Theses and dissertations (Accounting and Informatics)

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The management of the first-year student experience programmes at the selected higher education institution : a case of business and information management undergraduates
(2024) Mbonambi, Musa Grace; Ngibe, Musawenkosi; Msomi, M
The transition from high school to university is recognised in research and theoretical literature as a distinct period of transition. To successfully transition from high school to university, students must adjust while being supported by the people and systems around them. Numerous studies show that the transition from high school to university is disconcerting and stressful, especially for first-generation students and students from poor backgrounds who experience additional challenges as a result of disadvantaged schooling. This results in declining completion and throughput rates. The aim of this study is to examine the management and effectiveness of DUT’s firstyear student programmes that were designed to manage the transition of students from high school to university. A pragmatist philosophy was adopted together with a mixed methods approach, which was deemed appropriate to support the primary aim of the study. The study’s population consisted of Business and Information Management students, Centre for Learning and Teaching (CELT) administrators, and Tutor Mentor Advisors (TMAs). To identify and select the appropriate sample size, both probability and non-probability sampling techniques were adopted. Probability sampling was used to sample 175 first-year students, while non-probability sampling was used to sample three CELT administrators coordinating the FYSE programme and five TMAs. A self-administered questionnaire, focus groups, and individual interviews served as the data collection mechanisms. The Statistical Package for the Social Sciences (SPSS) version 26.0 was used to analyse quantitative data, while thematic analysis was used to analyse qualitative information. The empirical findings revealed that the students who participated in this study found the transition to higher education difficult, and that it inevitably posed serious challenges to their academic progression and achievements. The majority of the students who participated in this study were confident that DUT’s first-year student orientation programme assisted them to adapt to university life. However, some students indicated that the orientation programme was not beneficial or was relatively unknown to them. The study also found that there was no clear collaboration between CELT and the academic departments within the university. This finding was quite alarming since the academic departments dealt directly with first-year students. The study identified a number of support programmes offered by DUT to ensure that firstyear students transition successfully to university. However, the strategic management of these programmes is a great concern, as many first-year students still face difficulties adjusting to university life. The study also found that the TMAs used different approaches to provide assistance to first-year students. The study recommends that first-year student orientation be conducted not only at the beginning of the year, but also at the beginning of the second semester. The study also recommends that CELT and academic departments collaborate to develop structures that resonate with particular departments, rather than offering workshops that are too generic and do not address departmental curricula. In addition, the study recommends that CELT establish an applicable teaching philosophy for tutoring students.
Promotional strategies on the recruitment of rural learners from the Zululand District into higher education institutions
(2023-08-15) Makhuba, Buyisile H.; Kankisingi, Gustave Mungeni; Moyane, S.
Addressing the need for improved strategies in the recruitment of rural learners by Higher Education Institutions (HEIs), this study focuses on the Zululand District. The purpose of this research is to enhance HEIs promotional strategies, reduce the number of walk-in learners, and bolster rural learner enrolment. The methodology involves an analysis of learner preferences and an effectiveness assessment of various promotional strategies used in rural recruitment. It includes investigating challenges that rural learners face in accessing information about higher education and assessing the collaboration between schools and universities in recruiting first-year learners from rural areas. Key findings revealed significant gaps in the current promotional strategies and highlighted the important factors influencing rural learners' choice of HEIs. Furthermore, the research found that improved engagement between schools and universities significantly impacts the effectiveness of recruitment efforts. The study recommends a refinement of promotional strategies to meet the specific needs of rural learners, the introduction of accessible platforms for rural learners to acquire higher education information, and an enhancement of collaborative efforts between schools and universities in the Zululand District
Evaluating the effectiveness of facilitating inquiry based learning on Facebook to advance domain knowledge and develop enquiry skills
(2019-05-09) Khomo, Feziwe Lindiwe Yvonne; Heukelman, Delene; Skinner, Jane Phyllida
This research involved a quest to discover a way, involving technology, which would encourage students to take the lead and take ownership of their own learning and rely less on the lecturer. It sought to investigate a learning approach that would encourage students to be proactive in their learning whilst increasing their domain knowledge. The study was instigated by a concern for what the researcher experienced as students’ negative attitude towards learning. She identified Inquiry Based Learning (IBL) as a learning model that would ignite critical and creative skills and encourage students to take responsibility of their own learning. Thus, the purpose of the study was to investigate a technology-assisted approach to investigate a technology-assisted approach to developing skills for discovering and creating new knowledge. Taking into consideration that most students of the 21st century own technological tools and most have accounts on social network platforms, the study sought to determine whether IBL could be facilitated on the social network platform, Facebook. A case-study, mixed-methods approach was employed. The researcher relied on statistical analysis done by the program SPSS for the analysis of the quantitative data and a qualitative program, NVivo, for analyzing words selected by the students. In addition, observation of the interactions on Facebook assisted materially in drawing conclusions as to whether the objectives were met. In terms of determining an appropriate IBL-oriented model for the study, the findings suggest that the intrinsic attributes of IBL such as collaboration, interaction and engagement can be enhanced on Facebook as students attempted to answer the questions related to an Inquiry Based Scenario question. However, only a limited number of the respondents found the approach and the intervention fully effective. In terms of exploring the usage of Facebook, students expressed a sense of fulfilment and appreciation for the platform with regard to sharing and accessing information. On the other hand, a majority also found the experience challenging; were not fully enthusiastic about this form of learning; and nor did they feel that it would be sufficient if used in isolation from traditional learning methods. In addition, the researcher acknowledged that participation on Facebook was not as she had envisaged it. Further, the study evaluated the facilitation of an IBL “Classroom” environment on Facebook. The interaction on Facebook and the responses to the perception regarding this objective indicated positive results. However, only a limited number of respondents acknowledged that the “classroom” challenged their thinking capabilities, stretched their thinking, or led to deeper thinking. Lastly, the study observed improvements in understanding learning material and the development of a higher order of learning by taking into account (with the assistance of NVivo) the choice of words used in answering the questions related to the IBL scenario posted on Facebook. Further, based on the attempts of the participants to tackle the questions, the researcher concluded that an improvement was attained. In addition, the responses by the students acknowledge that domain knowledge and understanding of the learning unit was improved. It is, however, also important to note that the limited time frame allocated for the study, and the lack of a systematic approach in scaffolding the teaching principles and learning process, had an effect on students’ adoption of the intervention and on the desired outcomes. Based on the findings and challenges encountered, the researcher was able to shed light on certain aspects that need to be considered for an effective inclusion of technological instruments within traditional learning. The study confirmed important aspects revealed in the literature, while the positive effective of the intervention on desired outcomes was encouraging. It could therefore be concluded that the findings were able to address the main objectives of the study.
Analysing the preparedness of Office Management & Technology graduates for multitasking in the workplace
(2018) Kubheka, Phumelele Precious; Skinner, Jane Phyllida
A number of studies have been conducted in relation to the preparedness of students for the workplace and particularly the role of Work Integrated Learning (WIL) in this preparation. However, fewer have specifically investigated the Office Management and Technology (OMT) student’s preparedness for multitasking in the workplace, and none have been found to investigate this within a South African University of Technology. The literature indicates that there are major causes for the increased use of multitasking1 in the business workplace: the nature of work, working environment and skills required from employees by organisations have now developed and expanded. The office administrator in today’s electronic office has to cope with a wide variety of electronic devices which often need to be used simultaneously and their work covers many more skills than were required in the past. Students with Office Management and Technology qualifications are now employed as office administrators, senior secretaries, and even as assistant managers. They are expected to have the ability to execute all duties that are within their job description and sometimes beyond their job description, and to be able to handle them within a limited time. Administrators who have multitasking skills are therefore preferred by employers and the literature shows that the multitasking skill is regarded as one of the most sought-after skills in the workplace. The purpose of this case study was therefore to investigate the preparedness of Office Management and Technology students for multitasking in the workplace. To achieve a complete analysis the study used a mixed methods approach involving three questionnaires with both closed and open-ended questions, administered to 3rd year students who have had WIL experience; B Tech students /recent employees to provide Multitasking has been defined as the ability to undertake competently more than one task at the same time and multitasking success as ‘the ability to draw on a wide range of cognitive functions when acting to achieve multiple goals’ (Peterson, 2014:22). ii a different perspective of experience gained; as well as WIL Supervisors who have supervised OMT students while on WIL. Analysis of data revealed that students require additional knowledge before they go on WIL training to prepare them for multitasking, with a better understanding of the office environment. The study concluded that a curriculum upgrade is required involving increased use of practicals at undergraduate level, and that the universities need to work more closely with companies to determine what skills they require from Office Management and Technology students when they reach employment. The study recommends that the identified gaps should be addressed in order to improve students’ knowledge and to upgrade their skills in multitasking and in time management in order to improve their performance in the workplace.
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.
Adoption of activity-based costing at Technical and Vocational Education and Training in KwaZulu-Natal
(2017-08) Madwe, Mziwendoda Cyprian; Green, Paul; Stainbank, Lesley June
This study seeks to provide a guide for a more advanced costing method that is going to provide some cost allocation techniques from a wider range of TVET college specific activities, and that will provide a valuable insight for management of a college. Such a method was achieved through the development of a standard activity dictionary and the functional decomposition of the campus into small divisions as the methods of identifying major activities that are performed at TVET colleges. Thereafter, a conceptual framework for adoption of Activity-Based Costing (ABC) was developed. The main expected contribution to knowledge is represented in the development of conceptual framework for adoption of the ABC system in KwaZulu-Natal TVET colleges and the originality in the current study lies in bridging the gap in the knowledge and understanding of ABC system in education sector. In addition to providing a way to allocate resources more efficiently, ABC can help colleges to determine the best way to meet their goal by monitoring the use of resources in particular activities. The theory that forms the basis of this study is contingency theory. This theory explains how ABC system is contingent upon contingency factors including organisational and behavioural and technical variables. This contingency theory suggests that the adoption of ABC systems within public TVET colleges is depend upon, or at least associated with size of the firm, cost structure, product diversity, training, resistance to change, internal champion support and innovation, top management support, internal resources availability and technical variables. The new model of ABC adoption has been developed in order to examine reasons why the ABC adoption remains low. This study also seeks to establish factors that constitute barriers to ABC. The hand-delivery questionnaire was appropriate for data collection in this study. The census survey undertaken comprised six public TVET colleges at KwaZulu-Natal (KZN). Thirty (30) questionnaires were submitted, and thirty (30) questionnaires were returned, generating a 100% responses rate. The quantitative data were processed using a SPSS version 24.0, leading to appropriate descriptive and inferential statistical analyses, including frequencies, means, standard deviations and chi-squares. Nine factors were identified from the literature, seven were found to be statistically significant associated with ABC adoption. The qualitative research method was also used. The research strategy was embedded with multiple cases studies to validate the results derived from the census survey. This was selected to validate the results derived from census survey. The data were gathered via 10 face-to-face semi-structured interviews. The semi-structured interviews were conducted with employees from top and middle levels of the five TVET colleges. The semi-structured interviews and survey helped the researcher to discovered new ways of identifying activities such as using business process and examining the colleges’ organogram. This study found that public TVET in KwaZulu-Natal (KZN) are using the Student Based Costing (SBS) and these colleges do not obtain accurate programme costs because they fail to allocate overhead costs to their respective campuses under costing currently in use in these TVET colleges. This study also found that the public TVET colleges in KZN use a uniform cost (number of students) to assign overhead costs to respective programmes. The findings of this study indicated that ABC has not been adopted at the public TVET colleges in KZN, as 60% of respondents indicated that there is no consideration of ABC to date and 100% of participants also confirmed that their colleges has not been adopted ABC to date. This result confirms that public TVET colleges at KZN are still using Traditional costing system (TCS). This study also showed that eight out of nine factors assist in the adoption of ABC system, and there is positive correlation between these seven factors and ABC adoption. The research findings of this study have exposed some loose ends that could not be answered conclusively by the data, it therefore recommended that a further empirical research should be conducted using case study and survey at all 50 public TVET colleges in South Africa to detect the difficulties and barriers that prevent the adoption of ABC at TVET colleges.
An investigation into administrative workload and support for academic staff at the Durban University of Technology
(2016) Qwabe, Bongani Penuel; Skinner, Jane Phyllida
A number of studies have been conducted in relation to academic workload in higher education and many have noted a marked increase in workload over recent decades. However, fewer have specifically investigated the increase in the administrative component of an academic’s workload, and none have focussed on the current support given to academics by their secretaries in the context of a South African University of Technology. All academics require sufficient time to perform their teaching, research and community outreach duties satisfactorily, while Universities of Technology make additional demands on their academic staff in relation to such aspects as Work Integrated Learning, maintaining contacts with industry and new research requirements. The literature indicates that many feel that they are unable to cope or to cope adequately and that universities often do not understand the burden of the different tasks/activities they perform. The purpose of this case study was therefore to investigate the administrative workload experienced, and the support given, to academics at the Durban University of Technology. It specifically investigates whether the institution of a workload model for the university as a whole would be supported, and would be effective, in addressing equity and transparency issues in academic workload and thus in improving academic retention and research output for the university as a whole. This study used a mixed method approach involving three questionnaires administered to academics, their secretaries, and to senior management. In addition, semi-structured interviews were conducted with some senior academic staff. The results of the research indicate that the great majority of academic staff members experience a heavy administrative workload and that many believe they are doing more than they expected at the time of their appointment. While the secretaries were better informed as to the nature and extent of the administrative duties expected of them, many also felt that they are doing more than they expected and both groups indicated strongly that there is a lack of transparency and equity between different workloads performed by different individuals. Over ninety percent of both academic and secretarial staff believed that a workload model would assist in ensuring a fairer balance in the work performed, but significant individual comments indicated the difficulties and drawbacks which should also be taken into account and the consequent need for flexibility and ongoing consultation with staff, before the imposition of such a model. The results also revealed that there was considerable uncertainty amongst respondents as to the current existence of a workload model. It was, however, established that the university is planning to implement a workload model across all six faculties and that a member of the academic staff, Mr Greg Parrott, has been tasked to develop the relevant software. He is in the process of collecting the information needed. Contact was made with Mr Parrott and information exchanged with him. It is hoped that the data gathered in this study will serve to support this initiative. Following an in-depth analysis of the results, this study recommends wide consultation over the implementation of the model and the employment of a pilot phase to iron out any problems. Flexibility within the model and ongoing consultation are also recommended. The study further recommends that academic departments should consider making greater use of WIL students from the discipline of Office Management who, as part of their work experience, can work closely with secretaries in departments which require additional secretarial assistance. Additional part-time assistance, possibly from retired academics, for specifically academic administrative duties might also be considered.
Staff and student perceptions of research structures and services provided by the faculty research offices at a university of technology in South Africa
(2015) Ngibe, Musawenkosi; Singh, Penny; Skinner, Jane Phyllida
The higher education landscape in South Africa has undergone significant change and transformation in recent decades, obliging all higher education institutions to be more competitive and provide services of quality to attract and retain students. Since their emergence as universities in the years of 2003-2004 Universities of Technology (UoTs) have been required to engage in research and to improve research output and throughput rapidly despite having their roots in a former colonial and apartheid era in which they were required to play a purely technical role. Importantly, the government funding formula for universities in South Africa is now the same for all public universities (based on publications and throughput) even though traditional universities were always research-oriented. This makes it likely that UoTs will continue to lag behind traditional universities if drastic measures to increase research capacity are not put in place. In order to service the provision of this sustainable research output different measures and research structures have therefore been designed by UoTs to support the increasing pressure to produce M and DTech graduates and upgrade the qualifications of teaching staff. The purpose of this study was therefore to investigate the administrative support of research services and structures at faculty level at a selected UoT; to provide insights in terms of staff and student perceptions of postgraduate support and to make recommendations as to how to enhance existing research services and improve research structures to support research functions. The study was a case study of a selected UoT. It used mixed method research to enable the researcher to collect both qualitative and quantitative data from academics and M and DTech students and Faculty Research Office staff members. Questionnaires and interviews were used as data collection instruments. Supported by the Gap Model of service quality and delivery and an adapted SERVQUAL instrument, the study sought to determine staff and postgraduate students' perceptions and expectations of research structures and service quality across four dimensions, namely reliability, responsiveness, assurance and empathy. Analysis of the data revealed that Faculty Research Offices across each of the six faculties were lacking in certain respects in providing research support and development in each of the four identified service dimensions. They were particularly lacking in terms of communicating the nature and details of the research support services they offer. The study concluded that with improved research structures and more skilled personnel all research activities could be incorporated and be facilitated by Faculty Research Offices, taking these functions away from departmental research committees where these exist. It also concluded that by communicating these research services through faculty orientations, workshop sessions, and online forums, academics and students' awareness would be enhanced. This could also have a positive impact on handling research matters and processes, improving the reliability of the research office services and allowing students to associate with the research office on a more regular basis. This study therefore recommended that the identified quality gaps should be attended to in order to improve research services. Further, issues of research capacity development and support and service quality need to be urgently considered by the institution in order in the longer term to be in a position to improve enrolment and graduation rates, increase scholarly publications and contribute to the knowledge society. Inviting research experts and drawing on the greater experience and expertise of their Australian counterparts in the ATN network (with whom SA UoTs have a formal MoU) could lead to further research and development in the area investigated. This should go a long way in ensuring progress and growth in research output within the faculties of the institution investigated and could be of interest to other UoTs facing similar challenges.
Perceptions and expectations of IT service delivery post migration to a Microsoft platform at a university of technology in South Africa
(2015-01-15) Reddy, Nerina; Singh, Penny; Petkov, Doncho
The implementation of Microsoft (MS) technologies and solutions as organisational infrastructure within the higher education arena has become a popular choice both internationally and within South Africa. With benefits such as reduced costs, improved productivity and improved service delivery to both staff and students, MS technologies and solutions seem to be the preferred choice for many institutions worldwide. The Durban University of Technology (DUT) was the first university of technology in South Africa to implement all nine MS technologies simultaneously. Since migration to the MS platform in 2009, DUT staff have raised concerns regarding the new solutions, particularly with reference to aspects such as security, accessibility, and reluctance to use self-help tools to improve their IT experience. Migrating from a non-integrated system to an integrated MS platform thus resulted in IT service delivery becoming a contentious issue. . This study discussed: the quality of IT service delivery regarding the MS infrastructure within the DUT; the types of MS technologies and solutions implemented; the resulting impact that these have had on the full time administrative and academic staff at the DUT; and their perceptions and expectations of IT service delivery. Using a mixed methods research approach and underpinned by the modified SERVQUAL framework viz. RATER, the quality of this service was investigated. This study yielded both positive and negative findings regarding expectations and perceptions of the quality of IT services. Results indicated that although staff were generally positive about the migration and satisfied with the resulting IT service delivery, there was room for improvement in terms of the quality of IT services offered by DUT’s Information Technology Support Services Department. Based on the findings, recommendations for improved IT service delivery (ITSD) and IT service management (ITSM) were proposed. It was also recommended that the framework deemed most suitable in the MS dominant IT infrastructure, is the MS Operations framework.

Theses and dissertations (Accounting and Informatics)

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