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Article
Publication date: 6 February 2017

Brenda Scholtz, Andre P. Calitz and Thabo Tlebere

The purpose of this paper is to investigate the uses and gratifications (U&G) theory for evaluating social media usage in higher education. The paper reports on a social…

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Abstract

Purpose

The purpose of this paper is to investigate the uses and gratifications (U&G) theory for evaluating social media usage in higher education. The paper reports on a social media awareness campaign which was designed and implemented in a higher education context as extra-curricular content.

Design/methodology/approach

A case study research approach was used and the theoretical model was adopted in a South African higher education institution where a social media campaign was conducted to improve environmental awareness. The activities of the environmental awareness campaign were conducted using popular social media such as Facebook and YouTube. The U&G theory was used to evaluate social media usage before and after the campaign. Three gratifications (or factors) of the U&G were used, namely coordination, immediate access and social presence.

Findings

The findings revealed an increase in environmental knowledge during the campaign and a positive correlation was found between activity on the social media campaign and environmental knowledge. However, the ratings for the U&G gratifications were lower in the post-test evaluation than in the pre-test evaluation for all three factors. This low rating could indicate that the use of social media for these gratifications and the acceptance of social media used for extra-curricular educational purposes are low. Through qualitative feedback three other factors that influenced the usage and acceptance of the campaign social media were identified, namely: time, attitude and a fast internet connection.

Research limitations/implications

One limitation of the study was the relatively small sample size of 72 students in one higher education institution.

Practical implications

The findings of the study still provide deeper insight into students’ usage of social media for extra-curricular education and the theoretical model can be used in other studies on social media usage.

Originality/value

Whilst several studies have investigated social media use for learning, there is limited research which explores the usage and acceptance of social media for extra-curricular knowledge.

Details

Journal of Applied Research in Higher Education, vol. 9 no. 1
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 9 January 2018

Brenda Scholtz, Andre Calitz and Ross Haupt

Higher education institutions (HEIs) face a number of challenges in effectively managing and reporting on sustainability information, such as siloes of data and a limited…

1886

Abstract

Purpose

Higher education institutions (HEIs) face a number of challenges in effectively managing and reporting on sustainability information, such as siloes of data and a limited distribution of information. Business intelligence (BI) can assist in addressing the challenges faced by organisations. The purpose of this study was to propose a BI framework for strategic sustainability information management (the Sustainable BI Framework) that can be used in HEIs.

Design/methodology/approach

The research applied the design science research methodology whilst using a South African HEI as a case study. The problems with sustainability information management were identified, and a theoretical framework was proposed. In addition, a practical BI software tool was developed as proof of concept to address these problems and to assist with the management of strategic sustainability information in an HEI.

Findings

The proposed sustainability BI tool was evaluated through heuristic and usability evaluations with senior management. The results indicated that the usability of the BI tool was positively rated and that the framework can assist in overcoming the constraints that HEIs face in effectively managing sustainability information.

Research limitations/implications

The research was limited to a single case. However, the theoretical framework was derived from and expanded on existing stakeholder theory, sustainability reporting theory and literature on BI dashboard development. The framework was implemented successfully in the Sustainable BI Tool prototype at the case study, and the results reveal in-depth information regarding information management for sustainability reporting in higher education.

Practical implications

The Sustainable BI Tool is a solution that integrates data from multiple areas of sustainability and provides a single integrated view of the information to stakeholders. The information is provided through performance dashboards, which provide predictive capabilities to enable management to report on sustainability and determine if the institution is meeting its strategic goals. The lessons learnt can also assist other HEIs considering implementing BI for sustainability reporting.

Social implications

Improved sustainability reporting for HEIs provided by the BI framework can improve the environmental and social impact of the educational community.

Originality/value

This study provides the most comprehensive framework for guiding the design of a BI tool to assist in effectively managing sustainability information in HEIs.

Details

International Journal of Sustainability in Higher Education, vol. 19 no. 2
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 11 November 2014

Brenda Scholtz and Mando Kapeso

The purpose of this paper is to investigate the factors of m-learning approaches which can be used for enterprise resource planning (ERP) system training and to propose a…

1229

Abstract

Purpose

The purpose of this paper is to investigate the factors of m-learning approaches which can be used for enterprise resource planning (ERP) system training and to propose a theoretical framework for m-learning of ERP systems.

Design/methodology/approach

A literature review of several theories relating to success factors for mobile learning (m-learning) and electronic learning (e-learning) are analysed and a theoretical framework of success factors for m-learning of ERP systems is proposed. Two field studies are undertaken to identify the features of e-learning and m-learning systems which users enjoyed and which related to the factors identified in the theoretical framework. The technology acceptance model (TAM) was used to evaluate the acceptance, usefulness and perceived ease of use (PEOU) of the two systems evaluated in the field study, the openSAP e-learning application and the SAP Learn Now m-learning application.

Findings

The results confirmed several of the theoretical elements identified in the framework and the m-learning system was rated positively for PEOU and perceived usefulness (PU). The findings confirmed other studies showing the importance of the quality of course content in e-learning and m-learning projects.

Research limitations/implications

The empirical study was limited to a small number of participants in higher education. However, a deeper understanding of the factors influencing m-learning for ERP systems was obtained.

Practical implications

The study provides a valuable practical contribution because the framework can be used in the improved design of an ERP m-learning approach, which in turn can lead to an improvement in ERP training and education programmes and ultimately ERP project success.

Originality/value

Several studies propose the use of m-learning systems. However, research related to the factors impacting on m-learning projects for ERP system training is limited. The paper presents original work and the results provide a valuable contribution to several theories of m-learning.

Details

Interactive Technology and Smart Education, vol. 11 no. 4
Type: Research Article
ISSN: 1741-5659

Keywords

Content available
Article
Publication date: 20 December 2018

Ralf Isenmann, Remmer Sassen and Walter Leal-Filho

396

Abstract

Details

International Journal of Sustainability in Higher Education, vol. 19 no. 7
Type: Research Article
ISSN: 1467-6370

Open Access
Article
Publication date: 8 September 2022

Caren Brenda Scheepers and Rebone Mahlangu

This study explored the motives, relationship dynamics and outcomes of male executives in mentoring Black African women within the context of South Africa. The authors…

Abstract

Purpose

This study explored the motives, relationship dynamics and outcomes of male executives in mentoring Black African women within the context of South Africa. The authors investigated the experiences of White, Black African, coloured, and Indian male mentors conducting cross-gender and cross-race mentoring in South Africa.

Design/methodology/approach

A qualitative study was conducted with 21 male executives within South Africa's male-dominated financial services industry. Data were collected via semi-structured, one-on-one virtual video interviews. The study endeavoured to deeper understand the mentors' experiences during their interactions with the intersecting marginalised identities of Black African women as protégés.

Findings

The authors found that the mentoring relationship is central to mentoring Black African women. This relationship is often influenced by the mentors' parental approach to mentoring, with resultant negative consequences, including the protégé not taking accountability for driving the relationship. Mentors' stereotypical expectations of women as homemakers and carers also influenced mentoring experiences. Mentors' motives included growing next generation leaders, which led to mentors' job satisfaction.

Originality/value

This study contributes an account of male executives' motivations for mentoring Black African women, the relationship dynamics as well as negative mentoring experiences, and the mentoring outcomes for protégés and mentors. Intersectionality theory was used to highlight the mentors' lack of insight into the intersecting marginalised identities of Black African women in the unique South African context, where inequalities in terms of class, race, and gender are amplified.

Details

Equality, Diversity and Inclusion: An International Journal, vol. 41 no. 9
Type: Research Article
ISSN: 2040-7149

Keywords

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