Research Articles

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Complexity of Stakeholder Interaction in Applied Research
(2013) Ntshinga, Wonga
Applied research in complex integrated settings should be recognized as an endeavour that requires transdisciplinary and multi-sectorial stakeholder interactions. The problems faced in society are quite complex, requiring participation and knowledge from diverse aspects of society, including different disciplines (academia), communities, civil society, and government. Successful applied research relies on nurturing these key stakeholder relationships and interactions. This paper explores the key challenges of stakeholder interaction in applied research in three disciplines in the South African context, based on literature and the experience of authors in their disciplines. The three disciplines include information and communication technology for development, town and regional planning, and natural resource management. We attempt to also compare and contrast these challenges across the disciplines, to identify any commonalities and differences. After considering the mutual challenges and adaptive solutions to address these challenges in the different disciplines, we identify that all three areas in relation to stakeholder interaction appear to exhibit characteristics of complex systems, hence motivating to view applied research as a complex system. In this sense, complexity theory may provide a common language between the different disciplines examining trans-disciplinary stakeholder interaction in applied research from a shared perspective
Exercising democratic rights and obligations as a mechanism for improved service delivery: The case of Kampala City, Uganada.
(2014) Lubinga., S. Nambalirwa
Empirical research exploring how the exercise of democratic rights and obligations of citizens impacts on service delivery remains limited and fragmented, leaving little scope for methodical analysis or policy endorsement. Likewise, comparative studies of the factors that account for the deviation in service delivery outcomes at the local level of governance are also somewhat rare and not reflecting the true nature of what is happening in reality. As an example, irrespective of a two decade-plus long prevalence of several democratic participatory frameworks, and the excellent legal and policy frameworks for citizen participation in Kampala, the services rendered to the citizens are still poor. This is not only attesting the statement that participatory initiatives in Uganda are more like wish lists than substantive statements that are guaranteed in practice, but also raising the question: to what extent does the exercise of democratic rights and obligations of citizens by citizen’s impact on public service delivery in Uganda? So, to try and answer this question, this paper applies a quantitative research method were a self-administered questionnaire was distributed to a representative sample of 100 participants. Thereafter, using the ordered logistic regression model of analysis, constructed on the findings the paper divulges that the exercise of democratic rights and obligations of citizens by citizens has a positive implication towards quality service delivery.
Research design and research paradigms should be led by research questions: a mixed method approach.
(2014) Cronje, Franci
This paper will motivate the stance that research should be situated within a particular paradigm of thinking to avoid such an inquiry to remain on a non-academic technical level. It is, however, argued that although researchers should be familiar with arguments originating from the various paradigmatic stances, that paradigms and philosophies should not lead the initial enquiry but should rather inform results obtained. Plainly stated, research should not be steered by a chosen paradigm. Plowright (2011) successfully argues that the implementation of a paradigm should only come into play with the interpretation of results and should not steer the direction that the research might take. A paradigm should rather be employed to explain, to act as a lens for understanding, to consolidate and synthesise the results that a certain methodology produced.
Research integrity: Why is it so difficult to celebrate excellence instead of 'just stealing'.
(2014) Cronje, Franci
One of the most challenging issues for students to understand is that plagiarism should be avoided at all costs; furthermore, that the mere avoidance of plagiarising is not furthering the cause of academic enquiry. The quest needs to be to acquire the skill of referencing and synthesising arguments that would prove not only respect to the original creator of intellectual property, but also the ability to use a body of knowledge in order to create new insights. Therefore, adding any value to your argument not only means that one should not steal other people’s intellectual property, but that the academic argument relies on referring and building one’s own search on researching and strengthening a view with the solid foundation of expert opinion. Although the aspect of plagiarism in academic research seems to be the first, most prominent issue surfacing when the subject of research integrity is mentioned, it also seems to be the most pressing, basic hurdle with which the most undergraduate students battle. Why therefore, is plagiarism so prevalent? Might it be that we as current society produce an exponential amount of academic output? I suspect that the aforementioned is but one of the reasons we encounter the prominence of plagiarism not only in postgraduate work, but also in undergraduate production. The fact that digital searches makes it increasingly easier to detect the ‘borrowing of ideas’ and downright copying of text, sound and image, highlights the occurrence of the phenomenon. This paper will consider the basic ground rules of academic integrity with regards to intellectual property and why undergraduate students regularly fall prey to wrong practices. In light of this background, I would then propose a philosophical way forward: A mind shift as to the approach to celebration and acknowledging intellectual property.
Teaching and Learning Approach: A Comparison between Traditional and a Flipped Classroom methods will Enhance Student Behavious, Independent Learning, Promote Student Engagement and Significant Learning.
(The IIE, 2020) Visagie, Lorinda
Abstract: Field research was completed on a traditional and a flipped classroom. The reason for conducting this research was to establish why the first-year students within the higher certificate fitness and coaching struggled to adapt to the new course as well as the new lecturing style implemented by the head lecturer. The new 2019 diploma sport and exercise second year students showcased negative student behaviour, low student learning motivation and low student engagement within both in and out of class learning. Further research was conducted within the following academic year of 2020 diploma sport and exercise science group. The 2020 group comes from the same learning background as that of the second-year sport and exercise science academic year 2019 group. Students provided signed consent and participated within a questionnaire at the end of the traditional classroom which was conducted first and the flipped classroom that followed a week later. A high number of students rated their experience within access to learning content, online learning guidance and module theme coherence within both the traditional and flipped classroom as positive. A higher number of students showcased lecture enjoyment and classroom experience within the flipped classroom than that of the traditional classroom. A close to equal number of students rated their participation within pre-study and pre-study motivation as positive and neutral. An equal number of students rated their ability for improved application of knowledge due to pre-study as positive within both the traditional and flipped classroom. A high number of students positively rated the flipped classroom as improving classroom experience due to cooperative learning activities incorporated within the flipped lecture type conducted. This interactive classroom lecture was also highly rated as positive due to improving the student’s communication skills. A higher number of students rated their opportunity to ask questions within student feedback of both the traditional and flipped lecture as positive. As well as a higher number of students positively rating the lecturer feedback on questions and improved concept understanding within both the flipped and traditional classroom. The implications of the research showed that the ffective use of web-based learning can enhance learning content access, online content guidance and module concept coherence. A high number of students enjoyed the flipped classroom as an interactive learning space more over that of the traditional classroom which shows that an interactive learning space can enhance student behaviour and learning motivation. A close to equal number of students rated pre-study engagement and further pre-study motivation as positive and neutral for both the traditional and flipped classroom. Web based learning as part of their programme is imperative to cater for a diverse student body that is evident within modern day higher education. An equal number of students rated their ability for improved application of knowledge due to pre-study as positive and neutral within both the traditional and flipped classroom. This indicated that no matter the lecturer type, some students will direct their own learning regardless the lecture type. Therefore, web-based learning specific to learning resources and coherence is vital once again within ensuring that all students have the same opportunity to engage within pre-study before any lecture. A high number of students positively rated the flipped classroom with regards to this lecture type allowing for cooperative learning participation. Also, a high number of students positively rated the flipped classroom with regards to the cooperative learning via group work and dialogue improving their communication skills. A higher number of students indicated that the traditional classroom did not allow for cooperative learning participation and their experience within this classroom was viewed as only content delivery specific. The lecture type implemented will depend on what you would like to achieve within the classroom. The goal is to improve student behaviour,
Tourists view of what gives Kruger National Park the edge.
(2014) Engelbrecht, W.H.
The tourism industry is becoming competitive by the day and to remain competitive, it is of paramount importance that competitive advantage factors be identified by tourism destinations such as national parks. The purpose of this research was to determine the competitive advantage factors of the Kruger National Park, South Africa’s flagship national park. To achieve this goal, a questionnaire survey was conducted at Kruger National Park in 2013 where 436 questionnaires were administered among overnight visitors at selected rest camps in the Southern Region of the park. A factor analysis revealed five competitive advantage factors Wildlife Experiences, Marketing and Branding, Accommodation and Retail, Visitor Management and Suprastructure and Amenities which Kruger National Parks management can use to improve their current position as a competitive tourism destination. The competitive advantage factors that have been identified is distinct for national parks thereby contribute towards the body of knowledge on this topic. The competitive advantage factors could lead to an increase in product and service quality offered by the park and enhance the visitor’s experience, therefore leading to increased visitor numbers to the park and higher income to have the park become more self-sufficient.

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