Location
Harare, Zimbabwe and Virtual
Start Date
14-9-2023 4:30 PM
End Date
14-9-2023 5:00 PM
Description
Remote working has been widely implemented in industry. In higher education, a gap exists in understanding how it has been implemented, particularly in under resourced universities. The purpose of this study was to explain the factors that influence remote working experiences of higher education facilitators (HEFs) in under resourced higher education institutions (HEIs). With the use of South African HEIs that are classified as historically disadvantaged, the study explained how remote working has been implemented and experienced and identified strategies that were shown to work in under resourced universities. A deductive approach to theory and an interpretivist research philosophy were employed. Qualitative data were collected through semi structured one-on-one interviews and analysed using thematic analysis. While age and gender emerged as part of the factors of influence, key findings indicate that the digital divide, digital literacy, socioeconomic standing, social support, and institutional support have a fundamental influence on remote working.
Included in
Factors influencing remote working for facilitators in under resourced universities
Harare, Zimbabwe and Virtual
Remote working has been widely implemented in industry. In higher education, a gap exists in understanding how it has been implemented, particularly in under resourced universities. The purpose of this study was to explain the factors that influence remote working experiences of higher education facilitators (HEFs) in under resourced higher education institutions (HEIs). With the use of South African HEIs that are classified as historically disadvantaged, the study explained how remote working has been implemented and experienced and identified strategies that were shown to work in under resourced universities. A deductive approach to theory and an interpretivist research philosophy were employed. Qualitative data were collected through semi structured one-on-one interviews and analysed using thematic analysis. While age and gender emerged as part of the factors of influence, key findings indicate that the digital divide, digital literacy, socioeconomic standing, social support, and institutional support have a fundamental influence on remote working.
