Browsing by Author "Siwahla-Madiba, Nandipha, Daphne"

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    Digital Transformation: Towards a model for competency-based governance of digital transformation for boards of directors in South Africa
    (2022-11-12) Siwahla-Madiba, Nandipha, Daphne; Costa, King
    The requirement for directors of boards to attain competencies in relation to governance of digital transformation is evidently increasing at global level. South Africa, as a player within the global economic landscape, cannot afford to have directors who do not understand the requisite competencies required for governance of digital transformation. Whereas many organisations and boards have implemented new corporate governance codes, principles, and standards, as well as new company legislation, frameworks or models on governance of digital transformation are not yet integrated into functional board activities. This study was hinged upon an interpretivist epistemology, with a case study design used as a strategy for inquiry. Using purposive sampling approach, a total of seven participants were interviewed using a semi-structured interview guide. Ethical considerations were followed in terms of the institutional requirements and participants were requested to sign consent forms for participating in this study. Implications of participations were clearly articulated to participants and their right to discontinue participation at any time was proffered. In this study, their participation is referred to as “Participant” followed by a number, which does not reflect the order of their participation, but to provide anonymity. Data was analysed through a thematic approach, using the COSTA QDA technique on webQDA software. The study findings culminated in three main themes as follows: • There is no standard definition of competence-based models for governance of digital transformation • Governance of digital transformation is perceived as governance of information technology (IT) • There is a need for digital transformation competence at board level Discussion of the meanings attached to these themes resulted in a development of a model entitled MADIBA Model, which is an acronym for six constructs that could be used to guide establishment of a competency model for governance of digital transformation by directors of different boards. Study limitations were mainly due to the fact that only a subjective approach to the inquiry was followed, justified by the fact that the researcher sought to explore in-depth views and perspectives of boards of directors in relation to governance of digital transformation competency model. The study further recommended that there could be another study focusing on pragmatic approaches or even positivistic perspectives, to obtain generalised perspectives on the phenomenon.
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    The Evolution of Stem as a Concept, in Science Education – A 21st Century Perspective
    (2023-11-11) Costa, King; Ntsobi, Mfanelo, Patrick; Siwahla-Madiba, Nandipha, Daphne
    The transition from STEM to STEAM education signifies a profound shift in contemporary pedagogy, acknowledging the need to integrate not just science, technology, engineering, and mathematics but also the arts into the learning process. This transformation is primarily driven by evolving job market demands, necessitating a more comprehensive skill set in students. Practical implications of this shift involve creative teaching techniques and technologies that foster imagination, experiential learning, and interdisciplinary comprehension. However, within the STEAM domain, significant knowledge gaps remain, offering opportunities for further exploration and development. The primary knowledge gap involves framing STEAM from an enactive-ecological viewpoint. While broader STEM and STEAM research is well-established, the application of enactive and ecological theories in the context of STEAM education is largely uncharted territory. Addressing this gap has the potential to enhance STEAM pedagogy by integrating insights from these theories into educational practices. The second gap relates to the technical underpinnings of integrated teaching and learning in STEM/STEAM contexts. Seamless integration of knowledge domains is vital for meaningful learning experiences that transcend traditional disciplinary boundaries. Robust technical foundations are needed, encompassing digital learning ecosystems, interdisciplinary content development, innovative pedagogical frameworks, accessibility, and inclusivity, professional development for educators, data analytics, and assessment, collaborative environments, real-world application, and immersive technologies. The third gap involves the incorporation of mixed reality (XR) as an educational technology approach within the STEAM framework from an enactive-ecological perspective. XR technologies, including augmented reality (AR), virtual reality (VR), and mixed reality, have the potential to greatly enhance STEAM education. However, further research is required to maximize the use of these technologies from an enactive-ecological standpoint, emphasizing active learning, sensorimotor engagement, experiential learning, and contextual understanding. The fourth knowledge gap emphasizes the importance of ongoing research in the STREAM (STEM + Research + Arts) narrative. Research is a cornerstone for advancing our understanding of the efficacy of various pedagogical approaches, the impact of integrating arts into STEM, the role of enactive-ecological theories, the outcomes of immersive technologies, and the development of unified models for interdisciplinary learning. Strong research practices inform evidence-based teaching and consistently enhance STEAM education. Finally, transition from STEM to STREAM is a crucial development in education, equipping students with the skills and knowledge needed to thrive in a rapidly changing world. While this shift promotes innovative teaching methods and technologies, addressing the identified knowledge gaps and prioritizing research are essential to fully realize the potential of STEAM education. Ultimately, it empowers students to excel in a dynamic and complex global landscape while advancing educational practices through empirical research and evidence-based approaches.