in order to ensure that they provide a seamless learning experience to bridge the transactional distance in its Open Distance Learning (ODL) context. The Communication Science students targeted were COMSA executives and Unisa Radio employees. To serve the goal of the paper the following specific objectives were formulated: to establish types of e-learning resources available at Unisa, and to identify the benefits of elearning at Unisa. This study is informed by Michael Moore's Transactional Distance theory. This theory, which focuses on dialogue, transactional distance and telecommunication systems, has been widely applied in many similar studies. A survey research design was used whereby questionnaires were administered to all COMSA executives and 50% of Unisa Radio student employees who were chosen using simple random sampling. The data gathered was analysed using thematic categorisation and tabulation and the findings were presented descriptively. The findings indicate that Unisa provides a variety of e-learning resources for its students. In addition, computers and the internet are most useful to students' studies. It should be mentioned that e-learning facilitates and opens avenues for effective teaching. This study focused only on the availability and use of e-learning by Communication Science students at Unisa. Therefore, it will be necessary for a broader study to be undertaken which will focus on academic and ICT staff as well as students chosen across the Unisa community.

The war for talent remains a challenge that many organisations face but more so for distance education institutions to deliver on its mandate to provide effective online academic offerings. The question that remains is: How can intellectual capital be managed effectively in order to recruit and retain talent that is necessary for success? This study was conducted at a mega open and distance learning institution, and this institution has identified talent management as one of the key strategic initiatives to ensure institutional strategic goal attainment and adopted an inclusive/developable talent approach as its framework. The aim of this article is to report on the perceptions of senior line managers regarding their experience with implementing the talent management strategy in their operational areas at the institution. This study adopted a qualitative approach and purposive sampling was used to select interviewees. The population group included chairpersons of 26 talent committees who are senior line managers and 11 of them were interviewed. Participants were of the opinion that policies and strategies do not always support the implementation of talent management in their respective environments. The findings show that although the university embraces the inclusive/developable talent approach in its strategy, the impact thereof is inhibited by a lack of methodological implementation, a lack of integration of supporting Human Resources policies with talent management, and insular line manager discernment.

Academic success is an indicator of employability and a decreased susceptibility to poverty. South Africa is burdened by high levels of poverty, and low levels of academic achievement. Students in disadvantaged communities such as Delft, in South Africa, typically have poor academic outcomes, since it is linked to socioeconomic status. Despite the myriad of challenges that they encounter, some students from high-risk contexts attain academic success. This study explored the pathways to academic success of disadvantaged university students from a high-risk community in the Western Cape. This qualitative study used a narrative inquiry design. A sample of 10 (N =10) participants were selected using criterion-based purposive sampling. Data were analysed using thematic analysis. The pathways to academic success have obstacles, but through positive developmental relationships, specific personal qualities, and motivation, the students achieved academic success. The correlation, significance, and impact of each pathway on academic success can be explored further.

The HIV/AIDS infection rate in South Africa is one of the highest in the world. The article reports on the study that sought to determine the supportive role played by South African public universities in combating the spread of HIV/AIDS. The diffusion of innovation theory underpinned this study. A qualitative approach was adopted and semi-structured interviews were conducted with universities' clinic staff and/or HIV/AIDS staff and those involved in the formulation of the HIV/AIDS policies and implementation. Though all 23 public universities in South Africa

ICTs in higher/distance education are becoming increasingly important due to the transactional distance that they are able to bridge. However, conventional and traditional pedagogical tools are also useful and relevant. The aim of this paper is to discuss the importance of embracing multimodal pedagogies in higher/distance education institutions" towards creating a self-directed learning environment. In order to realise the objectives, a theoretical examination of e-learning, pedagogy and heutagogy was carried out in the form of a review of the literature. Additionally, a qualitative empirical study was conducted which involved focus-group interviews with students at the University of South Africa, an ODL institution. The study used Vygotsky"s zone of proximal development as the theoretical framework which refers to the space in which learning takes place. It is the educational institution, with the assistance of appropriate pedagogical tools that are responsible in facilitating the student"s cognitive readiness to enter the respective field of expertise. The data collected was analysed through thematic categorisation. The study found that there is a need for distance education students to engage with lecturers or tutors in order to bridge psychological gaps which e-learning on its own is unable to achieve.