The quality of information distributed by clubs and societies to prospective students at a South African university of technology

Abstract

The effective distribution of high-quality information within higher education (HE) is foundational, critically shaping student decision-making, fostering engagement, and directly influencing overall satisfaction. While student organizations (clubs and societies) play a pivotal role in enriching campus experiences and guiding students, empirical research on their information distribution quality within South African Higher Education Institutions (HEIs) remains conspicuously scarce. This dissertation directly addresses this scholarly gap by rigorously examining the intrinsic quality of information generated and distributed by these student-led entities. This investigation delineates the core attributes of information quality, including accuracy, integrity, consistency, completeness, validity, timeliness, and accessibility. Concurrently, it explores contextual factors that reinforce or diminish these attributes. Grounded in the Plan-Do- Check-Act (PDCA) cycle and Organisational Information Theory (OIT), the research adopts a qualitative, interpretivist paradigm. This approach facilitated a profound understanding of the lived experiences and nuanced realities inherent in information management within student organizations. Primary data were systematically collected through in-depth interviews and two focus group discussions with 46 participants from 23 clubs and societies at a University of Technology (UoT) in KwaZulu-Natal. This rich qualitative dataset was triangulated with pertinent secondary data from social media platforms and a comprehensive review of academic literature, ensuring a multi-faceted and robust analysis. Findings reveal significant, nuanced variations in student leaders' conceptual understanding of information quality and their practical quality assurance measures. Critically, systemic challenges identified include: the pervasive absence of clear, internally defined information standards; limited awareness among student leadership regarding institutional information governance; and discernible deficiencies in communication and leadership competencies. These factors collectively compromise the reliability and overall quality of information shared by student organizations. Based on these compelling empirical insights, the dissertation advances strategic recommendations. It advocates for HEIs to proactively establish clear information policies and robust, tailored quality assurance frameworks specifically for student groups. Furthermore, it proposes strengthening collaborative partnerships between institutional management and student leadership, alongside targeted training to cultivate superior communication and leadership capabilities. Crucially, aligning institutional practices concerning student information with comprehensive guidelines from the Council on Higher Education (CHE) is underscored as essential. This study concludes by emphasizing the profound need for ongoing scholarly inquiry into quality assurance mechanisms and their measurable impact on student recruitment, retention, and institutional reputation.