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23 October 2023 | Story André Damons | Photo Rosina Mothiba
Education students present research at Faculty’s Annual Postgraduate Research Conference
A total of 145 postgraduate students and 55 staff members attended the University of the Free State’s (UFS) Faculty of Education Annual Postgraduate Research Conference Social Media.

“Exploring Grade 12 learners’ substance abuse and its influence on their academic performance”, “The role of the School Management Team in addressing Homophobic Bullying in Xhariep public schools” and “Exploring the use of YouTube videos in the teaching and learning of fractions in Grade 4.” 

These were some of the interesting research titles that were presented at this year’s University of the Free State’s (UFS) Faculty of Education Annual Postgraduate Research Conference. The two-day conference, now in its fifth year, took place from 6-7 October with the theme “Changing the Educational Landscape in Africa through ongoing research”. The conference is one of the faculty’s main events supporting its postgraduate students and ensuring time for completion for each one of them. 

A total of 145 postgraduate students and 55 staff members attended the conference where the faculty’s postgraduate students get exposure to present their research in front of an academic audience.

Prof Loyiso Jita, the Dean of the Faculty of Education, delivered the keynote address and spoke at length about the graduation rates of master’s and doctoral students in the faculty. He challenged the presenters to hold themselves and each other accountable for progression in their studies and to produce high-quality research that will position them and the university in good stead nationally and internationally. 

New teaching approach   

In the study “Exploring the use of YouTube videos in the teaching and learning of fractions in Grade 4”, MB Tsoaela (PhD student), explores the teaching and learning of fractions using YouTube videos in Grade 4. In trying to answer the main research question, “How do Grade 4 educators teach fractions utilising YouTube videos?” The researcher states that: “The use of YouTube videos is a very new way of learning in the South African context. This new teaching approach has proven to be exciting for young learners in Grade 4 because it has many options like animations, colourful videos, and pictures. Even though YouTube learning is exciting and fun, its implementation has challenges such as teachers wanting to use a chalkboard. Another challenge is the current load shedding.” 

Psychosocial implications of school violence

Another PhD student, MDL Stack, investigated how to design an assessment for Higher Education that ChatGPT is unable to provide an answer that will pass without human intervention in his research paper titled “Investigating an assessment design that prevents students from using ChatGPT as the sole basis to pass assessment in Higher Education at undergraduate level”. He argued that “ChatGPT has presented significant challenges to lecturers when they set assessments at tertiary level. 

“There is enormous potential for students to attempt to use ChatGPT to write and pass assessments designed at undergraduate level,” the researcher writes. 

Another research paper looked at the psychosocial implications of school violence on teachers in Motheo District public schools in the Free State, arguing that school violence against teachers continues to be a phenomenon that is increasingly disturbing, while having serious implications on South African and global societies. Many teachers suffer social and psychological stress but not much has been done to understand learner-induced violence against teachers.

Exposure for students  

Prof Matseliso Mokhele-Makgalwa, the acting Vice-Dean Research and Postgraduate Studies, says the purpose of the conference is to give exposure to master’s and PhD students to present their work in front of an academic audience (staff and students) as well as for them to get comments and feedback from experts and fellow students on their on-going research studies. 

“The conference is about sharing the ongoing research being done by our master’s and doctoral students and/or reporting on their preliminary and final outcomes of the students who are about to graduate. By presenting their work, they disseminate key findings, build relations with other students and staff, and create inter- and multi-disciplinary networks for future collaborations,” says Mokhele-Makgalwa.

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MBA Programme - Question And Answer Sheet - 27 May 2004
2004-05-27

1. WHAT MUST THE UNIVERSITY OF THE FREE STATE (UFS) DO TO GET FULL ACCREDITATION FOR THE MBA PROGRAMMES?

According to the Council on Higher Education’s (CHE) evaluation, the three MBA programmes of the UFS clearly and significantly contribute to students’ knowledge and skills, are relevant for the workplace, are appropriately resourced and have an appropriate internal and external programme environment. These programmes are the MBA General, the MBA in Health Care Management and the MBA in Entrepreneurship.

What the Council on Higher Education did find, was a few technical and administrative issues that need to be addressed.

This is why the three MBA programmes of the UFS received conditional accreditation – which in itself is a major achievement for the UFS’s School of Management, which was only four years old at the time of the evaluation.

The following breakdown gives one a sense of the mostly administrative nature of the conditions that have to be met before full accreditation is granted by the CHE:

a. A formal forum of stakeholders: The UFS is required to establish a more structured, inclusive process of review of its MBA programmes. This is an administrative formality already in process.

b. A work allocation model: According to the CHE this is required to regulate the workload of the teaching staff, particularly as student numbers grow, rather than via standard management processes as currently done.

c. Contractual agreements with part-time staff: The UFS is required to enter into formal agreements with part-time and contractual staff as all agreements are currently done on an informal and claim-basis. This is an administrative formality already in process.

d. A formal curriculum committee: According to the CHE, the School of Management had realised the need for a structure – other than the current Faculty Board - where all MBA lecturers can deliberate on the MBA programmes, and serve as a channel for faculty input, consultation and decision-making.

e. A system of external moderators: This need was already identified by the UFS and the system is to be implemented as early as July 2004.

f. A compulsory research component: The UFS is required to introduce a research component which will include the development of research skills for the business environment. The UFS management identified this need and has approved such a component - it is to take effect from January 2005. This is an insufficient element lacking in virtually all MBA programmes in South Africa.

g. Support programmes for learners having problems with numeracy: The UFS identified this as a need for academic support among some learners and has already developed such a programme which will be implemented from January 2005.

The majority of these conditions have been satisfied already and few remaining steps will take effect soon. It is for this reason that the UFS is confident that its three MBA programmes will soon receive full accreditation.

2. WHAT ACCREDITATION DOES THE UFS HAVE FOR ITS MBA PROGRAMME?

The UFS’s School of Management received conditional accreditation for its three MBA programmes.

Two levels of accreditation are awarded to tertiary institutions for their MBA programmes, namely full accreditation and conditional accreditation. When a programme does not comply with the minimum requirements regarding a small number of criteria, conditional accreditation is given. This can be rectified during the short or medium term.

3. IS THERE ANYTHING WRONG WITH THE ACADEMIC CORE OF THE UFS’s MBA PROGRAMMES?

No. The UFS is proud of its three MBA programmes’ reputation in the market and the positive feedback it receives from graduandi and their employers.

The MBA programmes of the UFS meet most of the minimum requirements of the evaluation process.

In particular, the key element of ‘teaching and learning’, which relates to the curriculum and content of the MBA programmes, is beyond question. In other words, the core of what is being taught in our MBA programmes is sound.

4. IS THE UFS’s MBA A WORTHWHILE QUALIFICATION?

Yes. Earlier this year, the School of Management – young as it is - was rated by employers as the best smaller business school in South Africa. This was based on a survey conducted by the Professional Management Review and reported in the Sunday Times Business Times, of 25 January 2004.

The UFS is committed to maintaining these high standards of quality, not only through compliance with the requirements of the CHE, but also through implementing its own quality assurance measures.

Another way in which we benchmark the quality of our MBA programmes is through the partnerships we have formed with institutions such as the DePaul University in Chicago and Kansas State University, both in the US, as well as the Robert Schuman University in France.

For this reason the UFS appreciates and supports the work of the CHE and welcomes its specific findings regarding the three MBA programmes.

It is understandable that the MBA review has caused some nervousness – not least among current MBA students throughout the country.

However, one principle that the UFS management is committed to is this: preparing all our students for a world of challenge and change. Without any doubt the MBA programme of the UFS is a solid preparation.

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