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This study focuses on the use of the internet for students’ academic performance at institutions of higher learning. Various internet applications including search engines, online library resources and social media are evaluated to explore how best they can be used to enhance students’ performance at institutions of higher learning. This is critical to ensure that students maximise the use of technology specifically for academic purposes. Generally, students are constant users of the internet at institutions of higher learning, hence it is cardinal to examine their internet use patterns for academic purposes. Institutions of higher learning have invested in advanced technology through the internet to enhance student academic purposes. Therefore, one would expect students to use various internet applications effectively for the betterment of their studies. In this study, the researcher used both qualitative and quantitative research methodologies. The researcher also employed exploratory and descriptive designs. These methodologies and designs are appropriate for this study because they allow data to be collected through focus group interviews and questionnaires. Focus group interviews were employed to collect qualitative data and questionnaires were used to collect quantitative data. The researcher conducted six focus groups from three institutions of higher learning, namely the University of Limpopo, University of Venda and Tshwane University of Technology, Polokwane campus. Three hundred and forty-three (343) questionnaires were analysed for this study. These data collection tools were pertinent for this study since they assist to determine factors that influence the attitudes, opinions and behavior of the participants. Online library resources play a cardinal role in enhancing the learning process for students by providing online content which could have been difficult to access without the internet. Social media improve and enhance students’ academic performance, The National Institute for the Humanities and Social Sciences (NIHSS)

This study is centered on the young researchers selected from the first call to occupy chairs at Mexico's National Council of Science and Technology (Consejo Nacional de Ciencia y Tecnología--Conacyt). The aim is to describe the strategies these young people employ to sustain labor and science and comply with the activities Conacyt requires, based on their educational training and the differences in the institutions of higher learning to which they are assigned. With a qualitative methodological approach, in-depth interviews were conducted with three young researchers. The outstanding results include the multiplicity and variability of spaces for carrying out academic activities, as the researchers sought support from their educators to find spaces where they can comply with specific tasks and the intensification of work., Este estudio se centra en los seleccionados de la primera convocatoria de Cátedras para Jóvenes Investigadores del Consejo Nacional de Ciencia y Tecnología (Conacyt). El objetivo es describir las estrategias de sostenimiento laboral-científico de estos jóvenes para cumplir con las actividades que impone el Conacyt, a partir de su formación educativa y de las diferencias en las instituciones de educación superior a las que fueron asignados. Con un acercamiento metodológico cualitativo, se aplicaron entrevistas en profundidad a tres jóvenes investigadores. Entre los resultados sobresale la multiplicidad y variabilidad de espacios para cumplir con las actividades académicas, recurrir al apoyo de sus formadores para buscar espacios donde puedan cumplir con tareas específicas y la intensificación en la jornada laboral.

Examine the relationship between webometrics ranking and the quality of education and research in academic institutions in Kenya; and suggest appropriate solutions to enhance the practice. Descriptive survey design applied quantitative and qualitative research where structured questionnaire and document reviews were used to collect data from the respondents. Webometrics ranking promotes quality of education and research in academic institutions through visibility that showcases research activities and enriches knowledge. Collaboration and partnerships was the leading strategy for high webometrics ranking practice and performance in academic institutions. Numerous strategies were recommended for maintaining and improving webometrics ranking performance including use of web champions, marketing and awareness. Practice of webometrics ranking as a basis for evaluating performance in institutions of higher learning and education is gaining momentum worldwide. Excellence performance based on webometrics matrix provides practical lessons, suggestions and local solutions for other institutions of higher learning. Webometrics ranking promotes quality research and education in institutions of higher learning; provides public information on academic standing and performance; fosters competition in academic institutions; provides evidence that stimulates the evolution of centres of excellence; and enhances additional rationale for allocation of funds. Practice supports teaching, research related activities and scholarly communications that promotes the need for development of standards and policies in higher education and learning. Fundamental in fostering competition and promoting quality education and research through enrichment of knowledge and content repositories. Strategies for sustainable webometrics ranking performance need to be stipulated in achieving excellence performance in higher education and learning.

This article seeks to situate curriculum transformation in the South African learning environment on the landscape of critical race theory. The article acknowledges that the need for curriculum transformation in South Africa is a matter beyond any contestation. However, it argues that what has been lacking to date is the absolute resolve on the theory or philosophy that underpins the transformation agenda – which to a certain extent has reduced curriculum transformation to superficial infusion of the principles and values of uBuntu in the curricular; and the drive towards decolonisation of the curricular without much tangible alternative being offered. As part of the execution of the study in this article the author critically examines the literature on critical race theories critical the theory, and examines the applicability of this theory as the bar that underpins curriculum transformation. The researcher contextualises this article with reference to curriculum development agenda at the College of Law of the University of South Africa where he is an academic in the discipline of law.

This article seeks to situate curriculum transformation in the South African learning environment on the landscape of critical race theory. The article acknowledges that the need for curriculum transformation in South Africa is a matter beyond any contestation. However, it argues that what has been lacking to date is the absolute resolve on the theory or philosophy that underpins the transformation agenda – which to a certain extent has reduced curriculum transformation to superficial infusion of the principles and values of uBuntu in the curricular; and the drive towards decolonisation of the curricular without much tangible alternative being offered. As part of the execution of the study in this article the author critically examines the literature on critical race theories critical the theory, and examines the applicability of this theory as the bar that underpins curriculum transformation. The researcher contextualises this article with reference to curriculum development agenda at the College of Law of the University of South Africa where he is an academic in the discipline of law.

The digital revolution is transforming and changing the nature of higher education and learning practices in Kenya. The purpose of this study was to determine the extent to universities libraries in Kenya expose a variety of cutting edge digital technology systems to support the development of higher education and learning practices. This study used descriptive survey design where the target population comprised of 120 respondents drawn from three public and two private university libraries. Out of the total population, 40 were information professionals with 10 information technology systems, while 70 consisted of the digital natives or customers. The sampling technique applied to arrive at the target population was purposive sampling method. Multiple aspects of data and information were gathered and collected through the use of questionnaire and document review analysis. Digital technologies are increasingly being accepted and used to access education, information and knowledge in universities. Internet of things and mobile computer devices are widely applied and used by the digital natives in university libraries and higher education institutions. Modern trends in education and knowledge practices in universities and libraries depends upon internet of things, digital repositories, electronic books and journals, social media interfaces, multimedia applications, information portal hubs and interactive websites, although challenges regarding inadequate information communication technology infrastructure and social computing facilities were adversely noted. The study involved selected public and private institutions of higher education and learning in Kenya. Majority of the respondents were digital natives because the purpose of the study was to get comprehensive information and sentiments from the customers regarding institutional preparedness and extent of use of electronic technologies and systems. Higher education and learning institutions across the globe have im

For a variety of reasons, college students with disabilities encounter stressors beyond those of students who do not have disabilities. One of the more salient examples is that students with disabilities are required to disclose that they have a disability and to communicate with faculty and staff in order to receive academic accommodations, as afforded to them under sub-part E of Section 504 of the Education and Rehabilitation Act of 1974. Therefore, postsecondary institutions are required to make appropriate accommodations available to students with disabilities, but they are not required to proactively seek them out. The purpose of this study was to learn about the needs that students with physical disabilities have concerning their successful transition into professional careers. This was accomplished by analyzing how five current senior students with disabilities reflected on their experiences, particularly in terms of using work preparation programs and/or accommodations necessary for them to participate in employment recruitment activities provided by the university’s career services office. The intent of those services was to transition disabled students from the university environment into the workforce. The findings showed that the students perceived they did not receive a lot of information regarding the services available, and they also expressed that the university should have done more in transitioning them into their professional life. The basic premise is that higher education professionals, key support staff, and administrators who provide work preparation programs, career, transition and accommodation services to disabled students are in a position to help remove informational barriers, facilitate the use of services and accommodations, and to actively encourage students with disabilities to enter the workforce upon graduation. The results of this study may inspire university personnel to find creative ways to get students involved and motivated to

Computer-mediated learning is becoming an increasingly common form of education in institutions of higher learning (IHL). Many IHL in developing nations, such as Kenya, have greatly experienced an increase in demand for higher education. On the other hand, the ability to connect people with required sets of skills, regardless of their location in the world has been enabled by advances in information technology over the past 20 years. Use of virtual learning environment (VLE) has rapidly emerged as a very promising technology that will probably match the innovation of technologies such as multimedia/hypermedia. These VLEs have the potential to provide opportunities for active, flexible, and increasingly individualized learning experiences. It also explains virtual reality principle, describes the interactive educational environment, highlights the challenges higher education face in the traditional mode of delivery and discusses educational benefits of implementing virtual learning environments in IHL. The paper makes a number of recommendations for successful adoption of VLEs in higher education

English: This study aimed at exploring workplace bullying as psychological violence in institutions of higher learning in general and among the academic staff of the National University of Lesotho in particular. The purpose this study was to find out the sources and forms of workplace bullying in the National University of Lesotho, to determine the influence of workplace bullying on staff psychological wellness, to analyse how staff cope with workplace bullying, and develop workplace bullying and psychological wellness models for effective management of workplace bullying. The methodology for this study was the qualitative research approach, with an overarching intention of making meaning out of the meaning made by interviewees of their experiences related to workplace bullying. Data for this study was collected through a semi-structured interview on twenty academic staff members of the aforementioned institution. Data analysis was done through the iterative and inductive methods of the Interpretive Phenomenological Analysis (IPA), for the generation of an integrated narrative of interviewees’ meaning making of their experiences of workplace bullying. The findings of the study highlighted the following issues: Interviewees defined workplace bullying to include the following aspects: abuse of status, covert and or overt negative behaviors, premeditated intention to impose one’s will and suppress that of others, devaluing others, and causing harm to the victims of bullying. From the sources of workplace bullying in the present study, it emerged that university restructuring of the National University of Lesotho (NUL) is the most important source of workplace bullying, preceding management, colleagues, students, faculty academic hierarchy, and faculty administrative hierarchy in that order. Staff devaluing, expatriate syndrome, authoritarian management and usurpation of power, communication bullying, unknown politicized agenda, and economic/financial bullying were the, Afrikaans: Hierdie studie ondersoek afknouery by die werk as ’n vorm van psigiese geweld aan hoëronderwysinstellings in die algemeen en onder die akademiese personeel van die Nasionale Universiteit van Lesotho in die besonder. Die doel van hierdie studie was om die oorsake en verskillende vorms van afknouery by die werk by die Nasionale Universiteit van Lesotho te ondersoek; om die invloed van die afknouery by die werk op die sielkundige welstand van personeel vas te stel; om te analiseer hoe personeel afknouery by die werk hanteer; asook die ontwikkeling van modelle rakende die hantering van afknouery by die werk en psigiese welstand vir die effektiewe hantering van afknouery by die werk. In hierdie studie het die navorser van die kwalitatiewe navorsingsbenadering gebruik gemaak met die oorkoepelende doel om beter begrip te hê vir die ervarings van deelnemers met betrekking tot afknouery by die werk. Data vir hierdie studie is ingesamel deur middel van semigestruktureerde onderhoude met twintig akademiese personeellede aan die genoemde instelling. ’n Data-analise is gedoen deur die iteratiewe en induktiewe insamelingsmetodes van die Interpreterende Fenomenologiese analise (IPA), ten einde ’n algemene geïntegreerde begrip te verkry van hoe deelnemers betekenis verleen aan hul ervarings van afknouery by die werk. Die bevindings van die studie beklemtoon die volgende aspekte: Deelnemers se definisies van afknouery by die werk sluit die volgende aspekte in, naamlik: die misbruik van status, verskuilde of openlike negatiewe gedrag, voorbedagte voorneme om ’n mens se wil af op ander af te dwing en te onderdruk en dié van ander te devalueer, en om van die slagoffers van afknouery by die werkskade te berokken. Vanuit die bronne rakende afknouery by die werk wat in die huidige studie gebruik is, blyk dit dat die herstrukturering van die Nasionale Universiteit van Lesotho (NUL) aangehaal is as die belangrikste bron van afknouery by die werk en in die volgende volgorde geïden