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Article
Publication date: 28 March 2019

Zayd Waghid

The purpose of this paper is to examine the business education curricula in South Africa in relation to social entrepreneurship and to ascertain pre-service teachers 

Abstract

Purpose

The purpose of this paper is to examine the business education curricula in South Africa in relation to social entrepreneurship and to ascertain pre-service teachers’ perspectives of the reasons for social entrepreneurship not being included in these curricula as observed in classroom teaching practices.

Design/methodology/approach

Through interpretivist inquiry, third-year pre-service teachers’ (n=92) comments on online group blogs were analysed to clarify a range of meanings and understandings of their responses.

Findings

Social entrepreneurship as a concept and as an ideal as well as certain fundamental concept is not adequately integrated in the business education curricula in secondary schools in South Africa. Furthermore, the schools where the pre-service teachers conducted their teaching practice were failing to integrate activities associated with social entrepreneurship in their business education curricula.

Research limitations/implications

The study was limited to a single tertiary institution. Similar studies in both developing and developed contexts in schools could be initiated as a means of teaching social entrepreneurship for social justice as a subject efficaciously.

Practical implications

The study recommends that social entrepreneurship should be implemented earlier in the secondary education system as a means of enhancing the social entrepreneurial capacities of school learners.

Originality/value

This is the first study examining the secondary education curricula in a developing economy, such as South Africa, in relation to the absence of the emerging concept of social entrepreneurship.

Details

Education + Training, vol. 61 no. 7/8
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 20 August 2021

Zayd Waghid, Lawrence Meda and Jane Adhiambo Chiroma

This study aims to examine how lecturers at a South African university navigated teaching and learning in the current educational landscape obscured by the global…

Abstract

Purpose

This study aims to examine how lecturers at a South African university navigated teaching and learning in the current educational landscape obscured by the global pandemic. The authors examine how lecturers employed a community of inquiry (CoI) in their online classrooms within the context of emergency remote teaching (ERT). The study further aims to ascertain students’ feedback concerning current ERT practices at the university toward cultivating a CoI. Doing this would offer more appropriate interventions and support for lecturers and students from, within and for an African context. If not, instructors might risk reproducing and perpetuating the same outdated pedagogies before the pandemic.

Design/methodology/approach

A mixed-method research design informed by a pragmatist paradigm was used. Primary data were collected from 40 lecturers at the university through online questionnaires of which 10 lecturers responded to e-mail interviews. The original CoI survey was distributed among 150 students in the Faculty of Education at the university.

Findings

The findings revealed that, despite the rushed and trial nature of the use of ERT, there were instances of a CoI among students. The findings further revealed that the majority of the lecturers were not adequately prepared for ERT as a result of limited experience with asynchronous and synchronous online teaching. There was evidence of an absence of a strong active teaching presence that was found to have negatively influenced the development of social and cognitive presences during ERT.

Research limitations/implications

Only a single faculty at one university was selected in this single case.

Practical implications

The results of the study have significant implications for faculties and academic staff who are currently teaching online in response to the teaching challenges paused by the COVID-19 pandemic. These findings will assist lecturers in developing appropriate pedagogical intervention strategies to enhance strong and active teaching and social presences necessary for cultivating the cognitive presences among students during ERT.

Originality/value

This is one of the first empirical studies to explore the influence of ERT on the cognitive, social and teaching presences at a university in an African context. The findings and conclusion of the study are novel as they relate to the development of appropriate pedagogical practices and intervention strategies suitable for ERT in response to the current education crisis.

Details

The International Journal of Information and Learning Technology, vol. 38 no. 5
Type: Research Article
ISSN: 2056-4880

Keywords

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