University lecturers perceptions of the value availability and accessibility of prescribed study material in South Africa

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dc.contributor.authorNdebele, Nduduzo
dc.contributor.authorMasuku, Mfundo Mandla
dc.contributor.authorMlambo, Victor H.
dc.coverage.conferenceissn
dc.date.accessioned2026-03-27T06:56:55Z
dc.date.available2026-03-27T06:56:55Z
dc.date.issued2022
dc.departmentNamePublic Administration
dc.description.abstractThis study explored the pedagogical dimension of the new NSFAS book allowance funding model focusing on the availability of prescribed textbooks, the perceived impact on teaching and learning, and student's academic achievement. The study applied the human activity system approach (HAS) and the activity systems model within this approach as its theoretical framework. A sample of 10lecturers drawn using convenience sampling participated in semi-structured inter-views designed within a phenomenology research framework. In the findings, lecturers reported a significant decline in the availability of prescribed text books among students and generally unsuccessful attempts to replace these with open educational resources. Consequentially the lecturers said the suboptimal academic performance was a direct output of the new NSFAS book allowance system. It was recommended that NSFAS engage lecturers in decisions relating to book allowance funding as their pedagogical approaches strongly relied on prescribed text books' availability. Universities should support policies and strategies that support the development, evaluation, and use of Open Educational Resources (OER) to increase the benefits of these resources while minimising their risks to students' performance.
dc.facultyFaculty of Humanities and Social Sciences
dc.identifier.citationNdebele, N.C., Masuku, M.M. and Mlambo, V.H. 2022. University lecturers’ perceptions of the value, availability and accessibility of prescribed study material in South Africa. Cogent Education, 9(1), pp.1-18.
dc.identifier.issn2331-186X (online)
dc.identifier.otherhttps://doi.org/10.1080/2331186X.2022.2153423
dc.identifier.urihttp://hdl.handle.net/10530/59051
dc.inproceedingsissn
dc.issuenumber9 / 1
dc.keynoteissn
dc.language.isoEnglish
dc.pages1 - 18
dc.peerreviewedYes
dc.publisherTaylor & Francis
dc.subjectEducational research
dc.subjectHigher education
dc.subjectHistory of education
dc.subjectDevelopment
dc.subjectGrowth
dc.subjectSupport
dc.titleUniversity lecturers perceptions of the value availability and accessibility of prescribed study material in South Africa
dc.title.journalCogent Education
dc.typeJournal Article
dspace.entity.typePublication
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relation.isAuthorOfPublicationf62d08cc-182c-41b7-b9c1-2eaf36f26a9c
relation.isAuthorOfPublication.latestForDiscovery4880115e-e871-48b7-a1fa-bb2afc4664d8
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