Research Publications (Arts and Design)

Permanent URI for this collectionhttps://hdl.handle.net/10321/214

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Saving journalism 2 : Global strategies and a look at investigative journalism
(Konrad-Adenauer-Stiftung USA., 2022) Schiffrin, Anya; Clifford, Hannah; Adjin-Tettey, Theodora Dame
A year after publishing Saving journalism in 2021, we’ve gone back to see what happened to some of the promising measures we documented in our last report. The appetite for sweeping change and broad support for quality information we described then has grown. Many of the organizations we spoke to last year are close to making major announcements and all feel they made headway in 2020. In the absence of research and hard evidence as to what works best (not unique to journalism—some things are essentially unknowable) we’re seeing pragmatism, with different groups backing policies that seem politically feasible. There is continuing tension between the larger, established outlets that benefit from many of the government programs to support journalism and the niche players/digital startups, which have less to gain. This is getting in the way of agreements as to which, if any, government policies to support. However, given the political and economic contexts in many countries, it’s not clear what the counterfactual would be: If there were agreement and a concerted push, would it make a difference given the political constraints that exist around the world? There is lots of useful new research on media viability and how to help save journalism. One outstanding example was the 2021 report from Reporters without Borders calling for a New Deal for journalism.
Academics well-being as a pillar of institutional autonomy : a study on work-life balance in higher education amidst and post Covid-19
(SUNJournals, 2025-8-23) Shange, Mzwakhe Ellen; Nyide, Celani John
In higher education, intricate relationships among academic freedom, academic welfare, institutional autonomy, and public accountability have become increasingly evident. This research investigates the critical issue of balancing work and home lives for academics and its significant ramifications. This research aimed to evaluate the influence of work life balance on academics productivity at a specific university in South Africa. Three sophisticated quantitative approaches, the JD-R Model, structural equation modelling (SEM), and Analysis of Moment Structures (AMOS) 27 statistical software, were applied in the study of 175 full-time academics. The results of this research indicated a substantial negative connection among academics performance and work life imbalance (β = -0.232†, p < 0.100). This is an example of how difficult it is to be an academic and have a life. It is evident that productivity and meaningful contributions to an institution will increase when academics are able to successfully manage their personal and professional lives. However, institutional autonomy has an impact on administrative decisions and measures, which in turn affect the work environment, resources at disposal, job security, and overall welfare of academics.
Textual elements of The Great Gatsby
(AOSIS Books, 2023) Vooght, Ursula
Introduction : African higher education and the praxis of research, innovation, and internationalisation
(University of Johannesburg Press, 2024-8-31) Kehdinga, George Fomunyam; Kehdinga, George Fomunyam
Introduction : digitalisation and organisational communication
(Palgrave Macmillan, 2024-11-10) Usadolo, Sam Erevbenagie; Makwambeni, Blessing; Usadolo, Queen; Usadolo, Sam Erevbenagie; Makwambeni, Blessing; Usadolo, Queen
Organisational Communication in Africa: Navigating a Digitalised World is a book that brings together empirical work that examines how digitalisa tion is impacting on and re-configuring organisational communication in different countries across the African continent. The book provides new insights, theories, and practical strategies for engaging with organisational communication from a Global South perspective. The rapid acceleration of technological changes presents both opportunities and challenges for organisations operating on the African continent where the adoption of digital technologies has significant variations across countries (Li, 2024). The fourth industrial revolution has been transforming organisations and their environment as well as society as a whole for more than a decade now. However, developments surrounding the onset of COVID-19 in 2020 have staggeringly increased the pace at which transformation is tak ing place in organisations regardless of their prior state of readiness. This book notes that although the digitalisation of organisational communica tion per se is not a new phenomenon, the seismic changes brought by the fourth industrial revolution have been transformative of organisations themselves, their environment, and the practice of organisational communication.
Re-engineering sociological constellations for higher education in South Africa
(University of Johannesburg Press, 2024-8-31) Kehdinga, George Fomunyam; Ezeonwuachusi, Nnenna Fidelia
Higher education in South Africa has experienced a number of challenges for the past three decades: from the days of apartheid to post-apartheid South Africa, to the challenges of transforming the higher education landscape. The merger of several South African higher education institutions in 2004 created a plethora of challenges to add to the already existing ones. These challenges were political, sociological, structural and fiscal in nature. The desire to address these challenges has in a way created an epistemological backlog where access to higher education has increased drastically but epistemological access remains a challenge. These amongst other things fuelled the decolonisation movement which demanded for the decolonisation of knowledge. However, the decolonisation of knowledge amongst other things cannot be effective or complete without a re-engineering of the sociology of education. this chapter articulates a pathway for the re engineering of the sociology of education by articulating four sociological constellations.
Perceptions of Grade 10 to 12 adolescents on contextual situations that contribute to their psychosocial development challenges
(Education Association of South Africa, 2025-2-28) Khumalo, Gift; Pretorius, Edmarie
Adolescence is a complex developmental stage with challenges that affect transitioning to adulthood. The success in managing the transition depends on personal capabilities, circumstances, and support systems. Contextual situations in adolescent development are understudied in developing countries. In this qualitative study, we explored what South African Grade 10 to 12 adolescents perceived to be the factors influencing their experience of psychosocial challenges at home and at school. Participants (22 Grade 10–12 learners) completed an open-ended survey structured as a written interview. Thematic analysis of the data revealed 2 main themes: home life situations (household financial difficulties, unfavourable living conditions, time-inflexible house chores, poor parent-child relationships, lack of support from families), and school life situations (peers’ inappropriate behaviour, perceptions of ineffective school leadership, teachers’ low work enthusiasm and commitment, insufficient school resources, unsafe and unfavourable geographical conditions). The findings suggest a need for psychosocial intervention by school social workers at family and school levels to support adolescents in negotiating their psychosocial developmental transition to young adulthood. The departments of education, social development and health, the police services, and non-governmental organisations (NGOs) should collaborate to establish school programmes addressing learners’ disruptive behaviour and school safety concerns.
Improving pre-service teachers’ conceptualisation of isometric drawing through AutoCAD-based simulation
(Society for Research and Knowledge Management, 2025-9-30) Mlambo, Philani Brian; Singh-Pillay, Asheena
This qualitative study aimed to address the ongoing issue of poor performance in isometric drawing, which has been a persistent problem. Each year, Grade 12 moderators' reports consistently highlight learners' difficulties with this section. This ongoing challenge suggests that teachers also face difficulties when teaching this concept. Consequently, this study focused on pre-service teachers to address this educational gap. The choice to concentrate on pre-service teachers from a university of technology training as Engineering Graphics and Design (EGD) teachers was strategic. As future educators, these individuals have significant potential to act as agents of change in the teaching and learning of isometric drawing. This potential for educational transformation compelled the need to explore the effect of technology-enhanced learning in improving the conceptualisation of isometric drawing. To address the research objectives, forty first-year pre-service teachers enrolled in EGD were purposively selected to participate in this study. The theoretical foundation combined the Zone of Proximal Development and technology framework with Self-Directed Learning theory to underpin this qualitative enquiry. Data was gathered through photovoice and reflective diaries to evaluate the impact of AutoCAD in enhancing the conceptualisation of isometric drawing. The collected data was examined through narrative analysis to document and interpret the effects of the AutoCAD intervention. Findings from this analysis suggest that technology-enhanced learning, specifically AutoCAD-based pedagogy, significantly enhances the conceptualisation of isometric drawing and improves fundamental spatial visualisation skills. The implications of these findings indicate that EGD teachers should adopt technology-based learning approaches in their classrooms. Therefore, this study recommends that all EGD teachers become proficient in operating AutoCAD to integrate this sophisticated drawing software into their teaching methodologies effectively.
A scoping review of contextual factors contributing to school violence in the Southern African Development Community (SADC) region
(MDPI AG, 2025-03) Khumalo, Gift; Makhakhe, Nosipho Faith; Lipholo, Bokang Nephtali
School violence is a prevalent phenomenon across Southern African Development Community (SADC), affecting children’s psychosocial and mental well-being. As part of SADC’s educational goals, access to quality education is a priority and is beneficial for the region’s economic growth and development. This goal cannot be achieved without addressing school violence at its roots. Using Arksey and O’Malley’s five-step framework, this scoping review explored evidence of contextual factors that contribute to school violence in the region. Twenty-four articles were included, and six themes were identified: home contextual factors, parental factors, community risk factors, school contextual factors, sociability factors, and demographic and individual characteristics. The findings suggest that factors contributing to school violence were from the learners’ immediate environments, including exposure to violence at home and poor parental methods, interactions with teachers and lack of appropriate disciplinary methods and processes, disruptive ideas related to masculinity, lack of understanding and intolerance to demographic and individual differences, and exposure to violence, drugs, and alcohol at the community level. To address this phenomenon, a comprehensive approach is needed, which includes developing clear school policies, teacher training on managing disruptive behaviours and professionalism, mapping incidents of school violence, and interventions involving collaboration between schools, parents, and school social workers to curb school violence.
Navigating trauma : analysing the lived experiences of journalists who suffered violence in the line of duty
(Sage Publications, 2025) Adjin-Tettey, Theodora Dame; Asuman, Manfred A.K; Ayim-Segbefia, Mary Selikem
Through the lens of the Coping Circumplex Model (CCM) and the phenomenological research approach, this study explores how Ghanaian journalists deal with trauma experienced in the line of duty. Participants reported experiencing a variety of traumas, including psychological, emotional, and physical. The data also revealed that the coping techniques adopted by participants fell within both the problem-coping and the emotion-coping dimensions. Some employed avoidance as an emotion-coping strategy and got triggered when they saw culprits, pointing to emotion-coping’s ineffectiveness in healing trauma. The trauma journalists experience also sometimes extends to the victims’ relations, calling for an exploration of coping strategies for victims of the cascading effects of trauma experienced by others in future studies.
Assessing the responsiveness of journalism curricula to the labor market needs in South Africa : a systematic review
(2025-7-23) Muringa, Tigere; Adjin-Tettey, Theodora Dame
Through the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines, this study evaluates the responsiveness of journalism curricula in South Africa to the evolving needs of the industry. Forty-six reviewed studies literature were retrieved for analysis. Findings indicate that while some institutions have incorporated digital media skills, critical thinking and ethics into their curricula, significant gaps remain in multimedia storytelling, data journalism, media entrepreneurship and AI tools in newsrooms. Furthermore, there is limited emphasis on practical work-integrated learning (WIL), leaving graduates underprepared for the fast-paced and highly competitive journalism labor market. The study recommends curriculum reforms that emphasize practical skills, industry partnerships and adaptability
Vertical representation of gender in the Ghanaian broadcast media
(Informa UK Limited, 2025-1-1) Danso, Samuel; Appiah-Adjei, Gifty; Adjin-Tettey, Theodora Dame
The gender gap in media organizations has drawn research attention in recent years. This study, through the lens of the glass ceiling concept, draws on interview data to explore how gender is represented in managerial positions within Ghanaian broadcast media. The study’s findings indicate that, despite progress towards gender equality, men continue to dominate top managerial positions in Ghana’s broadcast media. The absence of institutional policies specifically targeting gender representation perpetuates these inequalities. Further, informal efforts by some media firms to ensure fair representation lack the effectiveness of formal guidelines and accountability mechanisms. Thus, women in the Ghanaian broadcast media experience the “glass ceiling” effect and are excluded from managerial decision-making processes. The study highlights the importance of promoting gender equity and diversity in leadership within the Ghanaian broadcast media.
Assessing the responsiveness of journalism curricula to the labor market needs in South Africa : a systematic review
(SAGE Publications, 2025-1-1) Muringa, Tigere; Adjin-Tettey, Theodora Dame
Through the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines, this study evaluates the responsiveness of journalism curricula in South Africa to the evolving needs of the industry. Forty-six reviewed studies literature were retrieved for analysis. Findings indicate that while some institutions have incorporated digital media skills, critical thinking and ethics into their curricula, significant gaps remain in multimedia storytelling, data journalism, media entrepreneurship and AI tools in newsrooms. Furthermore, there is limited emphasis on practical work-integrated learning (WIL), leaving graduates underprepared for the fast-paced and highly competitive journalism labor market. The study recommends curriculum reforms that emphasize practical skills, industry partnerships and adaptability.
The African youth and communicative behaviours in digital spaces
(University of Ghana, 2025-7-1) Adjin-Tettey, Theodora Dame; Yeboah-Banin, Abena Animwaa
As digital media platforms have become ubiquitous in all aspects of media consumption (Kaempf, 2018; Ren et al., 2024), there is abundant evidence that media consumers, particularly young people, are moving away from media to digital media (Kemp, 2021). This is demonstrated by the over 40% of Africans who use the internet regularly (Kamer, 2022) and the significant portion of news, advertising, and entertainment consumed on digital platforms (Rao & Nagaraj, 2022). Digital platforms also serve educational purposes (Adjin-Tettey et al., 2022), as many educational institutions have deployed digital technologies to complement other modes of educational instruction (Anderson & Rivera Vargas, 2020). Additionally, digital platforms serve as an important and foremost opportunity for networking among young people (Koch, & Miles, 2021; Sinanan & Gomes, 2020), self-expression and self-presentation (Guo, 2015), the pursuit of entrepreneurial opportunities (Pano & Gjika, 2020), and political engagement and civic action (Hao et al., 2014), particularly for young people.
Unveiling voices and visibility : women’s engagement and representation in three morning prime-time radio shows in Accra, Ghana
(Emerald Publishing, 2025-7-25) Adjin-Tettey, Theodora Dame; Asuman, Manfred; Ayim-Segbefia, Mary Selikem; Jjuuko, Margaret; Omland, Solveig; Azungi, Carol
While women’s status in Ghanaian media has improved in terms of the beats they cover, it is important to identify how this trend is reflected in such prime-time programmes as morning shows and how it has influenced gender sensitivity in content programming. This study investigates the engagement and participation of women in the three most popular morn-ing radio shows in Accra, Ghana. We employed qualitative content analy-sis and systematically monitored and analysed the three shows over four weeks in terms of gender roles, issue representation, and the frequency and prominence of women’s participation. The results showed that there were more men than women participating in the morning shows as hosts/journal-ists or guests on a daily basis. Female co-hosts hardly ever filled in as pro-gramme hosts in the absence of male hosts. The study further established that men are more often the participants in political discussions on prime-time radio as both hosts and resource persons. We recommend that media organisations establish a culture that guarantees gender-transformative and gender-sensitive programming and representation to increase women’s participation and engagement in media projects.
Navigating tradition and modernity in'Seven Doors', a Netflix's 2024 Nigerian series: exploring religious syncretism and cultural identity
(Adonis & Abbey Publishers, 2025-6-1) Adedokun, Theophilus; Mheta, Gift
This paper examines the portrayal of religious syncretism in Netflix's 2024 Nigerian series Seven Doors, analyzing how the narrative represents the intersection between traditional Nigerian religious practices and modern faith systems. Through a qualitative content analysis of the six-episode series, this study explores the fictional representation of traditional religious elements, particularly the Ifa divination system and ancestral worship, as they interact with contemporary religious perspectives in modern Nigerian Yoruba storytelling. While acknowledging the limitations of using creative media as primary evidence for theoretical frameworks, the analysis investigates how the series employs religious syncretism as a narrative device that reflects broader cultural discourses in contemporary Nigeria. The study contextualizes the series' fictional portrayal within existing scholarship on religious syncretism, positioning Seven Doors as a cultural text that offers insights into popular perceptions and representations of religious coexistence in Nigeria. By examining this media representation alongside established theoretical and empirical research on Nigerian religious practices, this paper contributes to the growing body of literature on religious representation in African media and explores how streaming platforms participate in cultural conversations about traditional African religious practices in modern contexts.
Covid-19 compelling governments to listen? Evaluating traces of listening to public opinion in Ghana's Covid-19 presidential lockdown speeches
(2021-12-1) Adjin-Tettey, Theodora Dame
In democratic contexts, attention is often given to voice to ensure transparency and accountability, however, there is little evidence for social and political actors having a sense of obligation to listen, let alone incorporating concerns of stakeholders into policy decisions. This study investigated whether the speeches of the Ghanaian president, delivered during the Covid-19 pandemic, when there was a compelling obligation to listen to inform measures to curtail the spread of the virus, exhibited any traces of listening. The study was grounded in the listening theory, which originates from the idea of path building, where stakeholders engage one another's perspectives on an issue to find solutions. Through the directed content analysis, 15 speeches delivered by the president were analysed. The results showed that the president took policy decisions based on engagements with relevant international, state, and private actors. He also listened to public sentiments regarding the socio-economic effects of measures taken and consulted relevant actors to address those concerns. The study recommends that the art of consciously listening be incorporated into all policy decision-making processes and not only be done during health crises. Future research could consider how listening during policy decision-making processes translates into policy acceptance.
From the classroom to the African newsroom: how journalism education can bridge the gap between the classroom and the shrinking newsroom
(Informa UK Limited, 2024-7-2) Adjin-Tettey, Theodora Dame
Throughout the development of journalism, several groups have made efforts to gain access to voice and advance specific agendas. The current evolutionary phase of journalism has witnessed the democratization of the origination and distribution of journalistic content and has propelled unparalleled content diversity and interactivity and a transition from communality of audience membership to individuality. This unprecedented phase has also brought on certain challenges to journalism as a practice and business, some of which are revenue loss to digital giants, misinformation, dwindling trust in mainstream media, shifting eyeballs to digital platforms and the withering of size and influence of mainstream news outlets. Consequently, journalism graduates now enter a job market that is largely low paying, is increasingly mediated by technology, is rapidly converging, and is experiencing a change in work cultures. In the midst of the rapid evolutions, one of the major concerns is how journalism and media studies schools can respond to this rapidly transforming environment for journalism practice. Through the autoethnography method of enquiry, this paper, thus, reflects on some of the current trends and makes proposals as to how journalism training schools can respond to current realities.
Safety of journalists from a gendered perspective: evidence from female journalists in Ghana’s rural and peri-urban media
(University of the Free State, 2023-12-13) Adjin-Tettey, Theodora Dame; Asuman, Manfred A. K.; Ayim- Segbefia, Mary Selikem
This study sought to explore the safety risks female journalists working in Ghana`s rural and peri-urban media encounter while doing their work, how safe they feel and how they are coping with safety breaches. Thirteen semi-structured interviews with female journalists employed by Ghanaian broadcast media outlets in rural and peri urban areas were undertaken. Guided by Braun and Clark’s (2006) six steps for qualitative data analysis, interview transcripts were thematically analysed. It was found that physical and emotional security threats; poor working conditions were the main threats to female journalists working in Ghana’s rural and peri urban media. While there are generally bad working conditions, some participants believe that men receive more benefits and opportunities for professional growth than women. Compared to their male peers, females are occasionally ridiculed and refused training and professional opportunities. When there are safety violations, employers generally offer little assistance. Female journalists cope with violations and insecurities by self-censoring, avoiding working during specific hours of the day, and steering clear of reporting conflicts, politics, and elections as a safety measure. The study recommends that to avoid maladaptive actions by journalists, media organisations address the safety needs of their female journalists. Journalists themselves should look out for personal security initiatives to enhance their skills.
English teachers’ perspectives on infusing ICT in engineering graphics and design pedagogies using the TPACK framework
(University of Guelph, 2025-6-1) Maeko, Mogale Simon Albert
The 21st century and the 4th Industrial Revolution have necessitated a shift in pedagogies, highlighting the importance of integrating Information and Communication Technology (ICT) into education. This study explored Engineering Graphics and Design (EGD) teachers’ perspectives on the use of ICT in EGD classrooms, aiming to recommend strategies for effective integration using the Technological Pedagogical and Content Knowledge (TPACK) framework. Using a qualitative approach, data were collected from nine EGD teachers across secondary schools in the uMgungundlovu district of KwaZulu-Natal, South Africa, through semi-structured interviews and classroom observations. Thematic and descriptive analyses revealed that ICT plays a vital role in enhancing EGD instruction. Teachers demonstrated strong Technological Knowledge (TK) and effectively used tools such as AutoCAD and simulations to facilitate learners’ understanding of complex concepts. They also showed competence in aligning technology with pedagogy (TPK) and content (TCK). However, their efforts were often constrained by limited infrastructure and outdated resources. These systemic challenges hinder the full realisation of ICT’s potential in classrooms. The study recommends that the Department of Basic Education prioritize investment in ICT infrastructure and ensure equitable resource distribution. It also underscores the need for continuous professional development rooted in the TPACK framework and the creation of digital teaching resources. Furthermore, establishing professional learning communities is essential to foster collaboration and improve the integration of ICT in teaching practices. These measures are crucial for empowering teachers and preparing learners for the demands of a technologically driven world.

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