Theses and dissertations (Management Sciences)

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Academics perceptions of community engagement at a selected University of Technology in South Africa
(2021-09) Patchappan, Terslina; Govender, Ivan Gunass
The South African society is unambiguously in a flux, plagued with wicked challenges such as increased levels of poverty, youth unemployment and an extensive public health crisis, which have become the societal norm. Increased prominence exists for university programmes to alleviate these challenges and sustain the South African landscape. This study aimed to investigate the perceptions of community engagement amongst academics at a selected University of Technology, namely the Durban University of Technology in KwaZulu-Natal, South Africa. Academics’ perceptions towards community engagement are significant for the institutionalisation of engagement at the university. Against this backdrop, the main objectives of this study were to evaluate academics’ understanding of community engagement; assess the extent of their initiatives; determine their enablers and constraints to undertake such initiatives; and recommend strategies that could lead to an improved community engagement experience. The research design adopted was the quantitative paradigm, which entailed the distribution of a structured open and closed-ended questionnaire to the respondents. Against a Five-Point Likert Scale, the questionnaire comprised of six sections, each under a specific main theme related to the research topic. The simple random sampling technique achieved a sample size of 80 respondents from a target population of 102 academics. The sample respondents returned seventy-four questionnaires. This represented a high response rate of 93%, through the attribution of a personal method of data collection. Furthermore, the data collected was analysed using the Statistical Package for the Social Sciences (SPSS) Version 24.0 for Windows. Upon completion, the entire dissertation was verified against plagiarism through the Turnitin programme and achieved a 10% rating. The study found that workload demand and time are main inhibitors of community engagement. The researcher recommended that DUT should consider offering rigid empowerment and support structures for academics. Lastly, the research project concluded with directions for future research based on the insights of academics into community engagement in South African higher education.
Addressing bullying at a boy’s high school in Durban
(2023-04) Naidoo, Meedhaloshnie Ragoobathie; Hamlall, Vijay
This study aimed to explore the current status of bullying at a boys’ high school in urban KZN and the experiences and perceptions of bullying among the learners of this single sex, multicultural, multiracial school. The objective of the study was to investigate the nature, causes and consequences of bullying in this particular school. This study further proposed and implemented interventions that served to address bullying behaviour at the school. The study adopted the interpretivist paradigm and qualitative methods to answer the research questions. A participatory action research approach was used to conduct this study. The data collection methods were semi-structured individual interviews and focus group discussions. Content analysis was used to analyse the data. The non-purposive sampling method was used to select the target population, which consisted of five learners from the boarding establishment (a hostel for learners who choose to stay at school during the school term) and five from the day’ boys. Three educators were also interviewed: two males and one female. In total, this study comprised 13 participants. The data gathered from the interviews and focus group discussions with both the learners and educators indicated that bullying was highly prevalent at the school. Forms of both direct and indirect bullying were evident at the school. Direct bullying was both verbal and physical. Physical bullying took place more covertly in the form of boys using their body strength and size to punish and dominate the weaker boys. A considerable amount of verbal bullying took place at the school. This included acts of harassment, teasing, name-calling and ridiculing. Indirect bullying in the form of social exclusion involving ostracism, and the spread of rumours or gossip was also rife. Both forms of bullying targeted personal characteristics and generally constituted attacks on sexuality and appearance. The underlying themes for the causes of bullying behaviour were identified as boys subscribing to hegemonic forms of masculinity, power-seeking and peer expectation. Being in an environment in which there are predominantly male influences, the boys were expected to act like ‘real men’. They wanted to feel powerful and dominate the so called ‘weaker’ boys. This increased their social status in the eyes of their peers. Data generated from the interviews indicated that the consequences of bullying behaviour resulted in the victim experiencing a poor self-image and low self-esteem. Avoidance and absence from school, seclusion and isolation and an increase in violent behaviour were identified as major outcomes of being bullied. Participatory action was used to plan and implement an intervention programme for the whole school to tackle bullying. The aim was to create a safe, positive learning environment for the learners. The short-term outcomes of the programme were evaluated. The study recommends that it is imperative that the seriousness of bullying be recognised by all stakeholders in the school community for appropriate and effective measures to be implemented to reduce bullying in schools. It is not uncommon for school stakeholders to trivialise bullying that takes place in their schools. Many hold the view that bullying is part of growing up (e.g., boys will be boys) and should not be made an issue. Greater awareness of the problem of school bullying is required and a focus on prevention would ensure that schools create safer and more harmonious learning environments
Addressing bullying at a primary school in the Ilembe District, Kwazulu-Natal
(2023-04) Mthembu, David Nhlakanipho; Hamlall, Vijay
School-based bullying has over the recent years become increasingly common and vicious. Schools are a microcosm of society in general. The society we inhabit has become increasingly intolerant and violent. Kruger (2013) highlighted that bullying is rife in today's school culture, with devastating consequences which negatively affect not only learners and staff, but the broader neighbourhood community, the general school climate, and the overall functioning of the school. Research, according to Kruger (2013), shows that bullying can be a precursor to aggression and, if not addressed, may lead to more serious acts of violence. Bullying is a common problem in this school, according to the research. Boys are more likely to engage in physical bullying, such as beating, punching, and kicking, whereas girls are more likely to engage in verbal bullying, such as insulting, name calling, and spreading rumours, as well as cyber bullying. The study discovered that these types of bullying had a physical, emotional, and psychological impact on students. Bullying was found to be influenced by gender, age, socioeconomic level, and sexuality in this school. The school playground has also been identified as a common site for bullying. Gender discourses, according to the findings, play a significant role in promoting bullying in this school, as boys attempt to exert control over girls. The motivation of this study emanates from the need to tackle school bullying against the backdrop of violence that learners face in their school and home life. According to Childline (2019) bullying gangs often become violent gangs that are involved in crime, so schools need to respond pro-actively to bullying to prevent it becoming gangsterism. Research shows that most children believe that when they report the bullying to an educator nothing is going to be done to stop it. The overall aim of this study was to investigate and address bullying among learners at Sund Primary School in Mandeni, iLembe District. The goals of this study was to uncover the nature of bullying that learners face, the causes and consequences of bullying at the school, the effects of bullying on learners’ lives, to use participatory action research to plan and implement a programme aimed at creating a safe positive environment and to evaluate the short-term outcome of the programme. vii A qualitative Participatory Action Research was used in this study. The data was gathered through semi-structured individual and focus group interviews. The study included ten boys, ten girls and three educators as participants. This study was further aimed at contributing towards peace building and creating harmonious teaching and learning schooling environments through an ant-bullying intervention programme.
Aligning private higher education with the needs of the local tourism industry
(2015) Ramouthar, Shayna; Naidoo, Krishna Murthi
There is a considerable gap between what is provided by tourism education providers and the needs expressed by the industry. Literature pertaining to private higher education institutions based in KwaZulu-Natal (KZN) curriculum provision is very limited. Therefore, this study sought to determine whether tourism qualifications offered at registered private higher education institutions in KZN are aligned with the needs of the local tourism industry. This study accordingly identified and investigated the gaps between the needs of the local tourism industry and the core tourism curriculum offered at private institutions. In addition, the study closely examined the curricula offered by analysing and comparing the similarities and differences between the tourism curriculums of each private institution. In order to provide solutions and recommendations for future curriculum development, stakeholder’s views on what a tourism curriculum offered at private higher education institutions should entail was evaluated. Respondents comprised of managers from selected sectors of the local tourism industry, tourism graduates, tourism curriculum designers and tourism academics of the selected private higher education institutions. To achieve the first and third objective, a mixed-methods approach was adapted. This empirical study utilised electronic surveys to obtain a sample of 164 participants. A document analysis entailing thematic analysis was also complied to address the second objective. The findings revealed that there are more similarities amongst the education providers’ formal curriculum content than differences. However, the tourism curricula on offer by all the sampled private higher education institutions were observed not to align with the needs of the local tourism industry. Therefore, this study identified numerous gaps between the needs of the local tourism industry and the provisions by private higher education institutions. The misalignment was found to be attributable to multiple factors for which recommendations are made.
Analysis and evaluation of strategic planning and implementation at TVET colleges : a case study of Lovedale College
(2019-04-24) Ndzoyiya, Lucky Coselela; Chetty, Gopalkrishna
The aim of this study was an evaluation of strategic planning and implementation at Technical Vocational Education and Training (TVET) Colleges. The study was premised on the rationale that besides the significance of strategic planning as an effective tool for organisations to employ, given the constant changing digitalised and globalised environment, there is documented evidence of academic institutions, particularly TVET Colleges not implementing strategic plans or alternatively not having a functional and up-to-date strategic plan. Such a situation certainly impedes the colleges’ efforts to achieve their developmental goals and objectives, and may additionally contribute to possible threats to the TVET colleges’ competitiveness, given that there is an emergence of newer types of colleges and universities which are dynamic and in touch with the changing environment. They tend to use these tools for their planning purposes. Lovedale College in the Eastern Cape was selected as the case study college for this research. The study employed the mixed method approach; utilising quantitative and qualitative approaches. The qualitative research method used in-depth interviews while the quantitative research method used questionnaires with key informants in the study area. The study found that the respondents had a reasonable knowledge of the concept of strategic planning. This finding has relevance for future studies. The reasonable knowledge that the staff have in respect of strategic planning is mainly due to the length of service or stability of the workforce or the continuous involvement of all staff in the strategic planning exercises over the years. This points to important lessons for other colleges. The study pointed to the need for a greater improvement with respect to strategic planning and the implementation process which may result from appropriate financial support. Furthermore, the colleges should have experienced and skilled human resources to undertake such planning exercises. The study also established that there is a positive and significant relationship between stakeholder experience, inhibitors and enablers, monitoring and intervention, and strategic planning and implementation. The study recommended that in order for the action plans of strategic planning and implementation are executed, it is useful to establish clear objectives and a roadmap to achieve these objectives.
An analysis of communication tools employed for HIV/AIDS education by student support services at universities in KwaZulu-Natal
(2018) Nchabeleng, Ntheno Lentsu; Rampersad, Renitha; Dorasamy, Nirmala
HIV/AIDS remains a global health crisis. In sub-Saharan Africa, young people continue to be disproportionally affected by HIV/AIDS. While access to antiretroviral (ARVs) is an important factor in the success of HIV/AIDS treatment, socio-cultural factors continue to exacerbate the spread of HIV/AIDS particularly among young people. This has necessitated the need for comprehensive strategies to be designed in order to address contextual factors that undermine HIV/AIDS prevention efforts for young people. The Higher Education HIV and AIDS Programme (HEAIDS) exists to address HIV/AIDS related challenges and to manage HIV/AIDS programmes in Higher Education institutions (HEIs) in South Africa. Despite efforts to mitigate the spread of HIV/ADS among university students, students continue to engage in risky sexual behaviour. Using the Interactive Model of Communication, Behaviour Change Communication (BCC) and the Health Belief Model (HBM), this study analysed the communication tools employed for HIV/AIDS education by student services at four public universities in KwaZulu-Natal. A mixed method approach, consisting of a questionnaire and semi-structured interviews were employed to obtain data from 474 university students and 24 health care providers to assess the communication tools utilised in HIV/AIDS education at HEIs. Findings revealed that university students are well informed about HIV/AIDS; however, students’ health seeking behaviour remains poor. Key findings highlighted that students’ reception and interpretation of HIV/AIDS messages are embedded in their autobiographical and socio-cultural circumstances. Thus, in order for HIV/AIDS communication strategies to be effective in influencing positive sexual behaviour among university students, there is need for an assessment of their autobiographical and socio-cultural circumstances in order to understand how students receive and interpret HIV/AIDS messages.
The applicability of a learning organisation philosophy for improving processes and practices in the Universities of Technology (UoTs) in KwaZulu-Natal
(2015-01-15) Mhlongo, Patrick Mbongwa; Zondo, Robert Dumisani; De Beer, Marie
The UoTs are operating in an environment in which they have to deal with multifarious and complex challenges. Responding effectively to such challenges has become critical for UoTs in achieving a competitive advantage and in outsmarting competitors. Traditional approaches which deal with rapid changes in the higher education landscape have become obsolete. The fact is that UoTs are faced with transformational challenges - increasing student intake, the need for improving throughput rate, the need for remaining financially sustainable while producing the top graduates required by industry. Given this background, this study investigates the application of a learning organisation philosophy for improving processes and practices in the UoTs of KwaZulu-Natal. Learning organisation philosophy has been identified as one of the best approaches for organisations in the corporate sector. It is used to achieve and sustain a competitive advantage. Learning organisation philosophy encourages the culture of continuous learning by members of the organisation, so as to achieve strategic objectives. This study provides UoTs’ perspectives of the learning organisation theory. Data was collected from employees of DUT. The sample was drawn from both administrative and academic employees. A self-administered questionnaire was used in collecting the data. The findings of this study reveal that the application of a learning organisation philosophy will help UoTs improve their processes and practices. Based on the findings, the majority of participants indicated that they would embrace and support the application of a learning organisation philosophy at DUT. It has to be noted that in the study, DUT was used as a case study.
The application of ethical leadership styles on employee engagement at Durban University of Technology (DUT) : a case study approach
(2018-11) Bhana, Anrusha; Bayat, Mohamed Saheed; Maharaj, Mandusha
With the epochal changes at different levels of higher education institutions, it has become essential to take employees into account as an imperative part of higher education institutions transformation strategy. The study has investigated the application of ethical leadership style and its impact on employee engagement at Durban University of Technology (DUT) - a case study approach. The existing body of research knowledge on ethical leadership style revealed a great focus on the business sector in comparison to higher educational sector. The research objectives addressed the two gaps in higher education leadership research by exploring evidence of ethical leadership style of executive management leadership and line management leadership and its impact on employee engagement at the institution. The research design adopted mixed methodology approach employing random sampling technique for data collection of employees and purposive sampling technique for semi- structured interviews of line management leadership and executive management leadership. The piloting of the research instrument was statistically tested to ensure validity and reliability prior to commencement of the main study. Moreover, the study involved a cross sectional design and a sample size of 312 respondents for probability sampling and 12 participants for non-probability sampling. The case study approach was based on academic and administrative staff of Durban and PMB campuses at the institution. Method triangulation of data findings ensured a pragmatic and deeper understanding of the phenomena being investigated. The descriptive statistics revealed that more than ninety percent of the respondents agreed that ethical leadership style would have a positive impact on employee engagement at the institution. Clearly, showing support for the need of ethical leadership at the institution. In addition, more than eighty percent of respondents agreed that leadership styles impact employee well-being. Hence, different leadership styles have a direct or indirect influence on employee engagement. Thus, it is essential to find ways to improve employee work and personal engagement at the institution. Moreover, the linear regression analysis findings revealed a predictive relationship between line management leadership and employee engagement at the institution. Notably, the study discussion focused on the employee engagement conceptual model and aligning it to theory that presented a relationship between executive management leadership and line management leadership to employee engagement at the institution. The conceptual model was developed to expedite relevance to the research. Therefore, the study has revealed greater support for the practical implications of ethical leadership practices at the institution. In order for the organization to achieve greater levels of innovation, intrapreneurship, design thinking and financial management, it is imperative to have a fully engaged workforce. The application of ethical leadership style will advocate a value system that will inherently support departmental goals and objectives of the overall institution. Recommendations were made to support the need for proactive measures to promote ethical leadership, interventions to develop ethical leadership policies and techniques to improve employee engagement. In addition, the last recommendation included a proposed model that was taken from the conceptual model that can be further developed and utilized at the institution. Moreover, the study will contribute to the existing body of knowledge on employee disengagement concept of occupational stress, burnout and turnover, fulfilling duties beyond job description, multitasking between duties and job contentment. It will contribute to the importance of ethical leadership in relation to employee engagement at the institution. Lastly, the research information and findings will also contribute towards the ongoing development of ethical leadership research and development of academia leadership in Higher education institutions in South Africa.
Assessing communication strategies at higher education institutions : a case of Walter Sisulu University
(2017) Mgweba, Chulumanco; Rawjee, Veena P.; Naidoo, P.
In South Africa the National Plan for Higher Education (NPHE, 2001) brought with it distinct changes to the higher education landscape. Amongst the major changes were the mergers of various higher education institutions. In 2005, the Walter Sisulu University for Technology (WSU) was established through the merger of the former Border Technikon, Eastern Cape Technikon and the University of Transkei. The University caters for students from the Eastern Cape’s Border and Kei regions resulting in communication with a large number of stakeholders. Effective communication as well as developing and maintaining relationships with key stakeholders therefore become pivotal. This study set out to examine the perceived effectiveness of communication strategies between the Walter Sisulu University and students. A mixed method approach found that although respondents felt that communication was satisfactory, concerns were however, raised about the effectiveness of the communication strategies being utilised. The study recommended e-communication as a key strategy to facilitate communication with students.
Assessing successful land claims and the pursuit of co-management in protected areas : a case of Tala Private Game Reserve
(2017-08) Qwatekana, Zikho; Sibiya, Nozipho P.; Mnguni, Mzobanzi Erasmus
The government of South Africa has justifiable aims to address the injustices of the past, by calling on people who were dispossessed of their land rights through racially discriminatory laws since June 1913 to reclaim their land. Consequently, the Land Claims Commission has reported 150 claims in protected areas of South Africa. This has led to an agreement between the Ministers of Environmental Affairs and Land Affairs to facilitate a national approach for settlement of all claims within protected areas: co-management. This study sought to explore land claims in South Africa’s protected areas by assessing the co-management model used by the government to resolve these claims. This qualitative study was conducted to assess the appropriateness of co-management as the only strategy for resolving land claims within protected areas. The research was guided by four research objectives: (1) To explore the tourism potential of game reserves to derive economic benefits for claimant communities; (2) To determine community attitudes towards co-management agreements employed at reserves; (3) To ascertain the level of co-operation amongst stakeholders to ensure that the co-management agreements employed at reserves remains successful; (4) To establish the extent to which co-management agreements address and protect community land rights. The study employed a case-study approach, using a resolved land Claim at Tala Private Game Reserve. The game reserve is owned by the Nkumbuleni Community Trust, which represents the 211household removed from this land in the 1970s. Following the success of their claim in 2011 a co-management agreement was signed giving the community 70 percent ownership of the game reserve.A purposive sample was selected from the claimant community and a saturation sample from the game reserve’s management. Semi-structured interviews were conducted to provide in-depth understanding of the phenomenon under study. The findings reflect that co-management may be a logical approach to involving local communities in protected area management. It remains inconsistent and flawed, however, as a model to address land claims through reconciling the needs of conservation for tourism with land rights. This study argued that co- management may be a logical approach to involving the Nkumbuleni community in the administration of the game reserve. Recommendations arising from the study include but are not limited to the following: • Processes aimed at redressing past injustice in disputes over conservation land, regardless of the approach adopted, must bring with them a strong commitment to building institutional and leadership capacities within communities, and pay serious attention to the ways in which equity and social justice can be fostered after the settlement of a land claim. • Government must recognize that sufficient time and resources are fundamental to the success of co-management projects, and ensure that commitment to and funding for such projects are in place, including adequate support structures and training facilities; • Where the feasibility of the settlement option chosen is in doubt, there should be an option for a review of this option after a stipulated period; • Government must support all available settlement options, since in some cases alternatives, like lease-back or financial compensation, could provide better alternatives for communities; and • The community must be advised that co-management does not provide immediate benefits but involves risk-taking and benefit-sharing for all parties involved.
An assessment of external communication at the Mnquma Local Municipality
(2017) Ndinisa, Gladys Nokubonga; Ramlutchman, Nisha; Rampersad, Renitha
Communication is the life blood of the organisation. No business or institution develops in the absence of an effective communication system. Communication is essential to the delivery of information, creating awareness and ensuring public participation. Participatory communication, which focuses on the active involvement of the people in all stages, is crucial. When participating in local government, citizens should be knowledgeable and attempt to understand the system and its operations, and be aware of their rights and responsibilities. To be truly significant and meaningful, participation needs to be based on the application of genuine two-way communication principles and practices. This study aimed to do exactly that; investigate, explore and analyse the various external communication channels employed by the Mnquma Local Municipality (MLM) whilst evaluating their effectiveness given the challenging circumstances and environment of a rural community and constituency. In this study a descriptive design with a quantitative research methodological approach was used. Data was collected from 400 constituents, using a questionnaire. Most respondents admitted that the municipality does communicate with them in a language they understood and that the municipality encouraged communication participation; however they indicated a need for more face-to-face engagement, a robust community development worker (CDW) programme, and more councillor engagement. Challenges to effective communication were identified as the lack of Information Communication Technology (ICT) infrastructure and the slow infiltration of technology in the area as well as delays in message delivery and that the municipality did not keep them informed. The demographics presented another unique challenge in that the literacy levels are low and poverty is rampant.
An assessment of the tourism curriculum and its impact on the WIL experience
(2022) Coopasami, Mealine; Sucheran, Reshma
The rapid growth of tourism in South Africa has seen tourism businesses flourish in recent years which has led to many higher educational institutions (HEIs) offering tourism qualifications to curb the growing demand for professionally educated and trained staff. The South African government has placed much emphasis on the development of tourism skills and the quality of education that students receive. Based on these crucial factors the preparedness of graduates must be addressed. One of the fundamental approaches that HEIs have implemented is the incorporation of Work Integrated Learning programmes into tourismrelated qualifications. However, literature reveals that there still remains a gap between the theoretical knowledge dispensed to students by HEIs and their ability to apply industry-specific skills during their engagement with the tourism sector. The aim of this research was to assess the tourism management curriculum at the Durban University of Technology (DUT) and its effect on the students Work Integrated Learning (WIL) experience. WIL plays an integral role in the tourism management qualification offered at DUT and it is necessary to assess whether the WIL component adequately aligns with the learning objectives of the tourism programme. The population comprised of graduates who were registered for the National Diploma in Tourism Management and who participated in WIL between the years 2015 to 2019. A quantitative approach was employed in this research by means of a structured online questionnaire to collect primary data. A non-probability sampling method was used to obtain a representative sample of 106 tourism management graduates. An analysis of the empirical data obtained from the questionnaires was conducted using the Statistical Package for Social Sciences (SPSS), Version 26.0 software, and Excel. The key findings revealed that the tourism management curriculum offered at DUT effectively addressed various areas that pertained to the tourism industry. Furthermore, the study found the curriculum content prepared graduates with the knowledge and expertise required to fully understand the concepts and the realities of a career within the South African tourism market. Graduates indicated that the lack of technological training in tourism systems was cause for concern as these systems are crucial for the day-to-day operations of tourism businesses, the host organizations capacity to train graduates must be an area of focus as graduates use these experiential learning as a stepping stone to begin their careers in the tourism sector and finally, during WIL the assessment activities used should align with the learning objectives outlined in the curriculum. The current research made recommendations aimed at addressing the preparation phase of the tourism graduates in order to address the lack of employability skills.
An autoethnographic study in youth development with technology entrepreneurship
(2021-10) Murugan, Rajenderan; Penceliah, Soobramoney
The inadequate participation of youth in business activities is disturbing in the light of the high rate of unemployment together with an education system that is not aligned to the needs of the economy. As a result, the majority of the youth prefer seeking employment and earning a salary rather than embarking on a business career which could be financially more beneficial to the individual, his/her family and the wider community The study aims to determine how entrepreneurship education coupled with the necessary coaching and mentoring can fulfil the primary role of preparing young South Africans to contribute towards the economic growth of the country and the prosperity of its people by engaging in entrepreneurial activities. This study leverages my entrepreneurial experience to mentor nascent entrepreneurs to collaborate in knowledge gathering, information sharing and business networking using ICT. Using the autoethnographic approach, the study explores my experiences in entrepreneurship from my early childhood as an observer in the family business and later as an entrepreneur highlighting my successes and failures. To ensure that my business experiences could make a difference in society, I have undertaken to mentor a group of aspiring youth entrepreneurs to add to their knowledge and experience. This could help ensure that they are sustainable in business, contributing to the growth of the economy through job creation amongst the unemployed and generating wealth for the alleviation of poverty in the community. A mixed methods approach guides the direction, collection and analysis of a mixture of qualitative and quantitative data in this study. The main premise for the use of quantitative and qualitative approaches in combination is that it provides a better understanding of research problems than either approach alone would have achieved. Here autoethnography becomes a powerful tool in feeling and practically putting one’s self in the other’s shoes, which otherwise would be logically analysed and clinically reviewed. The results suggest that youth entrepreneurship in South Africa is compromised by high levels of bureaucracy thereby limiting access to finance, a shortage of skills and a general lack of innovative thinking making the country less competitive on the international stage. The youth should be exposed to entrepreneurship education from primary and secondary school so that entrepreneurial orientation and intention are developed early, thereby ensuring that the aspiring entrepreneur is psychologically competent for a career in business.
Brand preference for mobile phones among students at a selected higher education institution
(2017) Ndadziyira, Tafadzwa; Govender, Jeevarathnam Parthasarathy
It is widely evident that the mobile phone industry is facing rapid growth, with the increased introduction of cheaper mobile phones in South Africa intensifying competition between such companies. A number of studies have been conducted in other countries on brand preferences, but there remains a gap in knowledge with regard to the South African market. It was therefore warranted to academically research factors influencing consumer brand preferences when purchasing mobile phones, in order to understand these preferences, and what consumers consider when making such purchases. The rationale of the study was to provide new insights for local marketers into the factors consumers consider most when looking at mobile phone brands. The aim of this study was therefore to determine brand preferences for mobile phones amongst students at a selected higher educational institution in South Africa. The study adopted a quantitative research approach, where the data obtained was descriptive and cross-sectional in nature. The research population was made up of students studying at the Durban University of Technology (DUT), where convenience sampling was performed on a target population of 378 students. The sample size was selected by giving questionnaires to those students most available to the researcher. The results were then analysed using the Statistical Package for Social Sciences (SPSS) Version 24.0 software. Validity was ensured by conducting a pre-test of the questionnaire, and the study’s reliability was measured using Cronbach’s Co-efficient Alpha test. The study findings showed that brand popularity, prices, product attributes, social influences and marketing communications all affect mobile phone brand preferences amongst students. The study results also showed, however, that there were some product attributes and social influences that did not influence these preferences. Recommendations are given to industry players to increase their knowledge of these important factors, to aid with the improvement of their brands and increasing their market preference in this highly competitive industry.
Bridging work experience with academic qualifications to improve employability of business studies graduates in Gauteng
(2023-02) Nkomo, Vuyokazi; Agbenyegah, Albert Tchey
Unemployment is one of South Africa's biggest challenges. The unemployment rate for graduates and others with university degrees currently exceeds 30 percent. Lack of work experience is cited as one of the main reasons for unemployment. Despite the relevance of work experience, there is insufficient evidence in the literature that it is used as the main criterion for recruitment. Previous research has shown that recruiters make recruiting recommendations based on applicants' work experience, overlooking other factors. This thesis examines the association between employment experience and graduate employability. A quantitative approach was utilised, aided by a questionnaire to collect data from a sample of 265 business graduates from the Gauteng province. The questionnaire yielded 124 responses. The data were analysed using Structural Equation Modelling. The main results showed that work experience had a positive, but statistically insignificant, impact on graduates' employability. These results suggest that work experience alone is not sufficient to make graduates employable. There are other aspects and skill sets such as behavioural skills, technical skills, strategic skills, and functional skills, which have a significant impact on graduate employability. Key stakeholders in higher education and labour markets should form meaningful partnerships in which they identify and prioritise the employability skills needed to seamlessly transition graduates into the industry. It is recommended that all students should be required to complete a workbased learning course or a structured internship as part of their studies, with students being required to work in the industry for a while before employment. In this way, they would be prepared to integrate into the industry after graduation, having already gained experience during work-based learning. A further recommendation is that employer involvement in course design and delivery could have a positive impact on graduate employability.
Building capacity for reconciliation through a restorative-based intervention in Zimbabwe
(2017-05) Mhandara, Lawrence; Kaye, Sylvia Blanche; Harris, Geoffrey Thomas
Policy makers and scholarship on peacebuilding are increasingly attracted to the notion of reconciliation. In recent years, this interest has expanded. This is especially visible in the aftermath of the South African experience following the activities of the Truth and Reconciliation Commission (TRC). In fact, peacebuilding efforts after violent experiences are usually accompanied by powerful calls to go the reconciliation route. Reconciliation as a process can be seen as involving transformation in attitudes and perspectives toward others. As an outcome, it can be regarded as mutual acceptance of the other in a peaceful relationship and the sustainability of that acceptance; accompanied by a commitment to bind relationships on future interest than being stuck with the past. Yet reconciliation remains a profound challenge in societies that experience political violence. Equally, Zimbabwe is facing a similar situation despite a series of state-centred efforts at reconciliation. From the 1980 policy of national reconciliation to the National Peace and Reconciliation Commission (NPRC), a constant pattern of inefficacy is observed. This study was born out of the need to find out why reconciliation in Zimbabwe has become elusive which has negatively affected people’s relationships. The aim of the study was to devise a restorative- based intervention to build capacity for reconciliation among a small sample of adults in Harare. The primary question was: How can people affected by political violence but continuing to live together participate in building their own capacity to promote reconciliation in the absence of effective state interventions? I conceptualised reconciliation based on the theory of restoration as an approach that can transform relationships toward peaceful interaction. This yielded a theoretical framework that combined elements of reconciliation, restorative justice and conflict transformation theories, which was the basis for designing and analysing findings. A qualitative methodology combining interviews and focus group discussions was utilised. Within this paradigm, action research was the main design, in which one cycle was utilized by the action group to implement an intervention. Action group participants’ responses offer evidence of how building capacity for reconciliation needs to be conceptualised through interventions that are participatory, collaborative and centred on the locals. The study further reveals that restorative-focused dialogical conversations followed by symbolic gestures of reconciliation are useful in restoring broken relationships. This was found to be a viable alternative to promoting reconciliation in the absence of effective state responses. This study is significant in that it integrates academic and practical knowledge while contributing to peacebuilding practice.
Building infrastructures for peace : an action research project in Nigeria
(2015) Irene, Oseremen; Harris, Geoffrey Thomas; Kaye, Sylvia Blanche
Nigeria has witnessed a plethora of conflicts and violence especially since her post independent era. Direct and structural violence as well as cultural violence have largely dotted her history. The various nature of violence that have over the years keeps the country teetering at the verge of precipice include, resource-based conflict in the Niger Delta, indigenes-settlers conflicts, gender-based conflicts, ethno-religious conflicts, electoral cum political conflicts and the recent Boko Haram violent menace that has claimed at least 13,000 lives in Nigeria. There have been attempts by government and civil society organisations to curb violence in the country. However, their limited apparent success and the extent of violence underlines the need for alternative approaches to build peace in Nigeria. Building infrastructures for peace is one such alternative. Using an action research approach, the research focusses on establishing peace clubs in four high schools and implementing a programme for a 12 month period.
Building more peaceful schools in Harare
(2018-06) Chiramba, Evernice Netsai; Harris, Geoffrey Thomas; Kaye, Sylvia Blanche
School discipline is a challenge worldwide. Traditionally, Zimbabwean teachers have used punitive measures to obtain the desired behaviour from learners within schooling environments. However, the global outcry against human rights violations associated with corporal punishment caused the country’s education ministry to advocate for non-punitive approaches - without providing adequate alternatives. In the sphere of restorative justice, an action research project was conducted in six primary schools, of which three formed the control group. In the other three schools where the intervention was applied, 12 teachers were involved in establishing peace-making circles and peer mediation to 9-10-year-old students. Implementation details varied amongst the schools, but generally, the children had bi-weekly opportunities through the circles to tell their peers and teachers what they were experiencing and feeling. Interviews were conducted with four teachers; questionnaires were administered to ten pupils from each of the six schools and nine parents held focus group discussions on nonviolent ways of raising children, before and after the intervention. The parents’ efforts were meant to complement teachers’ efforts in laying the foundation for the desired discipline. Thematic analysis was used on the data. The findings revealed that peace-making circles and peer mediation enabled teachers to get to know their students and to respond pre-emptively to potential problems; furthermore, classroom disruptions were reduced. Parents’ efforts created smooth communication channels between the community and the school. The study showed that restorative justice could be a promising avenue to pursue further for addressing school discipline issues.
Career advancement strategies of women in leadership at universities of technology in South Africa
(2019) Awung, Mabel; Dorasamy, Nirmala
This study aimed to investigate the career advancement strategies of women in leadership positions at Universities of Technology (UoTs) in South Africa. The study focussed on female vice-chancellors and deputy vice-chancellors; registrars and viceregistrars; directors and deans, as these ranks are classified as senior management. It is argued in the study that research has focused more on the challenges women face in their careers, while little has been said about the experiences of women who have advanced to leadership positions. The lack of progress is as a result of inflexibility and unpredictable scheduling at the workplace, networking, mentoring, stereotypes at the workplace, work-life balance, organizational structures and policies, socio-cultural perceptions and societal values that continue to oppress women. However, there is limited literature on the experiences of women who have advanced to leadership positions despite these challenges. Therefore, it is for this reason that this study sought to investigate how women managed to advance to leadership positions in the higher education sector. The researcher believes that focusing on the advancement strategies of women in leadership would provide a more effective response in handling the challenges that women face in advancing to leadership positions in higher education because solutions that are based on analyzing challenges are hypothetical and may not be feasible in real situations, while success strategies are more reliable solutions as they are factual and proven. Furthermore, strategies that have negatively impacted women’s progress were highlighted. It is in this regard that this study adopted the Social Cognitive Theory to investigate the strategies that women in higher education leadership have used to advance in their careers. The central role of this theory is that, the individual in his or her environment can observe others and reflect on their interests, career choices and performance, and alter his or her development accordingly in their careers. The study was conducted at all six Universities of Technology in South Africa, with a target population of 37 women in executive management positions. The study used a qualitative research design. Telephonic and face-to-face semi-structured interviews were used to collect data. An interview guide containing open-ended questions was used in guiding the interview process. A thematic approach was used to analyze the advancement strategies of women in leadership. Themes that emerged were organized and coded accordingly. The findings revealed that socio-economic status affected women’s career advancement, as was how these women viewed and balanced their complex roles in society. The findings also revealed that women’s advancement to leadership positions was through their own creative ways and abilities, as well as through the support structures inside and outside their organizations. With women’s low representation in leadership positions, the participants agreed that policies and support to increase women’s advancement to leadership positions were not enough. They also noted that women had to work harder and show strong determination to become leaders. This may imply that in order for women to advance in their careers, women themselves need to focus more on their strengths and ability, and stop focusing on their weaknesses or challenges.
Challenges and best practices in the use of e-learning technologies for teaching and learning at UOTs : a case study of the Durban University of Technology
(2021-12) Ramroop, Navitha; Reddy, Karunanidhi
This study reflected on the current context of the South African higher education landscape by focussing on the role that technology plays in academia for successful teaching and learning, with particular reference to elearning. Higher education institutions (HEIs) are re-designing their curricula to merge existing teaching and learning content with technological practices and applications, with the goal of producing appropriately qualified graduates who will be globally recognised and best suited for industry. Literature on the subject revealed that technology-enhanced learning, or e-learning, has peaked in most parts of the world. However, each educational institution is unique and the challenges and opportunities posed by e-learning differ. The uniqueness differs because the technological metamorphosis evolves around resources, skills sets, infrastructure and the mind-sets of lecturers and students. The common belief is that technology empowers people, enabling them to do what they want to do, promoting creativity and productivity. It was necessary (before researching the technology applicable for teaching and learning) to understand how teaching and learning occurred in HEIs. The findings revealed the learning and teaching processes, as expounded by the Constructivist Theory, as that which not only involves the transmission of information, nor is it deemed only as the acquisition of knowledge. The student is an active participant and the lecturer ensures the facilitation of the learning process. Technology adds a further dimension to teaching and learning practices, justifying e-learning in pedagogies. The aim of this study was therefore to investigate the challenges experienced and best-practices adopted in the use of e-learning technologies for teaching and learning at Universities of Technology (UoTs), with specific reference to the Durban University of Technology (DUT). An empirical research approach was adopted, with surveys being conducted with both teaching staff and students at DUT. Apart from determining the challenges and best-practices experienced by lecturers and students at DUT, the study has produced recommendations and intervention strategies to address the challenges of teaching and learning with e-learning. The development of a framework of strategies concluded the study, highlighting the challenges of e-learning while providing recommended intervention strategies, best-practices and a phased implementation plan. However, while this study focussed on the challenges and best-practices for e-learning in HEIs, the driving force in 2020 for institutions of higher learning to embrace technology as a teaching and learning tool was the Covid-19 pandemic. The study was already in progress when it was hindered by the pandemic. The Covid-19 pandemic spread at an unfathomable rate, resulting in medical institutions being unable to cope with the increased number of patients and fatalities, while businesses buckled under the strain of an economic downturn. Statistics revealed that as at 25 May 2021, the virus infected 167 million people globally, while claiming the lives of 3,47 million people. In South Africa alone, 55 874 people succumbed to the virus. Lockdown measures were necessary to curtail the spread of the virus. HEIs were also unfortunately forced to close their doors to students. The forced closure of HEIs did not deter lecturers and students from engaging in teaching and learning, but it forced a move away from the traditional teaching and learning practices. The Covid-19 pandemic has accelerated the need globally for all educational sectors to invest every effort into moving towards digital curricula. Even without the forceful nature of the Covid-19 pandemic, DUT had already embarked on the use of digital technology to enable teaching and learning. The impact of the global pandemic provided a platform to further highlight the challenges of using technology for teaching and learning, as well as the bestpractices adopted at the institution. Many significant findings arose from analysing the data produced from both the staff and the student surveys. The findings provided a plethora of rich information which aided in the development of the framework addressing the challenges experienced by staff (rigid teaching practices; the lack of access to technology; the lack of skills; poor infrastructure), as well as those experienced by the students (technology is a distraction to weaker students, the lack of concentration in online learning, the lack of human contact, the lack of access to technology). The findings relating to how the lecturers and students perceive the usefulness of technology in teaching and learning, as well as their perceived ease with the use of technological devices, are clearly depicted in the underpinnings of the Technology Acceptance Model (TAM). This is evident from the approach adopted by lecturers and students in the use of technology in higher education. The recommendations made in the study take into account the plight of the “have-nots”. The findings revealed that many students are not equipped to engage in e-learning as access to devices and data, as well as proper networking infrastructure, and a conducive learning environment are challenges. The recommendations suggest that HEIs need to be attentive to students who are less privileged or who emerge from disadvantaged backgrounds and hence need the minimum essentials for e-learning. In seeking solutions to the e-learning challenges in higher education, the Social Justice Theory and principles are of fundamental importance. Any other approach could result in solving technology-related challenges, but would leave those who require the support the most outside the ambit of transformation in higher education. The study has not only produced recommendations for addressing the elearning challenges, but has also developed a phased implementation plan for e-learning implementation at DUT.