Abstract
This thesis is based on harnessing the 4IR for improved infrastructure in the Gauteng, South African higher education institutions. Many research studies identified 4IR as progressive facilities by intersecting bodily and computer-generated things built on current and developing interoperable ICT. In understanding the challenges and expectations of the South African higher education institutions, the fourth industrial revolution needs to improve on existing HEI’s 4IR infrastructure. This study seeks to identify the 4IR game-changers on South African higher education institutions; identify the challenges facing HEI’s in adopting 4IR for their activities; investigate the status quo of the fourth industrial revolution in the South African higher education institution; establish the impact of inadequate 4IR infrastructure on South African higher education institutions; and establish the benefits of 4IR tools on South African higher education institutions. The data used in this research were derived from both primary and secondary sources. The secondary data was collected through a detailed review of extant literature. In contrast, the primary data was collected through a questionnaire survey distributed to Gauteng province students currently registered in universities. Two hundred and two (202) questionnaires were received from the two hundred and fifty (250) sent out, representing an 81% response rate. In ensuring the reliability of the research questionnaire, Cronbach’s alpha coefficient reliability was conducted on the scaled research questions. Findings from the research were analysed using descriptive statistics and exploratory factor analysis (EFA). Research findings were revealed as per related categories.
For the status quo of the fourth industrial revolution in the South African higher education institution, findings revealed two categories: inadequacy of infrastructure and inadequacy of funds. For the challenges facing HEI’s in adopting 4IR for their activities, findings revealed the following categories: lack of proportion in teaching & technology, inadequate funding of universities, poor network connectivity in some areas & basic understanding of the usage of mobile devices, lack of communication between stakeholders within the university, poor political interference of SRC, poor information & communication technology application approach, inadequate information & communication technology expertise and practice and not enough staff to operate the systems in universities. The benefits of 4IR tools on South African higher education institutions show the advancement of international linked programmes, improved
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academic performance, development of new learning & thinking skills, and a high rate of student admissions, among others. The study continued to indicate the fourth industrial revolution game-changers for higher education institutions. The enhancement of e-learning systems and technological emancipation factors were among the top 4IR game-changers for higher education institutions. It is recommended that for students to achieve excellent academic performance, the universities must overcome the challenges caused by unenhanced educational infrastructure within the universities. Since it has been identified beyond reasonable doubt that HEIs are encompassed with challenges centered on inadequacy in educational infrastructure and, arguably, skilled personnel, 4IR is therefore required.
Originality
The study contributes to the body of knowledge on harnessing the 4IR for improved infrastructure in the Gauteng, South African higher education institutions.
Key words: Educational Development, Fourth Industrial Revolution, Poor Infrastructure, Technology