Govender, SathsMithi, Joseph2022-10-052022-10-242022-10-052022-10-242021https://hdl.handle.net/10321/4337Thesis submitted in fulfilment of the requirements of Doctor of Philosophy Degree in Management Sciences, in Business Administration, Durban University of Technology, Durban, South Africa, 2021.Purpose of the study: In this thesis on Enterprise Resource Planning Tools Management in Private Higher Education in South Africa, the study utilised multiple sources of data collection in a mixed manner, namely; use of interviews and focus groups (in-depth interviews) in qualitative investigations and questionnaires in the survey method in order to determine critical issues influencing Enterprise Resource Planning (ERP) tools in academic management in Private Higher Education Institutions (PHEIs) in South Africa. Research problem: Mithi, Mabiza, and Edoun (2016:42), stated that the integration of digital software technological tools (ERPs) to support academic management showed that it was “possible to digitalise learning systems and find adequate acceptance from stakeholders. However, there is still a need to understand whether an improvement in Enterprise Resource Planning Software tools is appreciated, fully supported in the vision of contributing to the academic activities of PHEIs as businesses. Research methods: A mixed methods (qualitative and quantitative) research methodology was used pragmatically in the study paradigm to triangulate the results of the research from an interpretive position. The research analysed and reported on subjective and quantitative data to ascertain knowledge about the participants’ recognition of critical issues affecting management of ERP tools in academic management in Private Higher Education Institutions (PHEIs) in South Africa. In this study, the following groups of participants were purposefully sampled: students, lecturers and management staff working in the three PHEIs in Gauteng. The study found that academic attainment in PHEIs could be enhanced through ERP tools management in ICT integration. Findings and recommendations: In light of the research outcomes, the study suggests that there is enhanced coaching and students personal interactions through online conference tools, a practice that may be backed up and carry the same weight and recognition as physical learning contact hours. The qualitative data analysis raised a debate that HE ERPs must or may integrate all those particular factors that coordinate and interact as changes made in one factor should also reflect in another factor or module. ERP tools security features should be instituted at all levels of the main tools. Issues of integration in the selection of any robust, dynamic PHEI tools may call for a firm’s financial readiness and company-wide consultations with potential users of the system. Bringing in such a discussion in preparation to single out tools that may be selected over time may be an issue that is seldom shared by top HE executives, as other decisions in the ERP tools selection may seem to be imposed upon departments. HE ERP that does not have a student portal, without integrated online issues of applications, checking of results, enhancement of teaching and learning but partly integrating one or two departments in isolation to others, may not be considered fit or robust as a higher educational ERP.365 penPrivate Higher Education Institutions (PHEIs)Enterprise Resource Planning (ERP) toolsInformation and Communication Technology (ICT)Factor analysisHigher Education (HE)Nvivo qualitative data analysisReliability statisticsSPSS version 25 (Statistical Package for the Social Sciences)Private universities and colleges--South AfricaEnterprise resource planning--South AfricaManagement information systemsComputer network architecturesThesishttps://doi.org/10.51415/10321/4337