The Recognition of ‘Digital Technology Refugees’ amongst Post Graduate Students in a Higher Education Institution

Abstract

It is common knowledge that South African public universities have recently been embarking in efforts to increase their postgraduate (PG) enrolment, and ensure PG student throughput and graduation. Whilst it is well known that the student population is diverse, the literature reveals that students’ preparedness is an area of concern in the student throughput discourse in higher education. One of the caveats of the students’ preparedness discourse lies in the domain of digital technology which has been introduced in higher education. Research is a key component of PG studies and digital technology knowledge and skills are crucial to students’ studies. This article is based on the digital technology experiences of postgraduate students undertaking research at a South African university in KwaZulu-Natal (KZN) province. The discussion leans on qualitative case study data which were generated over a period of two years from 2013-2014. Purposive convenience sampling was used in selecting the students. Multiple instruments such as the students’ handwritten and email correspondence in addition to their articulations (verbal and digital) were used for data generation. The study concluded that there were ten PG students who were struggling with digital technology from the outset of their postgraduate studies and numerous digital technology challenges persisted throughout their course of study. Some students believed that they were forced to migrate to a digital world without the requisite support: to learn and internalise aspects of digital technology which made them recommends the training of students before they use digital technology within the curriculum and an ongoing digital support structure in the higher education institution to ensure that these PG students receive sufficient assistance to progress and meet their academic targets, and ensure their throughput.