Digital Work – Transforming the Higher Education Landscape in South Africa

Abstract

There are twenty-six public universities in South Africa. Yet, there is no digital transformation in most higher education workplaces. In some universities, digital technologies are advanced, and in others, they are not. The education landscape is partially transformed, and in others, it is a work in progress. Therefore, the study explored the digital environment in the twenty-six public universities in South Africa by using qualitative methods and found that the digital environment in higher education poses digital inequalities that make it difficult for academic staff to work smarter across the board. The playfield is not seamless and given the digital society of a new normal, digital work deserves close attention. The study concludes that digital work in South African higher education requires digital transformation to enable the academic staff to optimally work from everywhere in any educational environment to maximize productivity in the advancement of the academic project and to produce globally competitive and locally relevant graduates.

The Effects of Demographic Factors on Professional Career Success: An Investigation of Higher Education Staff in South Africa

“…2021) notes, the academic staff lacks the necessary skills to react quickly to the evolving digital demands of the workplace. It makes sense that 24% of Africans have access to reliable internet connectivity, which contributes to digital disparities that make it difficult to continue teaching and learning (Kanyane, 2023). These issues within HEIs exacerbate these uncertainties and leave employees feeling unsure about their prospects for success.…”

“…One reason for this uncertainty may be the everchanging nature of the HE landscapes. Relatedly,Kanyane (2023) argues that open access to education and the ability for faculty and students to virtually connect and share knowledge across geographic locations and time zones were enhanced by digital technologies. Du Plessis et al(2022) add that due to COVID-19, many institutions were forced to identify and put into practice a variety of strategies that helped to sustain academic success and these include, but were not limited to, redistributing budgets to meet the emerging needs, allowing staff members to work from home, engaging in emergency remote learning and teaching, and finding alternative ways to support students.…”