The effects of load shedding on MBA students’ learning at the Durban University of Technology in South Africa

Abstract

Over the years electricity has been one of the biggest support structures in advancing teaching and learning for universities in South Africa. However, South African universities are currently inundated by several challenges including load shedding. Energy is considered the backbone of an economy's prosperity and progress and plays a crucial role in socio-economic development. Moreover, South Africa is facing an extreme shortage of electricity resulting in an energy crisis which has given rise to social and economic challenges that have threatened teaching and learning processes. This study aimed to determine the effect of load shedding on teaching and learning in the Durban University of Technology (DUT) MBA programme. This aim was achieved by using a qualitative research approach that involved the collection of data using interviews. Data was collected from a census of 35 participants consisting of MBA students and staff in the DUT MBA programme. The findings of this study indicated that widespread load shedding increases electronic resource access concerns. Students complained about frequent online learning platform stoppages, inadequate internet connections, and limited research and communication. Alternative power solution students face these challenges, which hinder academic progress and widen the gap. Interruptions upset students and lowered morale, hampering the DUT MBA teaching. The findings of this study contribute to the broader understanding of the impact of infrastructure-related challenges, such as load shedding, on the core activities at higher education institutions. While the specific context is the DUT MBA programme, the findings provide valuable insights that may be applicable to the education sector more broadly. The knowledge generated from this research can fill an important gap in the existing literature on the intersection of energy supply issues and the delivery of higher education. The findings of this study are also beneficial for both the academic and non-academic community at South African universities broadening the discussion around resourcing concerns in higher education.