Postgraduate Research during COVID-19 in a South African Higher Education Institution: Inequality, Ethics, and Requirements for a Reimagined Future

Abstract

COVID-19 has distorted the teaching and learning pedagogy, as well as the research process of higher education institutions, particularly in Africa. This pandemic-imposed restrictions on movement and demanded a shift to online interaction. This blurred the lines between work and home life and has exacerbated the deep chasms of inequality upon which South African society operates. Established on empirical evidence, substantiated by documentary data, this paper explores how these existing inequalities, exacerbated by COVID-19, manifest in the postgraduate research space of South African higher education institutions. Qualitative data were collected during a recorded focus group interview, and thematically analysed. Through a Neo-Weberian lens, it will illustrate that the pandemic, among other challenges, posed significant ethical challenges to honours students completing their research projects, in turn, shifting policies and requirements of higher education institutions (HEIs) themselves to ensure the protection of their students and quality of research output. These include concerns around digital exclusion, locating participant consent, as well as the collection of data via online channels (Zoom, WhatsApp, Skype) and their privacy parameters. Considering these gulfs of inequality, the paper recommends key requirements for the future of ethically sound research in higher education in South Africa.

Key factors contributing to postgraduate students’ success: Making a case for Coronavirus-19 and beyond

“…Moreover, it calls for supervision strategies that radically transform the policy and practice of postgraduate students' supervision to promote their success and advancement of research beyond the COVID-19 pandemic. This study also contributes to existing knowledge on postgraduate supervision, especially during challenging times and creates space for formulating innovative supervisory approaches which supervisors can leverage when faced with crises in education in the future while ensuring that rigour and integrity of research are maintained (Dawood and Van Wyk 2021). Additionally, it demonstrates that students can be agents of their success if given a chance.…”

Vision for the Post-Pandemic Education in BRICS

“…Therefore, although the e-provision of Education allowed institutions to move forward, it was not accessible to all students (Rosa et al, 2021). In fact, all of the BRICS countries informed that transitioning to online Education created a digital divide and exacerbated inequality in Education (Bordoloi et al, 2021;Dawood & Van Wyk, 2021;Jiang et al, 2021;Minaeva & Taradina, 2022;Naidoo, 2022;Niemczyk et al, 2021). Furthermore, all BRICS countries reported that the pandemic had impacted their students' and staff's mental health and well-being (Hedding et al, 2020;Li & Che, 2022;).…”

Crisis leadership: Reflecting on the complex role of academic (middle) leaders during the COVID-19 pandemic

“…Sahoo, Gulati and UI Haq (2021) also argue that some academics found it difficult to transition to the work-from-home environment. Dawood and Van Wyk (2021) highlight another key difficulty, the challenge of conducting supervision activities virtually. Lastly, numerous studies mention the importance of providing adequate support and training to students and staff (Ali, 2020;Chedrawi, 2021) because they have different digital skills, resulting in a struggle to adapt to "the new normal" of online learning, teaching and assessment.…”