van inkomste. Tegniese innoverings wat prakties en uitvoerbaar is kan moontlik as platform dien vir hierdie kommersialisering. Dit veronderstel toepaslike besluitneming as noodsaaklike middel in die bestuur van die proses. 'n Nadere deurskouing van konsepte onderliggend aan suksesvolle kommersialisering van entrepreneurskap, tesame met 'n bree oorsig van navorsing in hierdie verband, het die basis gevorm vir die ontwerp van 'n model. Kernkomponente is eerstens identifiseer. Bestaande modelle het tweedens 'n oorsig van denkpatrone oor die ontwerp van so 'n proses gebied. 'n Sintese van hierdie komponente en modelle het kulmineer in 'n konsepsuele model vir kommersialisering binne die Universiteit van Stellenbosch omgewing. Hierdie model sluit die praktiese deel van kommersialisering, sowel as die ontasbare deel, naamlik organisatoriese denkwyses, houdings en kultuur in.
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Nana, Vitesh. "An investigation into the claim that free fee higher education in South Africa would be regressive." Thesis, 2017. https://hdl.handle.net/10539/24403.
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Thesis (M.Com. (Development Theory and Policy))--University of the Witwatersrand, Faculty of Commerce, Law and Management, School of Economic and Business Sciences, 2017The South African higher education student protests which began in October 2015 have culminated in the student body voicing increased demands for the implementation of free fee higher education. Key policy stakeholders and commentators have been critical of this demand stating that such a policy would be regressive and ‘destructive’ due to the fact that the rich dominate the student cohort, the net result of which would be the poor funding the higher education of the rich. There is a continued emphasis on the private benefits that higher education provides graduates, therbey necessitating tuition fees. This paper has shown that these arguments, dating back to the 1970s, have weak theoretical foundations. The view that the rich dominate the student cohort is questioned with the finding that only 18% of the households containing students are classified as rich. As the rich provide 97% of personal income tax revenue and 76% of value added tax revenue it would be difficult for the poor to fund the rich. The states ‘chronic underfunding’ of the higher education system comes amid ‘budgetary pressures’ highlighting the continued adherence of the state to fiscal austerity measures. These austerity measures have increasingly shifted the financial burden of higher education onto students. A financial burden that 80% of households are deemed to require financial assistance to meet. In reducing state funding to the higher education system, in real terms, the private benefits of higher education are used to lure students into paying ever increasing tuition fees, even taking on debt in order to do so.
GR2018
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Case, Jennifer M., Delia Marshal, Sioux McKenna, and Disaapele Mogashana. "Going to university: the Influence of higher education on the lives of young South Africans." 2018. http://hdl.handle.net/10962/61134.
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Molokwane, Masibane John. "Free higher education policy network viewed through power, cooperation and conflict in South Africa." Thesis, 2019. https://hdl.handle.net/10539/28637.
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Thesis submitted to the Faculty of Commerce Law, and Management, School of Governance, University of Witwatersrand, in partial fulfilment of the requirements for the degree Master of Management in Public Policy (MMPP), Johannesburg, South Africa 2019The notion of policy networks is an integral instrument of policy-making in democratic states. Significant policy challenges are deemed often too complex to be dealt with only through traditional hierarchal government structures. The notion of policy networks is used to analyse and evaluate policy processes and their outcomes. The knowledge gap that the study is dealing with is on the role and effects the interplay of power, cooperation and conflict has in the policy networks and the policy-making process. The aim of this study was to explore the interplay between power, conflict and cooperation in the free higher education policy network in South Africa. A dialectical approach to analysis of policy networks was applied to inform the conceptual frame used in the study. The methodology followed the interpretivist-constructivist paradigm, which then informed the use of qualitative methods in the study. A snowballing sampling approach was employed to identify the study participants. The study analysed the results by using a thematic analysis approach. Findings in the study confirmed that free higher education policy-making was happening through a complex policy network. This free higher education network was characterised by a dominance of power, along with high levels of conflict and cooperation among actors who tended to share the same interests. The presence of power, conflict and cooperation had an influence on the network’s structure, interactions, context and the policy outcome. The influence of power, conflict and cooperation demonstrated that there is an iterative and dialectical relationship between network structure, interactions, context and policy outcome.
XL2019
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Dlamini, Winnie. "Determining procurement best practices in South African comprehensive universities." Diss., 2016. http://hdl.handle.net/10500/20029.
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The procurement function accounts for the largest total amount of organisational expenditure. This fact notwithstanding, the function is still referred to as non-strategic and is often subordinate to finance in the public or service sectors, and is therefore considered as a non-value-adding task in some organisations. Despite the fact that renowned scholars have revealed that organisations may eliminate waste, realise more prospects and cut costs if they implement procurement best practices. It is reported that few organisations have adopted procurement best practices, especially in the public sector. In South Africa, public universities face numerous procurement challenges, such as procurement irregularities and wasteful expenditure of resources and money. Corruption and maladministration in the procurement system have been noticed, which involves among others, the payment of suppliers, owned or co-owned by university employees who have failed to declare their interest when providing services to the university. This study determines whether South African comprehensive universities conduct procurement according to the best practices. In order to investigate the problem, an exploratory study was carried out in two phases. The first phase comprised the literature study, while the second phase entailed an empirical study. Face-to-face interviews were conducted using open-ended questions. The findings of the study revealed that that some participating South African comprehensive universities do not conduct their procurement according to procurement best practices and consequently do not contribute sufficiently to the university’s overall objectives for competitive advantage and sustainability. While others displayed elementary initiatives in the adoption of procurement best practices, some universities had developed turnaround strategies for implementing procurement best practices. The slow progression can be attributed to the rigid, cumbersome and unclear public procurement policies that govern procurement in South Africa. So, comprehensive universities face diverse challenges in the adoption of procurement best practices. A framework for implementing procurement best practices in South African Comprehensive universities was developed.Business Management
M. Com. (Business Management)
Books on the topic "Education, Higher Economic aspects South Australia"
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Henry, Miller. The management of change in universities: Universities, state, and economy in Australia, Canada, and the United Kingdom. Buckingham: Society for Research into Higher Education & Open University Press, 1995.
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Council, South Carolina General Assembly Legislative Audit. Report to the General Assembly: A review of the higher education performance funding process. Columbia, S.C: Legislative Audit Council, 2001.
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Council, South Carolina General Assembly Legislative Audit. Report to the General Assembly: A limited-scope review of the South Carolina State Department of Education. Columbia, SC: The Council, 1996.
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Council, South Carolina General Assembly Legislative Audit. Report to the General Assembly: A management and performance review of the South Carolina Jobs-Economic Development Authority. [Columbia, S.C.] (620 Bankers Trust Tower, Columbia 29201): The Council, 1995.
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South Carolina. General Assembly. Legislative Audit Council. Report to the General Assembly: Education and safety issues at the South Carolina School for the Deaf and the Blind. Columbia, S.C: Legislative Audit Council, 2003.
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South Carolina. General Assembly. Legislative Audit Council. Report to the General Assembly: A review of South Carolina school bus operations. Columbia, SC: South Carolina Legislative Audit Council, 2001.
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South Carolina. General Assembly. Legislative Audit Council. Report to the General Assembly: A review of the South Carolina Insurance Reserve Fund. Columbia, S.C: The Council, 1995.
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South Carolina. General Assembly. Legislative Audit Council. Report to the General Assembly: Cost savings strategies for the South Carolina Medicaid program. Columbia, S.C: Legislative Audit Council, 2001.
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South Carolina. General Assembly. Legislative Audit Council. Report to the General Assembly: A review of the South Carolina Department of Mental Health. Columbia, S.C: The Council, 1996.
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South Carolina. General Assembly. Legislative Audit Council. Report to the General Assembly: Options for Medicaid cost containment. Columbia, S.C: South Carolina Legislative Audit Council, 2003.
Find full textBook chapters on the topic "Education, Higher Economic aspects South Australia"
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Evoh, Chijioke J. "The Adoption and Sustainability of Technology-Enhanced Education in Higher Institutions of Learning in Africa." In Technology, Sustainability, and Rural Development in Africa, 168–87. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3607-1.ch012.
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This chapter explores factors that enhance and constrain the adoption and sustainability of Information and Communication Technologies in Universities and higher institutions of learning in South Africa. This study examines pedagogical, socio-economic and epistemological aspects of the paradigm shift in higher education delivery in Africa. Adopting and sustaining ICTs for educational improvement is a multifaceted process. As a dynamic process, all the vital elements of technology adoption need to be present in order to meet the goals of technology-enhanced higher education in Africa. It further argues that policy guidelines and strategic plans are essential for the successful adoption and sustainability of ICTs in higher education (HE) institutions in Africa. The chapter argues that the success of ICT-mediated higher education is not only technical but also political in nature.
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Evoh, Chijioke J. "The Adoption and Sustainability of Technology-Enhanced Education in Higher Institutions of Learning in Africa." In Adaptation, Resistance and Access to Instructional Technologies, 19–39. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61692-854-4.ch002.
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This chapter explores factors that enhance and constrain the adoption and sustainability of Information and Communication Technologies in Universities and higher institutions of learning in South Africa. This study examines pedagogical, socio-economic and epistemological aspects of the paradigm shift in higher education delivery in Africa. Adopting and sustaining ICTs for educational improvement is a multifaceted process. As a dynamic process, all the vital elements of technology adoption need to be present in order to meet the goals of technology-enhanced higher education in Africa. It further argues that policy guidelines and strategic plans are essential for the successful adoption and sustainability of ICTs in higher education (HE) institutions in Africa. The chapter argues that the success of ICT-mediated higher education is not only technical but also political in nature.
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Strang, Kenneth David. "Balanced Assessment of Flexible e-Learning versus Face-to-Face Campus Delivery Courses at an Australian University." In Cases on Technological Adaptability and Transnational Learning, 42–68. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-779-4.ch003.
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This case study reminded researchers of the value in using formal methodologies to gain an objective balanced perspective of actual practice. By using models and survey instruments that gathered objective input from key stakeholders in the higher education market, several of the true underlying factors were revealed. The key instrument used in the case study allowed us to objectively measure if flexible e-learning was at least as effective as campus delivery mode. More so, the assessment was not just performance and not just student satisfaction – instead the outcomes assessed included six factors that were linked to Australian university accreditation: Industry focus, resources/content materials, critical thinking activities, teaching quality, student satisfaction, and student performance (including completion). One of the most interesting aspects of the case study was that we are seeing history in the making to some degree in that as a result of the 2008 global economic crises, the international student market is changing which will force universities to change what and how they offer higher education in the future. More countries (and their populations) in the world are seeking a credible university higher education and they do not always want to travel to holiday destinations to obtain that… the world economic model is changing, continuing to increase the demand for education, yet changing how that product/service must be delivered. Successful higher education institutions around the world are already showing the followers how to do that. This case study provides some ideas and benchmarks for becoming more competitive in higher education, and while the model was developed and used in Australia, likely it can be applied elsewhere since the majority of students feeding into this model and research were international.
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Galpin, Vashti. "Women in Technology in Sub-Saharan Africa." In Global Information Technologies, 1681–88. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-939-7.ch122.
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International research has shown that in most countries, there are few women studying towards information technology (IT) careers (Galpin, 2002), and there is much research, particularly in the United States (U.S.), United Kingdom (UK) and Australia into why this is the case (Gürer & Camp, 2002). This article considers the situation in sub-Saharan Africa and focuses on women’s involvement in the generation and creation of information and communication technologies (ICTs) in sub-Saharan Africa, as opposed to ICT use in sub-Saharan Africa, which is considered elsewhere in this volume. There are a number of aspects to the generation and creation of ICTs: how women are involved in this process as IT professionals and how they are educated for these careers, as well how technology can be used appropriately within the specific conditions of sub-Saharan Africa. ICTs will be considered in the broadest sense of the word, covering all electronic technologies, from computers and networking to radio and television. Women’s participation is important: The World Summit on the Information Society (WSIS) Gender Caucus (www.genderwsis.org) has identified women’s involvement in the design and development of technology as well as technology management policy, as key principles for the information society. Marcelle (2001) emphasizes the necessity for African women to become involved in technological and scientific areas, including “computer science, software engineering, network design, network management and related disciplines” (Marcelle, 2001, para. 15) to create an information society appropriate for African women. The diversity of those involved in design leads to higher-quality and more appropriate technological solutions (Borg, 2002; Lazowska, 2002). Background Sub-Saharan Africa has a population of 641 million, young (almost half under 15) and rural (35% urban). Significant problems are undernourishment, poverty and HIV/AIDS (United Nations Development Programme (UNDP), 2004). All the countries in sub-Saharan Africa are classified as developing countries. Some countries are relatively wealthy, such as Mauritius, South Africa, and Nigeria, but have large wealth disparities within their populations. Women in sub-Saharan Africa are expected to focus on the home, they have less access to education and health, and their contribution to family and community is not valued (Huyer, 1997).
Conference papers on the topic "Education, Higher Economic aspects South Australia"
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Luwes, Nicolaas, Lawrence Meda, and James Swart. "Academic and Student Perceptions on the Intergation of HIV and AIDS education in an Electrical Engineering Curriculum at a South African University of Technology." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2618.
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South Africa has the largest number of people living with HIV and AIDS in the world. A concerted effort is needed to address this epidemic, lest a socio-economic crisis may cripple the country. Education may be the most powerful weapon in this regard, with universities playing a critical role in addressing this concern. In 2015, a funding program was initiated by Universities South Africa to facilitate this integration. Subsequently, the Department of Electrical, Electronic and Computer Engineering at a South African University of Technology set out to re-design their curricula to include vital aspects relating to HIV and AIDS. A responsive driven curriculum design was adopted whereby the perceptions and expectations of facilitators and students in this department towards HIV and AIDS education were sought. An online open-ended questionnaire was used to gather both qualitative and quantitative results. This paper presents the initial findings of this study. A key recommendation of this study is to develop a digital online module addressing advanced HIV and AIDS education with special focu on its application in the workplace.