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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: 2021Subject: search.filters.subject.System analysis

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Now showing 1 - 4 of 4
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    Developing an integrated systems thinking approach to assessment of work integrated learning at Universities of Technology
    (2024) Reddy, Radha; Skinner, Jane; Green, Paul
    Work integrated Learning (WIL) is understood as a component in the successful attainment of a qualification within an appropriate field, assisting significantly in accomplishing the graduate attributes as demanded by employers. WIL calls for the practical exposure and engagement of students in the workplace that is seen as the first point of transition from higher education into the world of work (WoW). WIL is reliant on the attainment of various skills all of which need assessment in order to authenticate their achievement. It has been documented that challenges exist with the management of WIL as it involves engagement between three parties, the higher education institution, the student and industry (the external partner). One of these challenges is the assessment of WIL, which currently presents a disjointed, complex situation within a qualification, presenting the need for a more planned, systematic approach for successful implementation. Another challenge inherent in this assessment is the engagement of two learning sites and the inclusion of the activities of three partners within the assessment of each student. The active role of students in their own assessment activities is required if attainment of graduate attributes is to be achieved within a student-centred approach, while the involvement of various assessors with varied abilities being responsible for assessing WIL trainees within varied industry environments all presents a situation full of inconsistencies in practice. The focus of this study is therefore on establishing an optimum system of assessment of WIL within a complex situation involving an integrated approach which will also allow for flexibility of practice within the numerous sectors of industry. The study adopted a Systems Thinking theoretical framework, with specific reference to Soft Systems Methodology (SSM), which focussed on identifying interconnectivity within the practices of assessment of WIL. The study is anchored in the interpretivist paradigm and implemented a mixed methods design, allowing for a triangulation of the findings for a clearer understanding of the practice of assessment within WIL. Five of the six Universities of Technology (UoTs) in South Africa, were included as the study population. Two departments from the Management Sciences Faculty of each UoT were selected based on their offering of the WIL programme. The study population included the Academic WIL co-ordinators, industry mentors and students who had undergone WIL training. Quantitative data (questionnaires) complemented and supplemented qualitative data (interviews) in strengthening the analysis and the interpretation of the findings. Quantitative data was analysed by a statistician adopting the SPSS software package, while the qualitative data was coded into themes and categories by the researcher. From the data analysis it emerged that for a successful practice of assessment of WIL to be attained, it is important that WIL becomes an integrated practice within a qualification, with scaffolded assessment activities throughout the qualification, designed to promote and develop student Learning, Teaching and Assessment (LTA) activities, allowing for a holistic assessment of WIL and WIL related activities. It is clearly in the interest of all WIL stakeholders to ensure the success of this process. It emerged that assessment of WIL needs to be incorporated as a mix of authentic cocreated activities that are not reliant on one assessor, but the product of integrated activities of the key partners (academic WIL co-ordinator, industry mentor and the student). The study presents a model for the attainment of this integrated assessment of WIL, in the context of the identified theoretical framework, the literature reviewed and the analysis of findings of this study. The study recommends that WIL practitioners adopt the integrated model of assessment of WIL with inclusion of scaffolded WIL activities within the curriculum and foster a relationship of inclusivity between students, WIL practitioners and Industry mentors in engaging in assessment of WIL. It is also recommended that a community of practice is established holistically within an institution, amongst other institutions of education as well as the industry partners.
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    The applicability of systems thinking in Universities of Technology (UoTs) in KwaZulu-Natal
    (2021-04) Mhlongo, Patrick Mbongwa; Zondo, Robert Walter Dumisani
    Organisations in both the private and public sectors have to interact with their surrounding and volatile environments in order to survive. Hence it is critical for organisations to remain competitive under such conditions. There is a need to respond effectively to the needs of stakeholders. Universities of Technology (UoTs) are not immune to global and local challenges. For UoTs, their stakeholders include students, government, accreditation bodies and industry. The focus of the study was on exploring Systems Thinking in the context of UoTs. Systems Thinking empowers members of the organisation with the ability to think holistically in terms of how organisations operate. Given the challenges and the environment in which UoTs operate, it was critical to conduct the study to explore an alternative management approach. The study explores the Systems Thinking approach as an alternative management approach to traditional management practices. The research problem identified in this study is silo practices or functional silos in UoTs. The Systems Thinking philosophy has been identified as an effective management approach to deal with unpredictable and complex challenges in both the public and private sectors. It serves as a catalyst in terms of conditioning organisational members to appreciate the interrelations and interdependence of various departments or units within an organisation. The study adopted a mixed methods approach, investigating the applicability of Systems Thinking in UoTs as the aim of the study. Data was collected through a combination of interviews and a survey. Systems Thinking was the phenomenon being explored, thus the study was phenomenological. A Convergent approach was used as both qualitative and quantitative data were collected simultaneously. In other words, the study was cross-sectional. Moreover, data collected was used to develop grounded theory. It was through the inductive philosophy that the study contributed to the development of a theory. Self-administered questionnaires and unstructured face-to-face interviews were used to collect data from the participants. Qualitative and quantitative data were necessary to achieve the objectives of the study and also to answer the formulated research questions. Permanent employees of the Durban University of Technology (DUT) and Mangosuthu University of Technology (MUT) participated in the study. The population comprised staff from both the administration and academic sectors. Stratified sampling and simple random sampling were used to select manageable sample from the population. The Statistical Package for the Social Sciences (SPSS) was used to analyse quantitative data, whilst Nvivo was the computer software used to analyse qualitative data. A response rate of 73% was achieved. The findings indicated that there was a lack of an institutionalised and internalised overarching Systems Thinking in the UoTs. Participants also felt that there was a strong culture of functional silos in the UoTs. The study showed that the focus of employees was more on departmental or faculty goals, instead of broader institutional goals. Participants were optimistic about opportunities for the application of Systems Thinking in the UoTs. Resistance to change was one of the factors identified as a challenge in terms of the implementation of a Systems Thinking philosophy in the UoTs. The study makes a theoretical contribution and provides necessary insights to improve processes and practices in UoTs. The significance of the study is that it identifies a phenomenon that has received no attention from previous researchers. The study deals with the gap in the existing literature as the focus has been more on Systems Thinking in the context of the corporate sector. The significance of the study is that is provides insights that should be considered during decision-making and strategy formulation processes in UoTs. Systems Thinking empowers decision-makers with the ability to consider all relevant variables of the situation.
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    A systems approach for enhancing entrepreneurial leadership in learning for Zimbabwe : the case of Hilbright Science College in Harare and Mutare
    (2022) Machona, Blessing; Hardman, Stanley George
    This thesis argues for Entrepreneurial Leadership as a key intervention in leapfrogging students to match the demands of the ever-changing complex environment. Present challenges include the churning out of school leavers and graduates that fail to meet the socio-economic, and the changing workforce demands. The argument made is that while many studies have concentrated on curricular transformation, these changes have failed to cope with a dynamic world that is volatile, uncertain, complex and ambiguous. The reality is that apart from the world being dynamically complex, it consists of multiple integrated and interrelated systems that are influenced by the deep underlying relationships, with feedback loops characterised by mutual and circular causality. In addition, Technology has not only continued to redefine boundaries and norms, but has also compounded the challenges of the complex environmental context which is nonlinear, open, recursive and emergent. Using qualitative action research, Soft Systems Methodology and System Dynamics at Hilbright Science Colleges in Zimbabwe, this research used these interpretive systems approaches in exploring ways in which the curriculum could be improved for Entrepreneurial Leadership. Semi-structured interviews and focus groups were used to explore the underlying leverage points for intervention. Nine conceptual models for enhancing EL in learning were developed, and evaluated through focus group workshops. An evaluation of the conceptual models informed the participants of the dynamics of the interacting variables, interdependencies, feedback systems within the learning system and the deep leverage points that were most likely to produce desirable change. This study proposes mainstreaming a ‘systemic entrepreneurial leadership’ approach in learning. A relook at the assumptions, beliefs and values coupled with teaching ‘for’ entrepreneurial leadership is proposed for influencing perspectives, pedagogy, and learning outcomes. This thesis confirms that system changes are non-linear, independent and emergent.
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    A systems' thinking approach to entrepreneurial leadership : an analysis of SMMES in the Gauteng Province
    (2021-11-17) Mhlongo, Thabisile; Daya, Preeya
    Despite the efforts of the South African Government to stimulate entrepreneurial opportunities through policies, strategies, and programmes, many Small, Medium and Micro Businesses remain unsustainable. However, SMMEs often experience various challenges and studies have shown that SMMEs in South Africa rarely survive in their first year of existence. One problem SMMEs face in South Africa is poor leadership. Further, insufficient financial resources, lack of business knowledge and management, and inadequate institutional support thwart sustainable growth and have a negative effect on the overall performance of SMMEs. Thus, having an understanding and insight into the various leadership problems and dynamics encountered by the SMMEs could foster the development of strategies to improve the performance of SMMEs. This study evaluated the application of entrepreneurial leadership capabilities to respond to uncertainty, challenges, and opportunities in the entrepreneurial system and understand how the systems thinking approach can be applied in entrepreneurial leadership to address the complex dynamics of the entrepreneurial ecosystems. Overall, the study identified the pathways to entrepreneurial leadership and deepened the current understanding of the concept of entrepreneurial leadership in selected SMMEs operating in the Gauteng province. This study adopted a holism model underpinned by methodological pluralism and mixed- method strategy. It used a pragmatist philosophical approach and mixed-method case study to achieve its objectives. A three-tier research plan was used comprising semi-structured interviews, causal loop diagrams, and simulation modelling to address the research aim and the objectives.