Reimagining the Place of Physical Buildings in Higher Education in Developing Countries in a Post-COVID-19 Era

The influence of the Fourth Industrial Revolution on organisational culture: An empirical investigation

“…This argument is supported by a study done at a SA university that highlighted that despite the advantages of convenience and being able to watch a lecture repeatedly for better understanding, the lack of human interaction in online learning led to reduced levels of motivation and a lack of thorough understanding of complex concepts that require hands-on demonstration, amongst certain groups of students ( Legg-Jack, 2021 ). It seems that a hybrid approach in HEIs may be more beneficial going forward, and universities would need to consult their staff, students, and resources to find an optimal balance between investing in their physical or digital infrastructure ( Oginni et al, 2021 ).…”

“…Many studies reference the disparities between universities in developed and developing countries and how that affected their response to the pandemic and transition online ( Muftahu, 2020 ; Legg-Jack, 2021 ). These disparities were made more apparent by the pandemic, especially the digital divide in developing countries, such as SA ( Makumbe, 2020 ; Oginni et al, 2021 ). Accordingly, participants acknowledged the unique challenges linked to the uptake of the 4IR and inequality in the SA context and emphasised the efforts being made to ensure that no student is left behind throughout the conceptualisation and implementation of the 4IR at the university.…”

“…The COVID-19 pandemic significantly redefined the delivery of HE across the globe ( Muftahu, 2020 ). Prior to the pandemic, most universities used online learning as a complement to traditional in-person learning; however, the pandemic has changed this to a new norm where online learning has become a vital role player in ensuring the continuation of teaching and learning in HEIs ( Oginni et al, 2021 ). COVID-19 affected every university worldwide, in some way or the other, and despite having unequal access to resources, the pandemic offered HEIs in developing countries an opportunity to review their strategies and enhance student experiences with more significant investment in their facilities, staff and online resources ( Green et al, 2020 ; Mogaji and Jain, 2020 ).…”

Enhancing the work placement experience of students with disabilities

“…On the other hand, business and management courses are not as physically demanding as engineering and medical courses (Oginni, et al, 2022). Kotzé and Massyn (2019) noted that students are interested in business courses because of the good prospects of job opportunities and the enhanced earnings potential associated with a business career.…”

“…Olaleye et al (2020) highlight the state of higher education in Africa, suggesting that the infrastructure is inadequate to support students with disabilities. Theoretically, this indicates that a different working relationship needs to be explored in the context of the inherent challenges and opportunities in the country (Hinson and Mogaji, 2020; Oginni et al, 2022). This will ensure that a person-centred approach for developing the support network and evaluating the relationship is in place.…”