Bronwyn Swartz | Cape Peninsula University of Technology, Bellville (original) (raw)

Papers by Bronwyn Swartz

Higher Learning Research Communications, Dec 11, 2023

Objective: The purpose of the study was to propose guidelines to facilitate the sustainable and s... more Objective: The purpose of the study was to propose guidelines to facilitate the sustainable and successful use of mobile instant messaging apps for learning and teaching based on a review of the literature and perceptions of educators. Fraser's model of redistribution, recognition, and representation served as the theoretical framework. This study provides a mechanism for the development of a socially just and inclusive online classroom environment. Method: We conducted two focus groups (n = 4 and n = 3) in November 2021 at a university of technology in South Africa to explore the perceptions of educators on using mobile instant messaging (MIM) apps for learning and teaching, to identify challenges, and to suggest solutions. The data were thematically coded and analyzed to detect themes using Saldana's six-step process. Results: Sustainable and successful use of MIM apps for learning and teaching requires guidelines in three areas: practical management, privacy and security, and sustainable use. Key considerations include uniformity of use, student consultation, data control, operating hours, appointment of a chat moderator, language communication, access control, monitoring communication, regular feedback, and formalizing MIM app use through institutional policies. Conclusion: The proposed guidelines promote the sustainable and successful use of MIM applications in learning and teaching environments. The guidelines offer practical solutions to ensure that the use of MIM apps is ethical, inclusive, and effective in supporting student learning.

SAIEE Africa Research Journal, 2021

The advent of the fourth industrial revolution (4IR) has had an all-pervasive influence on virtua... more The advent of the fourth industrial revolution (4IR) has had an all-pervasive influence on virtually every aspect of high-quality manufacturing and associated services. Consequently, it triggered increasing industry demand to drive technological transformation. By implication, this propelled transformation in the requirements of Higher Education (HE) during the process of training engineers, towards more blended or online modes of delivery. A common concern from commentators has been "What are the ethical implications of using technology when teaching engineering students". The objective of this paper is to expand on a previously published literature study which theoretically examined the extent to which ethics has been considered during the process of training engineers in contemporary times. In this follow-up study, a survey research instrument (n= 68) which included eight likert scale questions and ten open-ended questions, was used to empirically explore three ethical dilemmas which emerged during the precursor study. The ethical dilemmas are (1) the unintended negative consequences of using technology; (2) discrimination as a result of the use of technology and (3) educator agency in the Engineering Education 4.0, at a University of Technology (UoT) in South Africa. Ethical clearance to do this research was secured through institutional channels. The findings of this study were consistent with findings of the precursor study and the recommendation of this study is that a series of workshops be held to develop ethics guidelines and establish ethical best practices to assist engineering educators to assure the quality of online engineering education, avoid discrimination, protect the privacy of both students and educators and reinforce the integrity of online engineering assessments

5th African International Conference on Industrial Engineering and Operations Management, 2024

The emergence of the novel coronavirus (COVID-19) in 2020 posed a significant global health crisi... more The emergence of the novel coronavirus (COVID-19) in 2020 posed a significant global health crisis, leading to a heightened demand for effective laboratory testing. This study focuses on the COVID-19 laboratory testing process at the NHLS Paarl laboratory in the Western Cape, employing a two-phase mixed-method examination. The initial phase utilizes Deming's PDCA cycle, incorporating quality tools such as Pareto analysis, Ishikawa diagram, 5 Whys analysis, and Failure Modes and Effect Analysis (FMEA) to enhance the efficiency of the COVID-19 testing process. The second phase involves qualitative research through semi-structured interviews to validate the outcomes of the first phase. The study identifies errors in the pre-analytic phase as a major challenge in laboratory testing, specifically rejected specimens. By applying the PDCA cycle, the research aims to formulate an optimized pre-analytic process to minimize errors. Laboratory errors, in the pre-analytic phase, are crucial quality indicators (QIs) that impact patient care and safety. The analysis reveals common pre-analytic errors, including invalid samples, insufficient specimens, and mismatched information. The consequences of these errors extend to delayed diagnostic results, hindering disease prevention and containment strategies. The study emphasizes the need for stringent measures to ensure accurate and reliable laboratory results in the context of COVID-19. The optimized pre-analytic process includes interventions such as standardized procedures, education and training programs, and check points to verify patient details and specimen handling. In conclusion, this research addresses the critical role of laboratory testing in the context of the COVID-19 pandemic, focusing on the pre-analytic phase to minimize errors and enhance the accuracy of results.

5th African International Conference on Industrial Engineering and Operations Management, 2024

This paper presents the findings of an explorative study on the strategic performance management ... more This paper presents the findings of an explorative study on the strategic performance management at AFB Ysterplaat. The overarching objective of this research endeavour was to elucidate the essential elements requisite for the Air Force Base Ysterplaat to implement an efficacious performance management framework. A triangulated mixed method approach was used to analyse data from four operational units at AFB Ysterplaat. Questionnaires and semi structured interviews were used to gather data from participants. The data collected from the interviews was used to corroborate the findings of the questionnaires. The triangulated mixed methods approach used, which included a pilot study, enabled the researcher to produce a comprehensive, credible and cross-validated conclusion. Findings of this study showed that although the management processes, vision, mission of AFB Ysterplaat were clear to the strategic, operational and tactical levels of management, there was limited knowledge of strategic performance management systems and tools. This research contributes to filling the knowledge gaps in literature at Air Force Bases regarding strategic performance management. The study concludes with implications and limitations of the study and recommendations for future research.

5th African International Conference on Industrial Engineering and Operations Management, 2024

The focus of this scoping review paper was to highlight the risks and opportunities associated wi... more The focus of this scoping review paper was to highlight the risks and opportunities associated with the implementation of the Six Sigma methodology (SSM) in the laboratory industry in South Africa (SA), and thereby theoretically establish guidelines for successful implementation. In this review, a total of 43 studies obtained from the two databases, namely Emerald and Google scholar, dated from 2008 to 2021 were used to systematically answer three research questions. The findings showed that organizational leadership commitment or involvement and support is the main key to unlock factors that negatively affect the successful implementation of the SSM.

digiTAL 2023 Conference Proceedings, 2023

Artificial Intelligence (AI) has emerged as a transformative force in education, offering the pot... more Artificial Intelligence (AI) has emerged as a transformative force in education, offering the potential to tailor learning experiences to individual students. Within Engineering Education, AI-powered Chatbots like ChatGPT have shown promise as virtual tutors, providing students with personalized support. Utilizing natural language processing and machine learning techniques, ChatGPT can understand and respond to student inquiries, enhancing the learning process. This study aimed to assess the effectiveness of ChatGPT as a tutoring tool at a University of Technology in South Africa. We applied the Plan, Do, Check, Act (PDCA) cycle, a Quality Management tool, to explore the potential of integrating chatbots as tutors. A survey involving 48 participants was conducted to collect feedback from students who have interacted with ChatGPT. Our findings indicate that ChatGPT is an effective tool for personalized tutoring. It demonstrates the ability to understand and respond to student inquiries accurately and efficiently, thereby enhancing the overall learning experience. However, it is essential to acknowledge the ethical and societal implications associated with the use of AI in education. In conclusion, while AI, exemplified by ChatGPT, holds tremendous promise, it is important to recognize that human tutors continue to play a valuable role in education. A harmonious integration of AI tutors and human educators can offer a more comprehensive and holistic learning experience. This study serves as a foundation for future exploration of AI's role in education and the continuous improvement of such technology-enhanced learning environments

Higher Learning Research Communications, 2023

The advent of the fourth industrial revolution (4IR), commonly referred to as Industry 4.0, has h... more The advent of the fourth industrial revolution (4IR), commonly referred to as Industry 4.0, has had an all-pervasive influence on virtually every aspect of high-quality manufacturing and associated services. As a consequence, it has triggered an increasing demand in industry to drive technological transformation. By implication, the situation has also propelled a transformation in the requirements of Higher Education (HE) during the process of training engineers, towards more blended or online modes of delivery. The objective of this paper is to examine the extent to which ethics has been considered during the process of educating engineers in contemporary times. Thus, the purpose of this scoping review is to summarize and present current practices to uphold ethical standards in engineering education, including the review of proposed and implied ethical guidelines, and thereby identify gaps in existing literature.Accordingly, guided by a framework provided by Jasanoff [1], 17 peer-reviewed articles from selected engineering databases, that were published in the last decade were examined to identify international practices and ethical guidelines pertaining to blended or online engineering education. Emerging themes concerning the ethical use of technology for engineering education were identified through three lenses which were (1) hidden costs associated with the use of technology, (2) exclusivity due to the use of technology and (3) agency due to technology. This scoping review found that unless we, as engineering educators have a better understanding of the impact of technology on structures of hierarchy in society and social interaction, words like "citizenship", "equality" and "democracy" lose their meaning as cardinal markers for an open society. Ultimately, this scoping review highlights questions that need further discussion.

South African pharmaceutical organisations struggle to compete with their counterparts in other c... more South African pharmaceutical organisations struggle to compete with their counterparts in other countries. To overcome this challenge, a suitable Operational Excellence (OpEx) strategy in their manufacturing environment can improve the quality of pharmaceutical products and encourage economic growth in South Africa. This study examined the contribution of a Quality Culture on OpEx in selected pharmaceutical organisations. The objective of this study was to develop a conceptual Model of Quality Management Practices supported by Quality Culture, for Category A pharmaceutical manufacturers in the South African Pharmaceutical Industry, to promote OpEx. This study followed a two-phase sequential embedded mixed method approach. Statistical results were derived from the analysis of quantitative data from a questionnaire which used a census sample. Thereafter, a qualitative phase included an in-depth exploration of a smaller purposefully selected sample of individuals. The sample size of the pilot study was one manufacturer while the main study target population consisted of 30 pharmaceutical manufacturers. Internal validity (reliability) was assured by Cronbach’s alpha in the quantitative phase for both the pilot and main study. External validity was assured through the use of a standard instrument in the pilot study and main study. Data saturation and peer review assured validity in the qualitative phase of the pilot and main study. Ethical clearance for this study was granted through DUT’s institutional channels. Results of the quantitative phase of the main study (n=17, response rate 57%) found a significant regression relationship (68%) between successful Quality Management Practices and the Quality Culture in pharmaceutical organisations. Quantitative analysis statistically confirmed the suitability of OpEx dimensions for the Model and established a correlation between these OpEx dimensions and four important organisational culture types namely: clan culture, hierarchical culture, adhocracy culture and market-driven culture. Results of qualitative data analysis (n=3) indicated that an appropriate blend of culture types supports OpEx in the South African pharmaceutical industry. Based on these findings, an OpEx Model was developed for South African pharmaceutical manufacturers. This study recommends that the OpEx model be adopted by South African pharmaceutical manufacturers to cultivate an appropriate blend of organisational culture types, within their overall Quality Culture. This will support and enable effective Quality Management Practices and OpEx. A limitation of the SA Pharma OpEx Model developed was that it lacked a financial component. Future research should include the financial component to expand on the SA Pharma OpEx Model.

South African Journal of Industrial Engineering, 2022

This study presents a comparative literature examination of the pharmaceutical industry in Japan,... more This study presents a comparative literature examination of the pharmaceutical industry in Japan, Europe, and the United States, focusing on quality culture, which historically has impacted operations in these regions. It aims to highlight generic pitfalls that result from cultural influences so that these can be avoided when designing a conceptual model of quality management practices for South African organisations. Simultaneously, the literature illuminates areas where culture promotes operational excellence (OpEx) in production. Quadrants of the organisational cultural analysis instrument (OCAI) are used to collect and examine research data from 72 literature sources. An activity theory research approach is adopted to perform a comparative study to ensure a consistent formal examination of the three geographical regions. During this analysis, industry traits presumed to be supported by culture types are highlighted and examined. Findings from this examination will be used in a future study to develop an OpEx model for South Africa, based on quality culture.

Feedback plays a critical role in identifying areas to improve, ultimately enhancing and supporti... more Feedback plays a critical role in identifying areas to improve, ultimately enhancing and supporting the learning process. A growing body of research has investigated student perceptions of written feedback in higher education; however few studies have considered feedback perceptions in one-on-one contexts such as postgraduate projects, in particular audiovisual feedback through screencasts. Feedback narrows the gap between current and desired performance, and thereby positively contributes to the student learning experience. Engaging a student's visual and auditory senses through screencasts has been demonstrated by previous studies to enhance learning. The personalised and conversational nature of audiovisual feedback is considered to support students' comprehension of, and engagement with feedback. Furthermore, the use of expression through tone and emphasis of voice is believed to convey nuanced meaning which differs from written communication. This enables 'meaning' that is frequently lost in written feedback to be transmitted and retained, thus supporting students to better understand. This paper reports on a case study that examined three postgraduate students' perceptions of the value of using screencasts as a feedback medium, at a University of Technology (UoT) in the Western Cape, South Africa. It sought to evaluate the use of screencasts as a means of enhancing the formative assessment process for postgraduate students and to develop guidelines for practitioners wishing to adopt its use. Data analysis was guided by a framework advanced by Marriott and Teoh (2012) to gauge students' perceptions of screencast feedback. Concepts were clarity and coherence, strengths and weaknesses, personalisation and formality and amount of feedback. Within the theme strengths and weaknesses a research lens offered by Hoessler and West (2014) facilitated the exploration of student perceptions on communication, support and scaffolding and multidimensional nature. The findings reveal that students are very positive about the introduction of audio and visual feedback. Students reported that screencast feedback is more engaging, detailed and supportive when compared to written feedback and thereby promoted metacognitive selfmonitoring. The paper concludes with the implications and limitations of the study and recommendations for further research.

Journal of Developing Drugs, Dec 17, 2013

Under-preparedness of engineering students to solve ill-defined problems in industry is a signifi... more Under-preparedness of engineering students to solve ill-defined problems in industry is a significant shortfall in Higher Education (HE). The root cause of under-preparedness is, ‘problems’ that need to be resolved in workplace settings in the real world are notably different to traditional textbook problems presented in class. Thus, a transformation in pedagogical approach is needed in HE as industry problems are often more complex and are commonly poorly defined. Against this backdrop, a redesigned assessment strategy in an Applied Statistics class for final year students at a University of Technology (UoT) presented an opportunity to re-think traditional assessment methods.An assessment strategy was designed as an intervention which included a series of online self- and peer-assessments (formative online assessments under guidance of the lecturer) which culminated in development of a final industry style report with a potential solution to the problem. The aim of the teaching intervention was to promote metacognition and thereby improve students’ problem-solving skills. Prior to the commencement of this study, ethical clearance was requested and obtained through institutional channels.The results of this study demonstrate that the ‘assessment as learning’ (AaL) teaching intervention enjoyed a certain degree of success, as the findings were AaL facilitated metacognition in students which is vital to solve ill-defined problems. This research also confirmed the importance of feedback during an AaL project and foregrounded the critical role of the educator in an AaL project. It is proposed that this research serves as a pilot study since the findings of this research are capable of providing a foundation for an improved AaL teaching intervention. The paper concludes with implications and limitations of the study and recommendations for future research.

To be submitted in fulfilment of the requirements for the degree MAGISTER TECHNOLOGIAE: QUALITY i... more To be submitted in fulfilment of the requirements for the degree MAGISTER TECHNOLOGIAE: QUALITY in the Faculty of Industrial and Systems Engineering at the Cape Peninsula University of Technology

Onderstepoort Journal of Veterinary Research, 2012

Reliable results represent the pinnacle assessment of quality of an analytical laboratory, and th... more Reliable results represent the pinnacle assessment of quality of an analytical laboratory, and therefore variability is considered to be a critical quality problem associated with the selenium analysis method executed at Western Cape Provincial Veterinary Laboratory (WCPVL). The elimination and control of variability is undoubtedly of significant importance because of the narrow margin of safety between toxic and deficient doses of the trace element for good animal health. A quality methodology known as Lean Six Sigma was believed to present the most feasible solution for overcoming the adverse effect of variation, through steps towards analytical process improvement. Lean Six Sigma represents a form of scientific method type, which is empirical, inductive and deductive, and systematic, which relies on data, and is fact-based. The Lean Six Sigma methodology comprises five macro-phases, namely Define, Measure, Analyse, Improve and Control (DMAIC). Both qualitative and quantitative la...

Perspectives in Education, 2022

The COVID19 pandemic thrust emergency remote teaching (ERT) into the global spotlight and thereby... more The COVID19 pandemic thrust emergency remote teaching (ERT) into the global spotlight and thereby undeniably changed aspects of the higher education (HE) landscape. For a developing country such as South Africa (SA), the use of the mobile instant messaging (MIM) application (app) called Telegram represents a practicable solution to overcome historical socioeconomic challenges faced by certain demographic groups of limited or restricted access to devices and data. Against this backdrop, a Telegram teaching intervention was developed by two lecturers in the Engineering Faculty at a University of Technology (UoT) in SA to deliver curriculum content and engage with students in a low-tech, low-cost/low-data usage manner, and consequently to widen access to education, promote inclusivity and thereby facilitate student access, retention and success. This study explored student perceptions of the MIM app being used as a primary vehicle to deliver succinct instructional materials and facilitate class activities to offset the lack of faceto-face classes in a multimodal and flexible curriculum delivery approach. Following the completion of the Telegram teaching intervention, a mixed method approach was used that included two online surveys measuring different aspects of the same project (n=34 and n=32) and a focus group interview (n=6). Three research lenses suggested by Fraser (2008) were used to evaluate student perceptions of the usefulness and (dis)advantages of Telegram. These lenses were: (1) redistribution (of resources), (2) recognition (related to social status) and (3) representation (who can act/say/ challenge in an academic environment). Ethical clearance was obtained from Cape Peninsula University of Technology's Ethics committee. Initial results indicate that using the Telegram app for teaching and learning was successful. Significantly, the app allows for the emergence of a socially just online classroom environment and an inclusive and enabling learning experience for the students during a very disruptive and fearful time in the world's history.

2020 IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC), 2020

Research on communities of practice suggests that such groups can be used to support academic sta... more Research on communities of practice suggests that such groups can be used to support academic staff development, especially during times of crisis. We explore how a group of South African women academics and ‘eLearning champions’ engaged in a mobile community of practice under COVID-19 conditions. Our analysis of WhatsApp chat histories and focus group conversations reflects how the group evolved from a mobile CoP into a multi-modal third place, with implications for community-building, teaching transformation, and organisational change.

Higher Learning Research Communications, Dec 11, 2023

SAIEE Africa Research Journal, 2021

5th African International Conference on Industrial Engineering and Operations Management, 2024

digiTAL 2023 Conference Proceedings, 2023

Higher Learning Research Communications, 2023

South African Journal of Industrial Engineering, 2022

Journal of Developing Drugs, Dec 17, 2013

Onderstepoort Journal of Veterinary Research, 2012

Perspectives in Education, 2022

2020 IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC), 2020