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This paper aims to describe how a sustainability-focused program in higher education can provide training and key experiences for implementing transdisciplinary approaches. The case is a fieldwork-based training course called the Global Field Exercise (GFE) at the Graduate Program in Sustainability Science, The University of Tokyo. The GFE is a methodological training course that emphasizes generating locally relevant research questions on sustainability.

This research is a case study regarding how a sustainability science program can offer a fieldwork-based training course that focuses on a transdisciplinary approach. Five students from diverse academic disciplines and cultural backgrounds participated in the GFE in QwaQwa where they conducted semi-structured interviews with six local entrepreneurs to identify the challenges and opportunities of entrepreneurship. The authors investigated the learning process and outcomes of the students through participatory observation in preparatory meetings, daily reflection sessions during fieldwork and a content analysis of feedback reports.

Four learning outcomes of the students were suggested: the reexamination of assumptions, managing misunderstanding and miscommunication, mutual learning and being empathic toward the local people.

This paper suggests three key opportunistic experiences for the transdisciplinary approach: discuss the normative dimension of sustainability; build intersubjectivity among team members and adopt methodological pluralism; and become empathetic to diverse stakeholder groups to facilitate the cogeneration of knowledge.

How to design training on a transdisciplinary approach in educational programs remains an area for further exploration. This study addresses this knowledge gap by establishing a link between sustainability education and sustainability in practice.

The purpose of this paper is to determine the major long‐term role that hands‐on entrepreneurship training could play in poverty alleviation and job creation in one of the poorest regions of South Africa – the Eastern Free State (EFS). This is done against a background of frequently occurring violent protests against the inadequacy of the government's hand‐out poverty alleviation strategy of social grants, free houses and free social services.

The paper uses desk research and quantitative analysis of survey data collected from the Phuthaditjhaba area of Qwaqwa in the EFS.

The poverty indicators confirm the accepted view of the Free State as one of the poorest provinces in South Africa, which makes Qwaqwa, the poorest part of the Free State, a real human plight. While government hand‐out poverty alleviation measures, with their unintended consequences of violent protests and demonstrations, may only help some of the poor in the short term, training in entrepreneurship and provision of other facilities could give poor owners of micro and small enterprises (MSEs) opportunities to grow their businesses and get themselves and other out of poverty. Furthermore, as a result of a huge communication gap, MSE operators in Phuthaditjhaba, the commercial hub of Qwaqwa, do not even know of government agencies charged with the responsible of assisting small business operators in the area. Though they lack the finance and other endowments required to grow their businesses, the experience has given MSE operators some ideas about the kind of assistance that may help in this regard and even make it possible for them to provide employment for others – finance, government support, infrastructure and premises, training, etc.

As shown by the findings of a study sponsored by the Maluti‐A‐Phofung local municipality, there is potential for growth of small businesses in many areas of the EFS economy. Training of survivalist entrepreneurs and other poor persons with potential could open their eyes to opportunities around them which they could take advantage of to improve their economic situation and that of other poor persons in the area through job creation.

In addition to highlighting the shortcomings of the current poverty alleviation strategy of the South African Government, this is the first study that brings entrepreneurship training to the fore in the fight against poverty in the EFS.

Scholarly studies on student engagement are mostly focused on the perceptions of students and academic staff of higher education institutions (HEIs) with a few studies concentrating on the perspectives of professional staff. To address this knowledge gap, this paper aims to examine how professional staff who are members of a professional community perceive their contributions to enhancing student engagement in a university.

Data for the current study were gathered using semi-structured face-to-face interviews among 41 professional staff who were purposively sampled from a public university in South Africa. The data gathered were analysed using thematic analysis that involved a process of identifying, analysing, organising, describing and reporting the themes that emerged from the data set.

An analysis of the narrative data revealed that when professional staff provide students with prompt feedback, support the development of their social and cultural capital and provide professional services in the area of teaching and learning, they foster student engagement in the university. However, the results showed that poor communication flow and delays in addressing students’ concerns could lead to student disengagement. The study further argues that through continuous interaction and shared norms and values among members of a professional community, a service culture can be developed to address possible professional knowledge and skills gaps that constrain quality service delivery.

The current paper contributes to the scholarly discourse on student engagement and professional community by showing that a service culture of engagement is developed among professional staff when they share ideas, collaborate and build competencies to enhance student engagement. Furthermore, the collaboration between professional staff and academics is important to addressing the academic issues that confront students in the university.

Seeking an answer to the question “how does organizational identity change?” we analyze the visual identity marker of universities, namely logos, as time-related artifacts embodying visual scripts. Engaging with the Stinchcombe hypothesis, we identify five processes to the creation of visual identities of organizations: In addition to (1) imprinting (enactment of the contemporary script) and (2) imprinting-cum-inertia (persistent enactment of epochal scripts), we also identify (3) renewal (enactment of an up-to-date epochal script), (4) historization (enactment of a recovered older epochal script), and (5) multiplicity (simultaneous enactment of multiple epochal scripts). We argue that these processes work together to produce contemporary heterogeneity of visualized identity narratives of universities. We illustrate this, first, with a survey of the current-day logos of 814 university emblems in 20 countries from across the world. Second, drawing on archival and interview materials, we analyze the histories of exemplar university logos to illustrate the various time-related processes. Therefore, by interjecting history – as both time and process – into the analysis of the visualization of organizational identity, we both join with the phenomenological and semiotic analysis of visual material as well as demonstrate that history is not merely a fixed factor echoing imprinting and inertia but rather also includes several forms of engagement with temporality that are less deterministic. Overall, we argue that enactment engages with perceptions of time (imaginations of the past, present, and future) and with perceptions fixed by time (epochal imprinting and inertia) to produce heterogeneity in the visualization of organizational identity.

Purpose – This chapter explores how a group of African academics at a university in South Africa experience belonging at varying levels of geographical scale. It considers how race, class and professional status intersect to influence the scholars’ experiences.

Design/Methodology/Approach – Narrative interviews were conducted with 24 individuals from nine African countries. All were current doctoral or postdoctoral fellows at the University of the Free State. The focus is decidedly qualitative in approach, with an emphasis on understanding the subjectivity of the people under study.

Findings – The interviews reveal that, while participants have struggled to forge a sense of belonging to South African society due to high levels of xenophobia and structural racism, they have found other spaces to validate their professional identities and, hence, forge a sense of belonging. These spaces include certain university departments and meeting places at the university. Importantly, these spaces have a very specific, local location, but are international in their linkages and their orientation. The professional identity of the scholars helps them overcome challenges to traditional modes of belonging based on race and class in the South African context.

Originality/Value – The findings contribute to broader discussions on the scale of migrant belongings and on the increasingly complex ways migrants relate to space and place. It also offers a new perspective on the belonging(s) of international scholars, which is largely understudied in the South African context.

Compares South Africa's dualistic economy of two economic subsystems — one is an industrialised system, the other a subsistence one. Discusses the four main population groups in the heterogeneous systems, Bantu, Whites, Coloureds and Asians, using tables to show these fully. Looks further at media and its growing availability to both White and African markets — this includes TV and radio as well as newspaper and magazines. Chronicles that, because the average African income per capita is low, owing to most Africans living in rural areas and non‐participation in a formal monetary economy, and because the average wage is also low, this does not preclude them in global terms from spending. Submits that even though Africans have low average income per capita their propensity to consume (willingness to buy) is high. Investigates African buyer behaviour and the influence the White man brought to bear following contact between the two races. Views the marketing mix and illustrates with the use of tables, different products and user profiles. Looks at promotion and its utmost importance to stimulate Africans to purchase products. Specifies the importance of distribution and price to Africans. Acknowledges that aggressive marketing to the African segment of South Africa may achieve large volume sales lowering costs — even prices may be brought within scope of households at last.

The purpose of this paper is to consider some challenges involved in delivering a programme for the education of corporate trainers in the new South African economy.

The paper reviews the way in which training in organisations has changed in the modern economy; it asks whether “training” has any academic base with knowledge components or whether it is simply a craft discipline carried out in context by experienced practitioners. It examines the particular circumstances that arise in post-Apartheid South Africa and the challenges faced where participants are widespread geographically.

The paper looks at the issues involved in module design under these circumstances and describes a study to determine the impact and value of the programme. It draws some conclusions that may assist in the design of similar programmes elsewhere.

The study is based on one university – although it is the first and only course of its type in South Africa.

This paper provides an original perspective involving information from several countries.

The purpose of this paper is to explore the integrated report (IR) of a South African public university (UFS), by comparing it with the International Integrated Reporting Council (IIRC) framework, to verify whether UFS IR matches the IIRC framework main aims, which is integrating IC and non-IC information into a single report for stakeholders.

The paper employs the case study approach, which is appropriate when a researcher needs to conduct a holistic and in-depth analysis of a complex phenomenon in its real-life context. As such, this method is particularly suitable for exploring intellectual and social capitals, which is complex and context-dependent by nature.

UFS IR includes the content elements of the IIRC framework as labels, but it does not deepen their meaning. As regards the IIRC guidelines principles, the analysis of the UFS IR shows that it does not seem to follow them. Briefly, the data do not have an outlook orientation, the information is not interconnected, the stakeholder relationships are not highlighted and the organisational ability to create value is not disclosed.

The implications based on the “bad” experience of UFS IR aims to extend the findings of the case study by shedding light on the levers and the barriers that managers have to face when implementing an IRing project in their organisations.

To the best of the knowledge the research is the first investigating the IR theme in the public sector, specifically the higher education sector, dealing with disclosing IC (and non-IC) information within a new reporting mode: the IR.

The purpose of this study is to assess the perceived satisfaction of Advanced Certificate in Teaching students and facilitators regarding online library services offered by the University of the Free State (UFS) in South Africa.

The study adopted a quantitative approach with open-ended questions that generated some qualitative data. Data has been presented using descriptive statistics in the form of tables, graphs and charts and thematic content analysis for some qualitative data.

All learners in this study were adults between 45 and 55 years of age. Of the respondents, 13% lacked online experience, while about 85% had never used online library services and 35% indicated that Google was their primary source of information. The majority of respondents indicated information literacy as a core function of the academic library. High data cost in South Africa came out as one of the major issues affecting distance learners as well as login and password frustrations. The study confirmed computer anxiety, physical discomfort, information overflow and prompt response as some of the perceived challenges and levels of satisfaction respectively of Advanced Certificate in Teaching students and facilitators regarding online library services offered by the University of the Free State (UFS) in South Africa.

The study revealed that a distance learning library policy is of the essence because it helps to put in place rules and regulations that guide the delivery of distance library services.

The offering of online and distance library services is a fairly new concept to the UFS library. This study bridges the gap between theory and practice regarding the perceived satisfaction of distance users on online library services and how to improve the current practice.