Theses and dissertations (Accounting and Informatics)

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Academic integration of libraries at Universities of Technology (UoTs) in South Africa
(2014-09-16) Neerputh, Shirlene; Singh, Penny; Underwood, Peter
Academic libraries should lead in the instructional change process by being at the nexus of teaching, learning and research in the university. This study was set in the context of the current higher educational landscape of South Africa. In particular, it focused on the emerging role of the University of Technology (UoT) library to enhance academic success. This was an exploratory study juxtaposed with a literature review pertinent to national and international library integration programmes and practices. Justification for this study stemmed from the current local and international trend for academic libraries to become proactive partners in teaching and learning through academic integration and leadership in promoting the university’s mission and goals. Underpinned by the process learning theoretical framework, the aim of this study was to explore the extent to which academic integration has been adopted by UoT libraries in South Africa. Process learning was chosen by the researcher because it is considered a learner-centred teaching technique for student engagement and it is consistent with the constructivist theory postulated and applicable to UoT libraries. The specific objectives of the survey were to determine: what academic integration programmes are offered by UoT libraries to enhance teaching, learning and research in South Africa; existing information literacy programmes and assessment practices in UoT libraries; what postgraduate/research programmes are offered by the library to academics and students and how they are represented in strategy or policy documents; and the similarities and differences in academic integration programmes in all six UoTs in SA. A mixed methods approach (quantitative and qualitative methodologies) were used to collect data regarding programmes and practices prevalent in UoT libraries across all six UoTs in South Africa. An online questionnaire was administered using SurveyMonkey. Forty-two subject librarians participated in the survey, yielding a sixty- two percent response rate. The objectives of the study were achieved by the identification of the following key academic integration programmes: embedded information literacy programmes; resource collection and development; faculty collaboration and partnerships to promote academic success; research scholarship and open access initiatives; social media networking; and reading and writing programmes. This study found that while academic integration has gained momentum in UoTs in South Africa, greater effort should be made in collaboration with academics in: embedded information literacy and blended learning; open access and scholarship; reading and writing programmes; and collaboration in postgraduate interventions. The findings also revealed that while most libraries internationally have embraced reading and writing programmes, libraries offering reading and writing programmes to enhance academic success are relatively scarce in UoTs in South Africa. It is recommended that the subject librarians engage in academic integration practices by: supporting the curricula and research programmes; improving institutional outcomes; improving collaborations; building intellectual or knowledge centres and providing relevant information to students and staff within a knowledge society.
Academic staff perceptions of empowerment training programmes initiated by Durban University of Technology
(2018) Bingwa, Luyanda Loraine; Ngwane, Knowledge Siyabonga Vusamandla; Reddy, Radha
Higher education in South Africa underwent a significant change during the last decade. Lecturers may not be necessarily equipped to face all the changes that are a result of changes faced by higher education. Academic staff needs to be trained so as to strengthen their teaching competencies. Training serves as an opportunity to upgrade their qualifications. Without training, it would be challenging for academics to perform their core activities. The problem that arises is that the type of routine tasks typical of the functions of academic staff does not require only training in the form of coaching but also learning in the form of gaining knowledge and competence within the academic disciplinary context. However, hands-on training seems to be the crucial component that will ensure the correct application of routine procedures. The purpose of this study was to identify the academic staff perception of empowerment programmes initiated by the Durban University of Technology (DUT), and the challenges involved in successfully empowering staff. This study also identified problems encountered during academic staff development process and further investigated if the academic staff were provided with reasonable opportunity to participate. In this study, a quantitative approach was used, and data was collected from academic staff, comprising of professors, head of departments, senior lecturers, lecturers and junior lecturers of the Durban University of Technology. A sample size of 132 was drawn from the population. Questionnaires were designed with both closed and open-ended questions, and were personally administered by the researcher to all academic staff members in all faculties of the Durban University of Technology. Analysis of data revealed that the University provide academic staff with sufficient and relevant training however staff felt that they should be included in the planning of these programmes. Furthermore there was a need for follow-up to evaluate effectiveness of the training programmes and if they served the purpose for which they were intended to. This study, therefore, recommended that respective faculties should involve their staff members in planning, and that a follow-up be conducted after completion of training.
The adoption of target costing as a contemporary management accounting technique in a public higher education institution : a case study of Durban University of Technology
(2022-05-14) Thango, Thobelani Sabelo; Marimuthu, Ferina; Nzuza, Zwelihle Wiseman
There is a growing need for public higher education institutions (HEIs) to opt for all cost management tools following the government’s shortfalls in the budget allocation for public HEIs. The focus should be on the suitable pricing methods that will consider the students’ perception of the value of education and give fees that are reasonable and accepted by students, while ensuring that the institution meets target returns. The biggest concern is that fees are based on the cost-based pricing model. Cost-based pricing always results in higher prices, where the accurate costs are unknown, despite the strategy used to implement it. Furthermore, fees are based on historic cost models, not on a continuously reworked costing model. Following cuts in the budget allocation to HEIs, the institutions have increased fees rapidly to remain sustainable. A fee calculated on uncertain historic costs while government support falls results in a rapid increase in fees. Target costing can assist in cutting down on unnecessary costs and ensure acceptable fees for students. Target costing is a known cost management tool that assists in ensuring costs management and keeping fees low. Despite the cuts in government spending on HEIs, adoption of target costing will result in reasonable costs to keep the fees low. Considering the limited empirical studies conducted on the adoption of target costing in South African public HEIs, study's main aim is to investigate the factors that influence the adoption of target costing in public HEIs, using the Durban University of Technology (DUT) as the case study. Therefore, this study will massively contribute to research pool on the adoption of target costing in HEIs. The study used the quantitative research method with a sample of 52 Heads of Departments and 15 finance staff. The research instrument employed was a questionnaire, which was dominated by close-ended questions. The study was guided by the positivist philosophy where data analysis was done using the Statistical Package for Social Science (SPSS version 27 ®), in which descriptive and inferential statistical analysis were undertaken. The results have shown that DUT is using the full cost-plus method to account for fees. The costs are allocated using the traditional absorption method. The results showed that target costing had not been fully used but exists in selected areas of the university. Findings further reveal that costs to fees are subject to historic judgement, implying that costs to fees are not reworked annually. While the fees increase, many respondents perceive the current pricing methods to be the best for the university and that the cost-plus pricing method is most appropriate to ensure it’s the university’s sustainability. Findings revealed that the variables which influenced the adoption of target costing at the DUT included: size of DUT, management style and staff inclusion, information system and technological advancement, vertical differentiation and centralisation, formal support to accounting for adoption of target costing, resource adequacy, intensity of competition, and government regulations. The respondents have disagreed that sufficiency in the expertise of target costing has an influence in the partial adoption of target costing at the DUT. The students’ perception on the value of education is also not the reason that the concept of target costing exists in some parts of the DUT. Overall, the results help to understand the current pricing method used at DUT. It has further brought a clear indication of the factors that influence the adoption of target costing and whether the elements of target costing exist at the university.
Analysing the empowerment of women leadership : a case of the Durban University of Technology
(2016) Ngcobo, Akhona Denisia; Ngwane, Knowledge Siyabonga Vusamandla
The purpose of the study was to explore the empowerment of women leadership, focusing on the Durban University of Technology. Statistics around the world have highlighted that women are under-represented in decision-making positions, with a specific focus on the academic sector; this study aims to review these statistics and establish which barriers prevent females from progressing to leadership positions. The target population was comprised of staff members from the Durban University of Technology and ranged from leadership, management, and lecturing, to entry-level employees. The technique of probability sampling was chosen in this research, with a sample size of 100 participants drawn from the population. Questionnaires were designed with both closed-ended and some open-ended questions, and were personally administered to all campuses of the Durban University of Technology, namely Ritson Campus, Steve Biko Campus, ML Sultan Campus, City Campus, Indumiso Campus and Riverside Campus. This study revealed that, although women are still under-represented in Higher Education, there are efforts being made to bridge this gap. This study found female leaders more productive than male counterparts at the Durban University and are able to run their department smoothly and efficiently. The study also found that there are internal respondents agreed that there are hidden difficulties in their department that women face and prevent them from moving into higher positions. Additionally, the study found that there are programs at the Durban University that empower women into leadership. This study contributes to knowledge of gender-based leadership and female empowerment into leadership positions, in the higher education sector.
The applicability of accounting information systems for the Financial Accounting curriculum in the Fourth Industrial Revolution era : a case study at the Durban University of Technology (DUT)
(2022-12-01) Cele, Welcome; Bhana, Anrusha; Malti, Walter
Accounting technologies must be prioritised by South African higher education institutions (SAHEIs) to best prepare accounting students for the job market. This study explores students’ perceptions of the applicability of accounting information systems (accounting software packages) in the teaching and learning of financial accounting in the era of the Fourth Industrial Revolution (4IR), at the Durban University of Technology. The research objectives focused on the students’ awareness, knowledge, usage and perceptions of accounting software packages. Additionally, the research objectives examined the students’ knowledge of the 4IR. The research used the Technology Acceptance Model (TAM) as the theoretical framework for the study. This was a census study that used a quantitative approach. A survey with closed-ended questions was used. A pilot study was carried out before the research questionnaire was distributed. The questionnaire was the primary data collection tool and it was distributed to Financial Accounting 3 students enrolled for the Diploma in Accounting at the Durban University of Technology (DUT), Ritson Campus, in Durban, KwaZulu-Natal. The study found that a significant proportion of the students had never heard of the accounting software packages or had heard of them but knew nothing or only a little about them. According to the data analysis, the average use of accounting software packages for learning financial accounting is significantly low. The findings showed that students are not competent in using accounting software packages. Data collected also revealed that students have positive perceptions of accounting software packages and a significant number of students perceived accounting software packages as important to their financial accounting learning. The study found that a significant number of students understand what the 4IR is. The financial accounting curriculum has long been criticised for not keeping up with industry standards. Several recommendations have been made to improve students’ awareness, knowledge and use of accounting software packages, as well as their understanding of the 4IR. Furthermore, the research contributes to the existing body of knowledge on the use of technology in financial accounting teaching and learning, as well as the impact of the 4IR on accounting.
Assessing information distribution practices adopted by the Durban University of Technology and the Central Applications Office
(2023-04-13) Ngcobo, Lungile Preety; Dongwe, C. K.; Parbanath, Steven
Information distribution to prospective students remains crucial for the South African higher education sector and when handled inappropriately, can negatively impact access to universities. Hence, the practices adopted when distributing information are an area that requires serious exploration by HEIs. Considering that accessing information is a primary need in the higher education sector, this study assessed the information distribution practices adopted by the Durban University of Technology (DUT) and the Central Applications Office (CAO) in South Africa. The study adopted a qualitative research approach. Semi-structured individual interviews with thirteen staff members who are responsible for distributing information at DUT Riverside campus were conducted to collect primary data. Furthermore, primary data was also generated from one focus group discussion comprising six staff members from both academic and support departments. The study further analysed secondary data in the form of DUT and CAO websites, news headlines as well as social media sites of these two organisations. Data were analysed thematically. The findings illuminate various practices adopted to distribute information to prospective students. Furthermore, it was found that there is use of several information distribution channels. These include distributing information by means of visits to schools and on campus, during registration period. Other channels include manual distributions, the use of digital platforms and traditional media such as radio. Of concern, was the mushrooming of fake social media websites claiming to distribute information on behalf of DUT and CAO. There were also concerns regarding the role of student political organisations and security guards. The findings further indicate factors influencing the practices adopted when distributing information. These include political, economic, social and technological factors. The study further highlights existing confusion in the distribution of information between DUT and CAO. Therefore, HEIs have to pay attention to clarifying this through various policies and communications. There is also a need to clarify what information should be distributed, in order to enhance access.
Bio-inspired optimisation of a new cost model for minimising labour costs in computer networking infrastructure
(2024) Nketsiah, Richard Nana; Millham, Richard Charles; Agbehadji, Israel Edem
This thesis revolves around the bio-inspired optimisation of a newly formulated cost model tailored for initial installation of a user-specified computer networking infrastructure, motivated by requirements of networking industries, with a focal point on minimising labour costs. The new cost function of this infrastructure installation incorporates essential decision variables related to labour, encompassing the daily requirements and costs of both skilled and unskilled workers, their respective hourly rates, installation hours, and the overall project duration. This deliberate emphasis on labour-centric factors aim to offer nuanced insights into the intricacies of project budgeting and resource allocation. The research critically evaluates the effectiveness of the cost function by examining various factors, such as daily fixed costs, a size and complexity factor tailored to individual scenarios, and a penalty coefficient aimed at ensuring compliance with project schedules. Significantly, the deliberate exclusion of equipment, material, maintenance and operational costs underscores the focused examination of labour-related expenditures, providing a unique contribution to the optimisation landscape within the installation of the user-specified computer networking infrastructure projects. Utilising advanced bio-inspired optimisation techniques, alongside real-world data, this study endeavours to gauge the effectiveness of the new cost model in minimising labour expenses while upholding optimal network performance. The anticipated outcomes of this study extend beyond theoretical contexts to practical implications, providing actionable insights and recommendations for network infrastructure planners. The significance of labour-centric considerations in project planning and design is underscored, providing a more encompassing perspective that aligns with the evolving landscape of modern technological infrastructures. By giving attention to labour-intensive aspects within installation of computer networking infrastructure projects, the thesis aspires to enhance budgeting accuracy and streamline resource allocation processes, thereby fostering more efficient and cost-effective project outcomes.
Bottlenecks faced in administering and managing student leadership development programmes at a selected University of Technology (UOT) in South Africa
(2024) Mfeka, Kholeka; Ngibe, Musawenkosi
The primary objective of this inquiry was to educate student leaders about crucial administrative processes and challenges associated with political clubs at UoT’s. We aimed to advocate for specific changes within the Department of Student Governance and Development (DSGD) to facilitate the development of policies and eliminate obstacles hindering political clubs’ initiatives in fostering student leadership programmes. To guide our investigation, we adopted the social change model for leadership, which helped shape our study literature and interview questions. The investigator chose this framework because it nurtures potential leaders who share similar values with specific organisations and society, thus enhancing student learning. The research focused on assessing how streamlining administrative procedures could enhance the efficiency of political clubs and their leadership programmes. The investigator successfully demonstrated that a better understanding of administrative procedures could help UOT’S adhere to administrative standards, thereby upholding the credibility of student-associated programmes. To achieve this, the investigator employed a mixed-method approach, combining qualitative and quantitative methods to gain insights into the bottlenecks associated with administering student development programmes. In this investigation the philosophy of pragmatism was embraced, allowing for the flexibility to select methods, techniques, and procedures that best suited the research goals in exploring the correlation between leadership programmes and bottlenecks. The study had two distinct populations: student leaders responsible for managing and administering student development programmes, and employees from the DSGD. The study primarily focused on assessing student leaders responsible for programme administration from 2018 to 2020. The aim was to understand the challenges these elected student leaders faced during this three-year period. For data analysis, we utilised the Statistical Package for the Social Sciences (SPSS) version 26 to analyse the surveys. This software employs both inferential and descriptive statistics to present study findings. In the case of interviews, we employed content analysis to analyse the collected data. Thematic analysis enabled us to extract meaning from participants’ views, knowledge, opinions, experiences, and values, considering both written and spoken data. The findings were presented by means of both numerical and nonnumerical formats to highlight the differences in findings between students and university participants. To establish trustworthiness, the research employed triangulation to validate the findings; this involved cross-referencing information from various sources, including participants, academic articles, and various data structures, among others. Additionally, the study utilised detailed notes from diverse authors’ research to draw comparisons in terms of research context and methodologies. To maintain the study’s reliability, an audit trail was maintained, encompassing comprehensive documentation of the data collection, analysis, and interpretation procedures. The study's findings recommended that student leaders advocate for substantial institutional changes aligned with the goal of reducing administrative obstacles. To facilitate this, the model endorsed ongoing assessment and feedback to enhance collaboration in simplifying procedures and policies. Student leaders were encouraged to evaluate results and adjust their programs based on the evaluation's conclusions, which would facilitate effective reporting on implemented programs.
Creating a framework for promoting perceptions of ease of use for e-learning
(2019-06-28) Dhebideen, Sharitha; Heukelman, Delene
Information Technology is so widespread and moving at such a rapid speed that it has influenced the education sector at a fast and pressurised pace. This influence has placed focus on the new terminology education technology and blended learning. In order to introduce and implement education technology, Higher Education Institutions (HEIs) worldwide have been introducing Learning Management Systems (LMSs) to support the charges in pedagogy to improve the collaboration learners themselves and between learners and educators. The implementation of LMSs at South African HEIs are still lagging behind in comparison to first world countries. Nonetheless, changes and advances in education technology have been taking place. These changes have to some degree brought about resistance towards the use of technology (software) to change teaching technique. Mixed methods research (quantitative and qualitative) was used to conduct a case study analysis at the Durban University of Technology (the case of DUT academic staff using a LMS). The case study allowed the analysis of perceived ease of use (PEOU) of LMSs at this HEI. The perceptions of the academic staff was analysed by executing a survey and by conducting interviews. The study identified additional factors that have a significant influence on PEOU on the Technology Acceptance Model 3 (TAM) (Venkatesh and Bala 2008). Literature, information from the interviews and the themes that emerged from the qualitative results was used to propose a theoretical tiered pedagogical framework that could be adopted by other HEIs planning to adopt a LMS.
Critical success factors within an Enterprise Resource Planning System implementation designed to support financial functions of a public higher education institution
(2021-09-02) Epizitone, Ayogeboh; Olugbara, Oludayo O.
The Enterprise Resource Planning (ERP) system of an organization is a highly significant integrator of various processes of the organization that comes with many intrinsic merits. ERP systems will soon become intelligent enterprise systems as the world shift towards the fourth industrial revolution. This capability will make it significant to resolve the current snags plaguing the systems. Many of the snags that have been encountered and presented by the ERP systems have successfully been curbs with the concept of Critical Success Factors (CSFs). However, the nature and attributes of these factors have been inadequately dissected coupled with the lack of sound scientific methodology to validate the factors. Hence, turning them to be numerous without worth has prompted the quest to uncover CSFs in a sector that experience the most adverse impact is the Higher Education Institute (HEI) and the seldom researched area is the financial sector. The successful implementation of CSFs would significantly aid the efficacy of failing implementation of ERP systems. The study aims to pinpoint CSFs for ERP system enactment within the financial information system of a public HEI. Exploring four overarching objectives of identifying the minimal lot of CSFs for ERP enactment that would support financial function. To reconnoiter the magnitude of each of the CSFs in the financial sub-system arbitrated by a successful contrivance. To investigate an effective model that when adopted would support financial functions. To give wide-ranging reference to management for the efficient enactment of ERP systems that would sustain financial functions. To achieve these objectives, a mixed method methodology coupled with a pragmatism philosophy stance was employed that involved literature review, expert opinions, and application of advanced impact analysis technique. In this study, 205 CSFs were aggregated from the related literature and trimmed after a preliminary analysis to yield a minimal set of 20 CSFs that are applicable to the context of financial systems. Each factor was evaluated by a nadir sample size of nine experts through the deployment of an online data collection tool. The opinions of experts generated the Cross-Impact Matrix (CIM) that was evaluated using the advanced impact analysis (ADVIAN) technique. Application of ADVIAN explores the significance of the CSFs in a financial system. Presenting a resolution to the efficacious enactment of CSFs for ERP systems in HEIs determined by criticality, integration, and stability measurements. Additionally, ranking the CSFs utilizing the precarious, driving, and driven criteria to structure an effective model to assist financial functions. The outcomes can afford an eclectic practical blueprint as an allusion and bearing gage for planning, enacting and utilizing ERP systems to improve organizational performance.
Developing a web-based research administration and management system : case study of a South African higher education institution
(2017-06) Nyirenda, Misheck; Olugbara, Oludayo O.; Moyo, Sibusiso
Research has become one of the major activities of higher education institutions (HEIs) worldwide. Increasingly important is research information that emanates from the published research as it has now become one of the major sources of funding especially within the South African higher education landscape. However, many HEIs are facing numerous problems managing research information to sustain and attract more funding. The lack of resources to build or acquire appropriate systems for managing research information has been identified as one of the major challenges in HEIs. However, recent studies show that advancements have been made in some countries to address the challenge. For instance, in South Africa, a proprietary research information management system (RIMS) has been implemented in some HEIs. Nevertheless, some HEIs still face problems regarding the use of RIMS. Studies further show that most proprietary systems do not adequately satisfy requirements as desired by the HEIs. This is mostly because proprietary systems are developed without fully understanding the user requirements of individual HEIs. Moreover, most proprietary systems are developed following ad hoc approaches which neglect the requirements specification stage in the development life cycle. Requirements specification is important as it brings developers and users to a common understanding about the requirements of the system before development. The initial lack of consensus about system requirements results in systems that have technical barriers which make users shun from using them. For instance, such systems do not adapt very well to devices with small screens such as mobile phones, and do not have attractive interfaces to make users want to use them. Proprietary systems are also costly to acquire and maintain. Moreover, HEIs may not be able to immediately implement the new desired features in the system because proprietary systems usually do not allow them access to the source code. This study develops a web-based research administration and management system (RAMS) as a proposed solution to the problems of using a proprietary system to manage research information at a South African higher education institution. The study emphasises the use of formal methods for requirements specification to build an optimal system. Consequently, the Zermelo-Fraenkel Z specification language was used to specify the requirements of the proposed system which was developed in close collaboration with the intended users who also assessed its usability. The system evaluation responses were made on a 5-point Likert scale ranging from Strongly Disagree to Strongly Agree. The overall results of the evaluation show that RAMS is usable and suitable for managing research information, nonetheless improvements are recommended.
The development of a framework for blended learning in the delivery of Library and Information Science curricula at South African universities
(2015) Rajkoomar, Mogiveny; Raju, Jayarani
The core interest in blended learning lies in the need to provide more engaged learning experiences while recognizing the potential of ICTs which has a profound impact on all aspects of life including the Library and Information Service (LIS) field. This doctoral study was undertaken with the objective of exploring the educational and pedagogical issues in blended learning for the development of a framework for designing and implementing blended learning in the delivery of LIS curricula in South African universities. The target populations for this study included, LIS educators from higher education institutions in South Africa offering LIS education, LIS students from these institutions exposed to blended learning interventions and facilitators of blended learning (individuals in institutional teaching and learning units) from the various institutions offering LIS education and using blended learning. The study adopted a mixed method research approach using a fully mixed dominant status design to explore and understand the phenomenon of blended learning at a more detailed level by using qualitative follow-up data (for example, interviews with LIS educators and institutional facilitators of blended learning and focus group discussions with LIS students) to explain and explore the results of a largely quantitative Web survey. The theoretical framework that underpinned the study involved various learning theories, learning styles as well as blended learning models relating to the higher education environment. The key findings of the study reveal that blended learning remains a complex concept with no clear consensus on the key components that need to be blended, how much of each component to blend and the criteria that are needed for the interventions to be regarded as blended learning. This flexibility, to an extent, allows for institutions to tailor the concept and maximise the potential of blended learning while still being responsive to the diverse student populations at South African higher institutions. The framework for blended learning in the delivery of LIS curricula at South African universities proposed by this study is generated from the theories informing this study; the literature reviewed; existing frameworks for blended learning such as Khan’s octagonal framework and the Community of Inquiry (CoI) framework; the findings of this study; the researcher’s own educational experiences; and, is grounded in the larger field of higher education. The use of blended learning has the potential to transform LIS education and training by encouraging LIS educators to reflect on their teaching and learning practices and to use the proposed framework as a guideline to design and implement pedagogically sound blended learning interventions for LIS education and training.
The development of a framework for the successful implementation of curriculum renewal : a case study of the office management and technology (OMT) programme
(2018) Moodley, Egashnee; Rajkoomar, Mogiveny
South Africa’s tertiary education institutions main goal is to train, educate, deliver high level professional and occupational skills, research and innovation required for development and economic growth for South Africa (Timm, Govender and Gonsalves 2016). To develop the manpower required for the advancement of South Africa’s economic development, tertiary institutions need to align their programme with the needs of social, economic and technology developments locally, nationally and globally. In an attempt to enhance the aligning needs of the industry and international education standards towards education, universities had started to accredit and renew their programme curricular. However, some researchers have identified that even though curriculum renewal of a programme had brought about some advantages for academics and students, there was many disadvantages as well (Bird et al. 2015: 19). Wormley (2004: 329) has identified that if there are many challenges, negative perceptions and lack of benefits because of a poorly planned framework for curriculum renewal of a programme. Ultimately it leads to the unsuccessful implementation of curriculum renewal. The aim of the study is to explore the curriculum renewal process amongst academics and students of the Office Management and Technology programme at Durban University of Technology to develop a framework for future successful implementation of the curriculum implementation process. As this case study will provide new insights into the perceptions and experiences of those most closely affected, that is the academic staff, the curriculum champion and students of the university involved in the curriculum renewal process, thereby assisting other departments or programmes embarking on a curriculum renewal process A qualitative methodology was employed for this study. Whereby semi-structured interviews were conducted with OMT academics, the OMT curriculum champion, representative from the Centre for Quality Promotion and Assurance (CQPA), and Academic Development Practioner (ADP) for the Faculty of Accounting and Informatics (FAI). Focus group discussion with OMT students was held to obtain the students’ perspectives on the curriculum renewal process of the OMT programme. The study revealed that the main barrier for academics implementing the curriculum renewal process and renewed curriculum lagged due to the lack of resources available to the department, lack of tutors for students, lack of student involvement in the advisory board for stakeholders, as well as lack of curriculum expert’s in department as the main factors that hinder the curriculum renewal process of a programme. On the other hand, the students revealed that the ‘’Blackboard, ThinkLearnZone’’ application notification system needs to be improved as most students do not own smartphones to access the internet. Moreover, students suggested that the academics should conduct more practical activities during the lecture period. Interestingly, students also suggested that lecturers begin to record lectures via the Podcast application which always them to download and learn. The recommendation highlights that students representatives from each level enrolled into the programme should form part of the advisory board for the curriculum renewal process and review, there should be a professional student body from the department, who must be given an equal opportunity to participate in the process discussion. Moreover, to resolve the lack of funds to purchase textbooks and resources, the researcher recommends that the OMT department should start using their own resources from the department and start creating revenue for the department.
Development of a mobile digital library model for teaching support in selected under-resourced public high schools in KwaZulu-Natal
(2024) Khomo, Musawenkosi Phumelela; Sucheran, Reshma; Rajkoomar, Mogiveny
This study aimed to identify the contributing factors to the successful development and use of a mobile digital library model, assess its feasibility for teaching purposes, determine the technological competences of teachers in utilizing mobile technology, and develop a suitable mobile digital library model for under-resourced schools. The objectives of the study were to identify the factors that would contribute to the successful development and the use of mobile digital library model for teaching and learning support at selected under-resourced public high schools in KwaZulu-Natal; to establish the feasibility of using a mobile digital library model for teaching in selected under-resourced public high schools in KwaZulu-Natal; to ascertain the technological competences of teachers to use mobile technology; and to develop a mobile digital library model suitable for teaching in under-resourced schools. The study employed an exploratory sequential mixed method design. The preferred research paradigm for this study was pragmatism and interpretivism. The study surveyed eleven selected under-resourced public high schools in KwaZulu-Natal, categorized as quintile one, quintile two, and quintile three. Ninety-three teachers and three teacher librarians contributed to the study. Clustersampling method was employed to select the participating schools. Data collection instruments included individual interviews with teacher librarians, focus group discussions with teachers, and self-administered questionnaires for teachers and librarians. The study consisted of two distinct phases i.e. qualitative data collection through focus group and individual interviews then quantitative data collection with the usage of questionnaire. A mixed methods approach for data analysis was used. Both individual interviews and focus group interviews were transcribed and later edited, with the audio recordings serving as the primary source of data. The themes were formulated by the researcher, and the findings were subsequently synthesized and organized within these thematic categories. For quantitative data, the researcher employed multivariate analysis, a statistical technique aimed at investigating relationships among multiple variables. The findings revealed several factors influencing the development and use of a mobile digital library, such as the need for digital literacy training for the school community, user-friendliness of the mobile digital library platform, and financial support from the organization. The feasibility of implementing a mobile digital library relied on factors such as financial support, robust internet connectivity, digital literacy among the school community, and improvements in technological infrastructure. Additionally, the study found that younger teachers demonstrated greater technological competence compared to more experienced teachers. A mobile digital library model was developed to support teaching, ensuring a conducive learning environment where teachers and learners have access to information anytime and anywhere. The study recommends regular training for teachers and learners on the utilisation of a mobile digital library, adequate funding for hosting and maintenance, and improvements in technological infrastructure.
Development of a training model on digital pedagogies for academic librarians at Universities of Technology in South Africa
(2023-03-21) Omarsaib, Mousin; Rajkoomar, Mogiveny; Naicker, Nalindren
Globally, the Fourth Industrial Revolution has disrupted teaching philosophies at higher education institutions. This disruption beyond physical walls into virtual spaces has allowed academic librarians to explore teaching roles as online mediators and facilitators in the digital environment. However, historically, literature has challenged the pedagogical competencies of academic librarians when teaching in a face-to-face environment. In recent years, the ability to integrate suitable technologies with teaching methods in a digital environment has further questioned the competencies of academic librarians. Therefore, worldwide, the online teaching role of academic librarians is under the microscope. Thus, the objectives of this study were to ascertain, explore and establish the emerging role of academic librarians in relation to digital pedagogy and the online environment at UoTs in South Africa. Digital pedagogy can be defined as a process to effectively connect relevant pedagogical and technological knowledge to enhance teaching in multimodal environments. The Community of Inquiry (COI) and Technological Pedagogical Content Knowledge (TPACK) frameworks was used to probe the pedagogical and technological knowledge of academic librarians as teachers in the digital environment. A sequential explanatory mixed method design framed the research approach. During the quantitative first phase, a webbased exploratory survey was administered to academic librarians at UoTs in South Africa. The emerging themes from the web-based exploratory survey was used to design the interview schedule for the second qualitative phase. The results from both phases were analysed and interpreted to present the findings. The results from data collected were then triangulated with the theoretical frameworks and reviewed literature. The overall findings revealed academic librarians at UoTs in South Africa lacked in digital pedagogies juxtapose digital environment. Consequently, academic librarians need to acquire pedagogical and digital skills when teaching in a digital environment. The study recommends system, methods, and processes that the Library and Information Science sector can implement to ensure academic librarians gain the necessary expertise to teach in a digital environment. Ultimately, the study proposes a design of an online training model on digital pedagogies for academic librarians at UoTs in South Africa.
Digital literacy instruction in academic libraries in KwaZulu-Natal
(2022-12-01) Khumalo, Amahle; Rajkoomar, Mogiveny; Rajagopaul, Athena
Information and Communications Technologies (ICTs) has become an integral tool in enhancing library services worldwide. ICT can be used as a tool for acquisition of digital literacy skills. The use of ICT in digital literacy education can enhance students’ digital literacy skills, which are deemed as critical in a technologically orientated society. Therefore, this explanatory sequential mixed methods study examined the extent to which Subject Librarians in academic libraries use ICTs in digital literacy instruction. The objectives of this study were to ascertain ways in which Subject Librarians use information and communication technologies for digital literacy instruction in academic libraries in KwaZulu-Natal. The study further sought to reveal whether Subject Librarians possess digital literacy skills necessary for digital literacy instruction in academic libraries. The target population for this study was Subject Librarians in traditional universities and universities of technology in KwaZulu-Natal Province, South Africa. The online survey was administered to a total of 58 Subject Librarians. As a result of an explanatory sequential, follow-up interviews were conducted with the intention of getting richer and indepth information on the use of ICT in digital literacy instruction and develop a clearer picture and understanding of digital literacy instruction in academic libraries. The findings of this study revealed that Subject Librarians use ICTs for digital literacy instruction in various ways. Almost all the respondents were in agreement that computers, projectors, PowerPoint presentations, interactive white boards and various learning management systems are to a very large extent seen as best ways of using ICTs for digital literacy instruction. While the use of various Learning Management Systems was deemed as the most effective way through which Subject Librarians use ICTs for digital literacy instruction; the findings further revealed a lack of adequate digital literacy skills among Subject Librarians. This, therefore compromises their ability to provide relevant digital literacy skills’ training. The findings suggest that Subject Librarians need more training in the proper use of ICTs in digital literacy instruction. Digital literacy is increasingly considered an essential survival skill and a fundamental life skill in the 21st century. If Subject Librarians are digitally literate, and trained to use ICT, then they will be able to provide creative and adequate digital literacy skills for students to enable them to locate resources of desired information efficiently and effectively.
Early introduction of cost-effective e-Learning ICTs in schools
(2015) Oyetade, Kayode Emmanuel; Eyono Obono, Seraphin Desire
One of the fundamental characteristics of technology is its ever-changing nature with the continuous release of new models and products almost on a daily basis. It is interesting to note that these new technologies seem to appeal more to the youth than to the old. This might explain why the content of some Information and Communication Technologies (ICTs), such as films, TV, and games, are sometimes released with well-defined age ratings, in order to provide guidance to parents and guardians on the suitability of such content for their children. What is surprising is that there are age restrictions for the content presented by ICT devices, but devices themselves do not have any defined age restriction. For example, movies which can be played on computers, have a well-defined age restriction; but computers themselves do not have any defined age restriction. This non-definition of age ratings for ICT devices is certainly a general concern, but it is also a major concern for the education domain which needs to determine the minimum age from which learners should be allowed to use ICTs at school. This problem of the non-definition of age ratings for ICT devices serves as a motivation for this study, whose aim is to determine the factors affecting educators’ perceptions on the age from which learners should be allowed to use ICTs at school. The research objectives unfolding from this aim are: i) To select appropriate theories and models on the factors affecting educators’ perceptions on the age from which learners should be allowed to use ICTs at school; ii) To design a conceptual model of the factors affecting educators’ perceptions on the age from which learners should be allowed to use ICTs at school; iii To empirically test the above conceptual model of the factors affecting educators’perceptions on the age from which learners should be allowed to use ICTs at school; and iv) To make recommendations on the design of eLearning initiatives in schools based on the results of the current study. These four objectives were achieved as follows through the content analysis of existing literature and a survey of 70 primary and secondary school educators from the Camperdown magisterial district in the KwaZulu-Natal province of South Africa: i) Specific personality and child development theories were selected as the theoretical foundation of this study; ii) The conceptual model proposed in this study gave rise to the following hypotheses: The demographics of an educator affect the full functionality, the health, and the self-actualisation of his or her personality as well as his or her perceptions on the age from which learners should be allowed to start using ICTs at school. The full functionality, the health, and the self-actualisation of the personality of an educator all affect his or her perceptions on the age from which learners should be allowed to start using ICTs at school; iii) The empirical testing of the above hypothesized model yielded the following results: the grade or class taught by an educator is the only demographic factor that affects the full functionality, the health, and the self-actualisation of his or her personality; the subject specialisation of an educator is the only demographic variable that affects his or her perceptions on the age from which learners should be allowed to start using ICTs at school; the full functionality, the health, and the self-actualisation of the personality of an educator all affect his or her perceptions on the age from which learners should be allowed to start using ICTs at school; and iv) One of the recommendation of this study is that eLearning pilot projects be designed in ways that clearly consider differences between educators from various subject specialisations. This study identified the need for more research on the effect of personality on the perceptions of educators on the age from which learners should be allowed to start using ICTs, not only at school as it is the case for this study, but also at home. The main contribution of this research is to have found that educators’ personality has an effect on their perceptions on the age from which learners should be allowed to start using ICTs at school, compared to the literature reviewed by this study which seems to be silent on the relationship between the personality of educators and the determination of the age when learners should be allowed to start using ICTs at school.
Early prediction of students at risk in a virtual learning environment using ensemble machine learning techniques
(2021-12-13) Soobramoney, Ranjin; Singh, Alveen
Students at risk (SAR) are those students who are considered to have a higher probability of failing academically or dropping out of an academic programme. The literature reveals that SAR is a global problem at Higher Education Institutions (HEIs). A high failure rate can not only harm the reputation of the HEIs, but if left unchecked, can be detrimental to these HEIs. The problem of identifying SAR is a pervasive and persistent one. However, early identification of SAR will allow for timely and focused interventions, thereby reducing the problem. Various techniques have been used by HEIs to identify SAR. The traditional statistical approach is one such technique. One of the key challenges with this technique however, is that it often requires a large amount of manual analysis of the data to predict SAR, which in turn also makes early predictions of SAR more computationally challenging. To overcome some of the challenges of the traditional statistical approach, machine learning-based techniques have been proffered to predict SAR. Since machine learning (ML) models are based on the input data rather than the underlying problem, they are expected to have better predictive capabilities than traditional statistical models. Several ML-based techniques have been applied to predict SAR with varying degrees of success. This study proposes the use of ensemble ML techniques for early and accurate prediction of SAR using students’ demographic and weekly online Virtual Learning Environment (VLE) data. Aggregating the predictions of a group of ML classifiers is expected to provide a better generalization performance than each of the individual classifiers on their own. The use of ensemble ML techniques for this study will provide an improved solution to the problem of predicting SAR. To this end, this study focused on training forty different ML predictive models, one for each week of the semester, using twenty-five different ML classifiers. Each model was trained using students’ demographic data combined with data from their weekly interactions with a VLE. Based on the training results, four classifiers, namely AdaBoostClassifier, LGBMClassifier, RandomForestClassifier, and XGBClassifier were selected as base learners for the ensemble classifier. Hyperparameter optimization was performed using Random Search on each of the four classifiers. These classifiers were then used to create a voting classifier ensemble for each of the forty weeks, with 10-fold cross validation being used to evaluate the predictive models. The results show that the voting classifier ensemble method outperformed the individual classifiers overall over forty weeks and can thus provide an improved solution to the problem of predicting SAR.
Effect of internal auditing practices on performance of a public higher education institution
(2021) Siyaya, Mvelo; Olugbara, Oludayo O.; Jali, Lulu Fortunate
The internal auditing value addition in organisational processes “has been an issue of global concern to” almost all investors of internal audit services. Investment in internal audit practices is expected to yield returns in effective organisational “governance, risk management and” internal control processes. “However, there is a reported lack of evaluation studies that explore the effect of internal audit practices” on organisational performance. This critical issue of not adequately evaluating the effect that internal audit brings to organisational processes “can be partially explained by the shortage of adequate internal auditing evaluation methods and” tools. “The overarching aim of this study was therefore to fill this inherent void by investigating the effect of internal audit practices on organisational performance to appropriately determine the extent of internal auditing effects on business” processes. The advanced evaluation model of evaluating the effects of technology systems on organisational performance indicators was applied for this purpose in this study. This model has been validated in “a case study of two departments in a public higher education institution which invests heavily in internal audit practices, as mandated by the Public Finance Management Act 1 of 1999” (Republic of South Africa, National Treasury 2017). In this study, the advanced evaluation model allows the institution “to determine the extent to which operational and overall performance can be boosted through automational, informational, and transformational effects of” internal audit practices. In addition, the study results have revealed the benefits of internal auditing of nonfinancial processes as well as financial processes: the results have confirmed a shift of internal audit practices from finance-based activities to more value adding operational activities. Moreover, this study observed that the effect of internal audit practices on organisational performance depends on factors such as “independence of internal audit activity, competence of internal auditors, internal audit quality, information technology tools, relationship between internal and external auditors, and” effective audit committee. This study found that “compliance with internal policies and procedures is the most crucial performance indicator in the” public higher education institution studied. In summary, the findings of this study, using an advanced evaluation model validated the benefit of internal auditing as a tool to help improve performance of an organisation.
Empirical examination of decision making core technology adoption theory to explain youth preferences for HIV preventive actions
(2014-10-03) Shongwe, Njabulo Samson Melusi; Olugbara, Oludayo O.
This study reports on the application of decision making core technology adoption theory to empirically examine youth preferences for Human Immunodeficiency Virus (HIV) preventive actions. In order to contribute to the open discourse on whether technology adoption rate is higher for male or female, goal desire, goal intention, action desire and action intention elements of decision making core theory were tested. A mobile health information system was implemented as an HIV information disseminating tool and used for experimentation to determine adoption by youths. A dataset of 118 pupils from two high schools was used for pilot investigation. A dataset of 292 undergraduate youths aged 10-24 years from two universities in South Africa was generated to validate the research model. The Partial Least Square (PLS) analytic modelling technique was used to determine the predictive power of decision making core model from the input dataset. Results of experimentation show that regardless of the gender youth accepts to use mobile information system to access HIV information. The predictive power of the decision making core model was found to be independent of gender factor, which was also not found to moderate the relationship between Perceived Behavioural Control (PBC) and action intention. In addition, gender was not found to moderate the order of importance in factors that predict youth preferences for HIV preventive action. PBC, action desire and goal desire were selected as the most important predictors of HIV preventive actions. The factor of action desire was found to mediate the relationship between PBC and action intention such that the mediation effect was stronger for male youth (68%) than for female youth (19%). Finally, the decision making core model better predicted youth preferences for HIV preventive actions as compared to two models based on Theory of Reason Action (TRA) and Theory of Planned Behaviour (TPB).