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Theses and dissertations (Management Sciences)

Permanent URI for this collectionhttp://ir-dev.dut.ac.za/handle/10321/14

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Start date: 2020Subject: search.filters.subject.Higher education

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Now showing 1 - 4 of 4
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    Leadership approaches to talent development and retention : a case study of a UOT in South Africa based on system dynamics
    (2024-05) Govender, Gonasagren; Bodhanya, Shamim
    Higher Education (HE) in South Africa has been recently affected by high staff turnover in the science faculties. The higher education system is under severe pressure given that the academic cohort of scientists comprises a majority of ageing white males. Thus, the higher education sector will have to ensure it attracts and retains scientific staff to address this potential crisis. High turnover sometimes occurs as a result of poaching from ‘sister institutions’ but, in the main, is due to staff losses to the private sector because universities cannot match the salaries offered in the private sector. A shortage of scarce skills has left universities with no option but to appoint foreigners in some faculties. This has a negative impact on staff retention. Furthermore, a career in academia is sometimes embraced through default rather than conscious choice. This results in lower productivity as there is little motivation for new staff to perform to their potential since they see academia as a stepping-stone to their ‘real career.’ Therefore, this study, sought to evaluate leadership approaches to talent development and retention using a qualitative system dynamics model. System dynamics modelling is a computer simulation approach to addressing social issues that is rooted in the agency-structure debate. The fundamental thesis of system dynamics is that the behaviour or observed phenomena in any system over time is largely determined by its structure and that effective changes or modifications can only be achieved through an understanding of the structure. The research was primarily qualitative, as system dynamics requires elicitation and understanding of the prevailing mental models in a system as the basis for developing a simulation model. System dynamics modelling primarily follows the systems thinking paradigm, which is a philosophical world view that is rooted in holism. The system thinking paradigm holds that all things and events inadvertently form part of a larger whole and they can be best understood within the context of this larger whole. A purposive sample of 30 members of staff from human resources management, executive management and members of the University Council was used to collect data through interviews and focus groups. Data was analysed using NVivo and a qualitative system dynamic modelling approach. The findings of the study led to identification of four consolidated themes, viz. talent development and retention; a system for talent management and retention; a process for talent management and retention, and recommendations for talent management and retention. The afore-mentioned themes were further categorised into nine sub-themes. The results show that several factors impact talent management, including bureaucracy and a lack of proper promotion processes. The findings from the system dynamics approach led to the formulation of four key variables: work pressurised induced turnover, resource dynamics for staff development, training dynamics and consultative strategic planning. The identified variables led to the development of an integrated SD-CLD model on leadership approaches to talent development and retention, which is a key contribution of this study. Therefore, institutions of higher learning must come up with talent development strategies that adhere to the prevailing laws such as the Employment Equity Act to achieve their strategic goals. A targeted training initiative is fundamental in developing the skills of academics in terms of teaching and learning and research. Hence, departmental courses, seminars and workshops for teaching and learning research excellence and general academic development need to be seriously debated within a given collegial, intellectual, and academic environment. This study has contributed to the literature on talent management, leadership, and retention from a university of technology where resource, constraints, culture, and politics play a crucial role on the final recipe. The study has further provided a springboard for altering or reviewing institutional policies so that the needs of employees are properly addressed, and the talent management framework is enhanced. Future research should consider expanding the scope of the study by other variables that are key to organisational effectiveness using a system dynamics approach.
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    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.
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    Teaching and learning challenges of disadvantaged students in the context of access and equity in South African higher education : a case study of the Durban University of Technology
    (2020-11) Sivanath, Aradhana; Reddy, Karunanidhi
    During the apartheid era, the higher education system was segregated according to ‘race’ and ethnicity. In this context, the legitimate concern of Historically Black Institutions (HBIs) was that, in the absence of strategies for institutional redress and institutional development, there would be a continuance of the historical patterns of disadvantaging HBIs and the advantaging of Historically White Institutions. Transformation was therefore necessary to ensure a better fit between an institution and the distinctive requirements of the rapidly changing environment. One of the major challenges facing transformation, is the issue of access, equity and quality. The increasing number of students accessing higher education in SA did not necessarily indicate an increased output. This study will determine which challenges disadvantaged students are faced with in higher education, where teaching and learning are concerned, and it will also investigate the experiences of staff, in respect of measures implemented to address these challenges and promote student success. In an effort to redress inequalities of the past, access to higher education was necessary, which led to an increased number of students participating in higher education. Although higher education has made significant progress regarding the improvement of access, challenges still needed to be overcome in order to increase student success, as measured by graduation rates. The aim of this study is to investigate the teaching and learning challenges faced by disadvantaged students that inhibit the achievement of access and equity of outcomes, and the experiences of staff in respect of measures implemented to address these challenges, to promote student success at the Durban University of Technology A quantitative research design was used to conduct this study. Variables were tested using surveys in the form of questionnaires which were distributed to both staff and students to obtain data. A non-probability sample was used for questionnaires. A convenience sampling method was used for both the student survey and staff survey due to easy accessibility and geographical proximity of the respondents. Data was analysed using the Statistical Package for Social Sciences (SPSS) software package and presented using graphs and tables. The results were interpreted. Arising from the student survey, it is concluded that the respondents did not experience significant teaching and learning challenges. However, some of the respondents did indicate certain challenges facing disadvantaged students such as teaching challenges which were found to be related to large class size, e-learning, English language proficiency and student readiness for higher education, learning challenges were shown to include large class size, elearning; English language proficiency and student readiness, as well as classroom participation. Other learning challenges include challenges relating to group work, increased workload and underprepared lecturers. The staff survey revealed a different result. Staff indicated that the students of higher education experienced significant challenges. Higher education institutions cannot therefore ignore that the disadvantaged student requires additional support as compared to those that are not disadvantaged. Therefore, added interventions to improve the performance of the student must be considered. Intervention strategies that were used to improve teaching and learning, included tutorials; writing centres; online tutorials; at risk measures; and SI. The study also found that challenges were experienced, in respect of the intervention measures. The study confirms that social justice and equity of access is not only about giving access to the disadvantaged student, it is about achieving equity of outcomes. Teaching and learning of higher education students cannot therefore be taught in a general context. A student’s disadvantage must be considered and analysed so as to provide a teaching and learning classroom that is conducive to all students.
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    Service quality of administrative staff for student satisfaction a KZN University of Technology
    (2021) Naidu, Lutchmee; Bayat, M. S.
    Customer satisfaction and service quality are essential concepts that industries and higher education institutions must consider to sustain a competitive edge. Berry, Zeithaml and Parasuraman (1985: 44) aptly cited, “Quality is essential when service is what is being sold”. Assessing the needs and wants and knowing how to measure these from a consumer/student’s point of view is just as important. Considering service quality may be an antecedent to student satisfaction, if the University is successful in attaining a high level of service quality, this can ultimately lead to satisfied students, the profitability of an institution, loyalty and retention. Globally, students’ satisfaction and overall experience within an institution is a highly debated and complex topic in literature, with diverse views presented by various authors on student satisfaction within higher education. Student support services, a division within higher education institutions, provide students with essential administrative support. Therefore, the primary objective of this empirical study is to assess the level of service quality by examining the gap between expectations and perceptions of support staff by gathering data from B-Tech full-time and part-time students registered at a University of technology in South Africa. The results of this study can provide management with reliable data, which can assist in placing intervention mechanisms to monitor, maintain and improve service quality. This study adopted the quantitative data collection method and utilised an adapted SERVQUAL questionnaire designed and distributed to respondents selected using a purposive sampling technique. The SERVQUAL survey instrument was used to measure the gap between students’ expectations of service quality and their perceptions of the actual services delivered by the support staff. Overall, the analysis of the data gathered found that the service quality perceived by students was dissatisfactory, meaning that students’ expectations exceeded their perceptions. The findings indicated that service quality performance dimensions (RATER) are significantly and positively integrated with overall student satisfaction. This study also provides results that the University can benchmark to prevent potential problems and improve results. It can also assist other higher education institutions on the corrective measures central to a University's significant growth. Identifying the gaps in the services offered by support staff can improve service quality delivery and result in a high level of student satisfaction while gaining the University a competitive edge.