Explore the evidence.
Understand the reach.

The governance of Information and Communication Technology (ICTG) has become crucial for promoting academic, strategic, and operational objectives at Higher Education Institutions (HEIs). The aim of this research is to assess if hybrid ICTG models that integrate global frameworks like COBIT, ITIL, and ISO/IEC 38500 with tailored institutional modifications result in enhanced academic outcomes and administrative effectiveness in comparison to higher education institutions that depend exclusively on universal governance standards. A qualitative, desk-oriented research methodology was utilised, relying solely on secondary data sourced from peer-reviewed articles, academic research findings, and recorded higher education institution case studies published from 2016 to 2024. Thematic content analysis was performed to discern governance mechanisms, persistent difficulties, and contextual elements affecting ICTG efficacy across different nations and institutional categories. The results suggest that hybrid ICTG models provide a more robust alignment between ICT operations and institutional objectives, increased governance sophistication, and superior service quality. The dedication of leadership, clear organisational structure, and relational governance tools like communication and stakeholder involvement are vital facilitators of ICTG performance, especially in resource-limited higher education institutions. The analysed evidence indicates that inflexible, foreign governance models may be inappropriate unless they are contextually modified to fit the institutional culture, capabilities, and governance development. The research enhances ICTG scholarship by promoting a conceptual comprehension of hybrid governance frameworks that reconcile global norms with local significance. Despite being constrained by its dependence on secondary data, the study uncovers significant ramifications for institutional policy, ICT leadership advancement, and governance transformation. Subsequent research ought to integrate empirical evidence and comparative analyses across several institutions to substantiate the suggested conceptual framework and evaluate its wider relevance.

Black postgraduate (PG) students in South African universities and universities of technology experience significant supervisory conflicts, including contradictory guidance, neglect, and favoritism, which delay graduation and intensify inequities rooted in post-apartheid higher education (HE) dynamics. Prevailing research overlooks these students’ lived experiences, creating a gap in understanding systemic barriers to equitable supervision. This qualitative study employed narrative inquiry with six purposively sampled black PG students (four females, two males) from PhD, MTech, and MSc programs across South African universities. Semi-structured interviews explored supervisory conflicts, institutional responses, and academic impacts. Thematic analysis framework, yielding six themes validated through member checking. Key findings revealed conflicting supervisory directions causing years-long stagnation; prolonged neglect and feedback delays demotivating students; irrelevant objectives imposed by additional supervisors leading to academic penalties; inexperienced supervisors contributing to dropouts; power imbalances and ethical breaches such as gift-giving favoring certain students; and inadequate institutional resolutions forcing adversarial advocacy. Supervisory conflicts undermine black students' progress and well-being, demanding decolonial reforms for inclusive practices. Recommendations include mandatory supervisory contracts, accreditation, ombud services, and bias training to enhance throughput and equity. Future research should pursue longitudinal, comparative designs and intervention trials.

University Professional Staff (UPS) [administrators, secretaries, and operations managers] perform important managerial duties but are excluded from career promotion that are usually evaluated using academic criteria despite showing excellence in administration. This systemic paradox causes career stagnation, unclear promotion pathways, and undervaluation of their complex contributions, mainly evident in South African higher education institutions (HEIs). This study investigated the barriers impeding UPS career progression, examined their hybrid academic-administrative roles, and explored implications for institutional equity and effectiveness within HEIs. This qualitative study used purposive sampling to select 11 UPS from South African HEIs. Data were collected using semi-structured interviews on career development and promotion challenges. Thematic content analysis was used and identified main themes. Ethical clearance confirmed confidentiality and voluntary involvement. Trustworthiness was protected using member checking and reflexivity to accurately capture participants’ lived experiences and institutional realities. Eleven UPS respondents generated four themes: role perception, institutional support, academic-administrative divide, and social-emotional duties. Participants described complex, developing roles but career inertia due to uncertain promotion criteria and minimal recognition. Institutional support was inconsistent, with limited training and ambiguous career pathways. The divide between academic and UPS staff persists, alongside unrecognized emotional labour, prompting calls for transparent promotion processes and structured career development. UPS undertake multifaceted administrative, managerial, and emotional roles that are undervalued within HEIs. Career progression is hindered by unclear promotion criteria, institutional barriers, and an academic-administrative divide. Training and career development opportunities are inadequate and unevenly accessible. To address these issues, institutions should clarify promotion processes, establish formal career pathways, enhance support programs, foster collaboration between academic and UPS staff, and recognize social-emotional labour. Future research should track career impacts over time and explore interventions to promote UPS equity and development.

This study explores the effectiveness of government support structures and programs (GSSPs) for some Small, Medium, and Micro Enterprises (SMMEs) of Gauteng Province in South Africa through the lived experiences of seven respondents representing the SMMEs that received support. With thematic content analysis (TCA), the research exposes recurrent themes in the perceived effectiveness of the assistance provided by the GSSPs. The study highlights both successes and critical gaps. The findings suggest that the SMMEs appreciate the material support from the GSSPs. However, they indicate that the one-approach-fits-all used was deficient. The approach generally lacks holistic, customized intervention and limits the overall impact. They particularly would have preferred additional support in business management skills and funding. The study recommends a comprehensive and customized approach that represents responsive government support frameworks.

The governance of Information and Communication Technology (ICTG) has become crucial for promoting academic, strategic, and operational objectives at Higher Education Institutions (HEIs). The aim of this research is to assess if hybrid ICTG models that integrate global frameworks like COBIT, ITIL, and ISO/IEC 38500 with tailored institutional modifications result in enhanced academic outcomes and administrative effectiveness in comparison to higher education institutions that depend exclusively on universal governance standards. A qualitative, desk-oriented research methodology was utilised, relying solely on secondary data sourced from peer-reviewed articles, academic research findings, and recorded higher education institution case studies published from 2016 to 2024. Thematic content analysis was performed to discern governance mechanisms, persistent difficulties, and contextual elements affecting ICTG efficacy across different nations and institutional categories. The results suggest that hybrid ICTG models provide a more robust alignment between ICT operations and institutional objectives, increased governance sophistication, and superior service quality. The dedication of leadership, clear organisational structure, and relational governance tools like communication and stakeholder involvement are vital facilitators of ICTG performance, especially in resource-limited higher education institutions. The analysed evidence indicates that inflexible, foreign governance models may be inappropriate unless they are contextually modified to fit the institutional culture, capabilities, and governance development. The research enhances ICTG scholarship by promoting a conceptual comprehension of hybrid governance frameworks that reconcile global norms with local significance. Despite being constrained by its dependence on secondary data, the study uncovers significant ramifications for institutional policy, ICT leadership advancement, and governance transformation. Subsequent research ought to integrate empirical evidence and comparative analyses across several institutions to substantiate the suggested conceptual framework and evaluate its wider relevance.

Black postgraduate (PG) students in South African universities and universities of technology experience significant supervisory conflicts, including contradictory guidance, neglect, and favoritism, which delay graduation and intensify inequities rooted in post-apartheid higher education (HE) dynamics. Prevailing research overlooks these students’ lived experiences, creating a gap in understanding systemic barriers to equitable supervision. This qualitative study employed narrative inquiry with six purposively sampled black PG students (four females, two males) from PhD, MTech, and MSc programs across South African universities. Semi-structured interviews explored supervisory conflicts, institutional responses, and academic impacts. Thematic analysis framework, yielding six themes validated through member checking. Key findings revealed conflicting supervisory directions causing years-long stagnation; prolonged neglect and feedback delays demotivating students; irrelevant objectives imposed by additional supervisors leading to academic penalties; inexperienced supervisors contributing to dropouts; power imbalances and ethical breaches such as gift-giving favoring certain students; and inadequate institutional resolutions forcing adversarial advocacy. Supervisory conflicts undermine black students' progress and well-being, demanding decolonial reforms for inclusive practices. Recommendations include mandatory supervisory contracts, accreditation, ombud services, and bias training to enhance throughput and equity. Future research should pursue longitudinal, comparative designs and intervention trials.

University Professional Staff (UPS) [administrators, secretaries, and operations managers] perform important managerial duties but are excluded from career promotion that are usually evaluated using academic criteria despite showing excellence in administration. This systemic paradox causes career stagnation, unclear promotion pathways, and undervaluation of their complex contributions, mainly evident in South African higher education institutions (HEIs). This study investigated the barriers impeding UPS career progression, examined their hybrid academic-administrative roles, and explored implications for institutional equity and effectiveness within HEIs. This qualitative study used purposive sampling to select 11 UPS from South African HEIs. Data were collected using semi-structured interviews on career development and promotion challenges. Thematic content analysis was used and identified main themes. Ethical clearance confirmed confidentiality and voluntary involvement. Trustworthiness was protected using member checking and reflexivity to accurately capture participants’ lived experiences and institutional realities. Eleven UPS respondents generated four themes: role perception, institutional support, academic-administrative divide, and social-emotional duties. Participants described complex, developing roles but career inertia due to uncertain promotion criteria and minimal recognition. Institutional support was inconsistent, with limited training and ambiguous career pathways. The divide between academic and UPS staff persists, alongside unrecognized emotional labour, prompting calls for transparent promotion processes and structured career development. UPS undertake multifaceted administrative, managerial, and emotional roles that are undervalued within HEIs. Career progression is hindered by unclear promotion criteria, institutional barriers, and an academic-administrative divide. Training and career development opportunities are inadequate and unevenly accessible. To address these issues, institutions should clarify promotion processes, establish formal career pathways, enhance support programs, foster collaboration between academic and UPS staff, and recognize social-emotional labour. Future research should track career impacts over time and explore interventions to promote UPS equity and development.

This study explores the effectiveness of government support structures and programs (GSSPs) for some Small, Medium, and Micro Enterprises (SMMEs) of Gauteng Province in South Africa through the lived experiences of seven respondents representing the SMMEs that received support. With thematic content analysis (TCA), the research exposes recurrent themes in the perceived effectiveness of the assistance provided by the GSSPs. The study highlights both successes and critical gaps. The findings suggest that the SMMEs appreciate the material support from the GSSPs. However, they indicate that the one-approach-fits-all used was deficient. The approach generally lacks holistic, customized intervention and limits the overall impact. They particularly would have preferred additional support in business management skills and funding. The study recommends a comprehensive and customized approach that represents responsive government support frameworks.