Orientation Research Purpose: In response to social unrest that has eaten deep into the fabric of the University system in Nigeria, this theoretical paper is positioned to respond by examining the Human Relations Theory of Management (HRTM) as a suggestible solution to the management of the incessant students’ oriented crisis in the system. The theory was argued towards exposing the dividends enjoy by organisational stakeholders emanating from the outcome of the Hawthorne study.Research approach and Finding: The study adopted literature and observations as a research approach, while theoretical analysis was employed to interpret and make sense of HRTM. The analysis was considered from its evolutionary point of view; the development of Human Relation Theory of Management, the contributions of Jacob Moreno’s stoichiometry and McGregor’s Theory X and Y. I further argued and justified that the assumptions of the theory such as; belongingness, inclusiveness and recognition, an informal or formal social group within a workplace, development of affinity in workplace, motivation, and communication are the roadmap to the people’s management. In the same vein, it becomes a useful tool for managing students’ unrest in Universities. The relevant of the theory to crisis management was equally exemplified, coupled with the development of a theoretical model to better simplify the nexus between HRTM and crisis management.Implication for Management: Observations were made based on the assumptions of the theory to respond to the vacuum HRTM supposed to have filled. The study conclusively recommends that; inclusive decision making, the committee system, motivation and communication should be paramount in managing the system to enable amicable relationships for better productivity, peace and relative tranquility.

Following the dwindled academic performance of first-year undergraduate students in the universities as observed by the researchers and confirmed by the literature, the study problematised Supplemental Instruction (SI) mechanism as a tool to enhance students’ performance. Supplemental Instruction, according to this study, is the kind of supplementary academic supports rendered to students to enhance their performance. In order to achieve this, this study explored the challenges with the use of Supplemental Instruction along with the possible solutions to the problems. Social constructivism was used to theorise the study. Participatory Research (PR) was adopted as a methodology for the study because it involved the coming together of the concerned people to participate in problem definition, problem assessment, implementation, and evaluation. Unstructured interviews were used to generate data from the participants who were facilitators and students as co-researchers with the use of audiotape recorder. The participants for the study included first-year students at the selected university, the SI coordinator, two tutors for various modules and their lecturers. Thematic analysis was adopted to categorise, interpret, and analyse the generated data because it involved the reflection of categorised objectives. The study found out among others that; inadequate planning and lack of collaborative engagement were the major challenges while training and retraining of SI personnel and collaborative engagement were the suggestible solutions to ameliorate the problems. However, the study, in its conclusion, significantly enhances the university’s reputation and increases the quality of its outputs in terms of students’ academic performance through the use of SI. https://doi.org/10.26803/ijlter.19.5.13

The rural-urban migration syndrome has eaten deep into the fabric of rural development in South Africa, thereby denying rural dwellers equitable access to social and economic amenities and social empowerment. This study, therefore, seeks to emancipate rural communities through an asset-based community development approach by forming university-community synergies for the purpose of decolonising these rural communities. The study attempted to provide a solution to the question of inequalities between rural and urban communities with a focus on how university engagement can be used to enhance community development in QwaQwa/Harismith Township and its environments. The study adopted a participatory action research design and the free attitude interview technique was used to collect data. The research participants consisted of one research assistant and 10 ordinary community members, members of NGOs and community leaders in QwaQwa/Harrismith Township in the Free State province of South Africa. Data collected were analysed through Laws, Harpes and Marcus’s seven-step model. The study revealed that rural dwellers face challenges of inequitable educational facilities and resources, and a lack of security in terms of their lives, properties, and means of travelling. Likewise, the study also showed a lack of access to health facilities in their communities. It was therefore concluded that community engagement through the asset-based approach and decoloniality would enable the university to empower rural dwellers with the freedom to attain their well-being by ensuring an environment that is sufficient and adequate for social investment.

The benefits of collaborative learning (CL) in teaching-learning have been well-documented. According to existing literature, it will help students and teachers learn from one another, develop good communication skills, foster a sense of community, trust and respect, and retain and apply the information in their future studies. Unfortunately, observation coupled with research shows that pre-service teachers’ participation in South Africa's rural universities is at its lowest ebb – a potential source of concern to education stakeholders given its futuristic implications in the light of CL benefits. Less pre-service teachers’ participation has been linked to cultural influence, environmental factors and students’ backgrounds and have negatively impacted students’ academic achievement. This paper seeks to typify CL as a panacea to pre-service teachers' apathy toward learning. In doing this, social constructivism theory (SCT) was adopted to underpin the study. Drawing from the principles of participatory action research, fifteen undergraduate students were randomly selected, and data was gathered with the instrumentation of semi-structured interviews and focus groups. The study revealed the think-peer-share strategy, group work strategy, micro-teaching strategy, positive feedback and encouragement, learner-centred method, and inquiry method as strategies for improving participation among pre-service teachers in rural universities. Recommendations were made in line with the findings of the study.

Professional development of teachers is a cornerstone of the provision of quality of teaching and learning in a country’s education system, affirmed by the literature, with programmes central to proposals for improving the quality of teaching and transforming education. Competencies of teach- ers in South Africa have not improved as envisaged, according to studies conducted, with many professional development programmes not yet implemented or not taking into account teachers’ perspectives. In address- ing this challenge, the aim of this article is to determine components of a strategy that could be employed to implement professional development programmes, drawing on a project conducted in two rural secondary schools in the Free State province. Data were generated from school community participants and district-based officials using a Participatory Action Re- search approach. Findings revealed six distinct components of a strategy, namely establishment of a team comprising all stakeholders; the creation of a common vision for all based on a thorough Strengths, Weaknesses, Opportunities and Threats (SWOT) analysis; prioritizing items; drawing up of a strategic plan; monitoring procedures to determine progress made; and suggesting possible ways of improving on weaknesses.

In this article, we problematise the practice of appointing principals on the basis of comradeship instead of excellence, qualifications and competency. The appointment of principals in South Africa has, over the years, become politicised and unionised to the extent that it is contextualised within comradeship narratives, thereby negating the competency and qualifications that are required to champion quality education – education that is essential to empower people. To cement its arguments, the article is couched in decoloniality, a framework that evokes the need to challenge coloniality, which has displaced professionalism and competency as criteria for appointing principals. The data for the study were generated through questionnaires completed by, and interviews with, 19 participants in KwaZulu-Natal (KZN) province. The article reports that most schools with comrade principals face challenges related to competency, learner performance and indiscipline. The article recommends that the Department of Basic Education revisit its appointment policy for principals to ensure that competent principals are appointed, regardless of whether they are comrades or not.