Theses and dissertations (Management Sciences)
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Item Enterprise Resource Planning tools management in private higher education in South Africa(2021) Mithi, Joseph; Govender, SathsPurpose of the study: In this thesis on Enterprise Resource Planning Tools Management in Private Higher Education in South Africa, the study utilised multiple sources of data collection in a mixed manner, namely; use of interviews and focus groups (in-depth interviews) in qualitative investigations and questionnaires in the survey method in order to determine critical issues influencing Enterprise Resource Planning (ERP) tools in academic management in Private Higher Education Institutions (PHEIs) in South Africa. Research problem: Mithi, Mabiza, and Edoun (2016:42), stated that the integration of digital software technological tools (ERPs) to support academic management showed that it was “possible to digitalise learning systems and find adequate acceptance from stakeholders. However, there is still a need to understand whether an improvement in Enterprise Resource Planning Software tools is appreciated, fully supported in the vision of contributing to the academic activities of PHEIs as businesses. Research methods: A mixed methods (qualitative and quantitative) research methodology was used pragmatically in the study paradigm to triangulate the results of the research from an interpretive position. The research analysed and reported on subjective and quantitative data to ascertain knowledge about the participants’ recognition of critical issues affecting management of ERP tools in academic management in Private Higher Education Institutions (PHEIs) in South Africa. In this study, the following groups of participants were purposefully sampled: students, lecturers and management staff working in the three PHEIs in Gauteng. The study found that academic attainment in PHEIs could be enhanced through ERP tools management in ICT integration. Findings and recommendations: In light of the research outcomes, the study suggests that there is enhanced coaching and students personal interactions through online conference tools, a practice that may be backed up and carry the same weight and recognition as physical learning contact hours. The qualitative data analysis raised a debate that HE ERPs must or may integrate all those particular factors that coordinate and interact as changes made in one factor should also reflect in another factor or module. ERP tools security features should be instituted at all levels of the main tools. Issues of integration in the selection of any robust, dynamic PHEI tools may call for a firm’s financial readiness and company-wide consultations with potential users of the system. Bringing in such a discussion in preparation to single out tools that may be selected over time may be an issue that is seldom shared by top HE executives, as other decisions in the ERP tools selection may seem to be imposed upon departments. HE ERP that does not have a student portal, without integrated online issues of applications, checking of results, enhancement of teaching and learning but partly integrating one or two departments in isolation to others, may not be considered fit or robust as a higher educational ERP.Item An investigation into the factors that influence students' choice of a selected private higher education institution in South Africa(2017) Singh, Divanisingh Kuber; Govender, Saths“Education is the most powerful weapon which you can use to change the world|” (Educational Quotes – BrainyQuotes: 2001) Education is not a luxury, education is compulsory……. The world’s population is ever growing: children are entering school and completing school in their masses year in and year out. Unemployment is a crisis for countries and individuals. Living in poverty is as good as inviting death. With so much emphasis on education, it is intriguing to find solutions and use success to overcome the desire for revenge. However, in South Africa the challenge is the number of individuals entering Higher Education. The particular challenge is the limited number of government subsidised institutions in South Africa. The country has over 500 000 students completing Grade 12 each year and the Department of Education is constantly striving to improve annual pass rates. However, the challenge remains that the number of seats available at government-subsidised institutions are extremely limited and cannot gratify the number of students completing the NSC examinations annually. They have a right to education. However, the university options offered to these individuals are extremely limited. Private Higher Education Institutions (PHEIs) are endeavouring to bridge the gap in education and provide alternatives to higher education for individuals who have been rejected for seats at universities. Yet, another challenge is the plethora of PHEIs available in South Africa, making it a difficult choice for students. Whilst PHEIs in South Africa should not be regarded as a business option but rather a necessity, they are not subsidised by government. Most are privately owned. These institutions compete for survival and unfortunately, revenue margins determine the future existence of these institutions. The current study focuses on the alternative option for students at private higher education institutions. The researcher sets out to identify the factors that influence individuals to select a PHEI when exposed to the alternative of a university. It is clearly understood that there are criteria involved, which individuals will take into consideration before making a decision. The process of this decision is a lengthy one. However, this option only arises at a latter stage for the individual student as they receive rejection letters from universities. As a last ditch attempt, they are placed in a situation of taking hasty critical decisions. The researcher was interested in how these students reach a final decision on their selected PHEI and which factors play a role in the decision? The overall aim of the study was to identify the factors that influence students’ decision to choose a selected PHEI to further their studies after Grade 12. A quantitative research method was undertaken to achieve the objectives of the study. One hundred and seventy five students in a program were targeted to complete the survey. The outcomes of this research will be used to improve the quality at PHEIs and ultimately the PHEIs will adopt strategies that will enable them to plug the gap that government-subsidised institutions cannot fill. The research will assist PHEIs in increasing the number of enrolments by adopting a more precise marketing strategy and using marketing budgets more appropriately; decreasing costs and increasing the profit margins. This will ensure stronger establishments for PHEIs and contribute to the security of their existence. In this study it was found that several factors impact on the choices made by students- these include factors driven by social forces, economics, school and community and habitus. The main choice factors to influence the student’s decision considered during this study were accessibility, branding, quality and cost. In concluding the research the outcomes and variables is discussed in detail in Chapter Five.Item Key indicators of student success at a tertiary institution : a case study of CTI education group's accounting programmes(2015) Ntemo, Kiamuangana Maurice; Van der Merwe, Alexander DawidLinking access with success in South African higher education has become vital. There is a clear necessity to identify and rigorously research factors contributing to student success that are within the institutions sphere of influence so that institutional policies and practices can be intentionally aligned and designed to create conducive conditions for student success This study documents the key indicators of student success based on a sample of BComm Accounting students enrolled at CTI Education group (MGI)/Durban Campus from 2009 to 2011. Using data collected from 54 students enrolled in the three groups, this study investigates whether or not matriculation aggregate scores as well as selected individual matric subject scores (including Mathematics proficiency, English language proficiency and Accounting) and demographic information (such as gender, race, socio-economic status, and first-generational status) are key indicators of success for students enrolled in BComm Accounting at CTI Education group/Durban Campus from 2009 to 2011. Qualitative and quantitative data have been collected and incorporated into the econometric model. Qualitative data such as gender, ethnicity and parent level of education have been used as dummy variables and were analysed using either Pearson or Spearman’s correlation tests. Due to the disparity in performance of students, the researcher sought to use the descriptive econometric model. The data (qualitative and quantitative) have been analysed using mostly descriptive methods and to a less extent the Ordinary Least Squares through Stata software. The findings of this study show that: • In all three samples average matric score proved to be a significant indicator of student academic success at the end of the first-year; • In all three samples, the first step of the model (Gender, ethnicity and first generational of students) did not explain a significant amount of the percentage of student academic success at the end of the first-year for the three cohorts; • From 2009 to 2011, the overall results suggested a significant difference between students who lived close to campus and those who travelled a long distance to campus; • In all three samples the Age variable did not explain a significant correlation between the variable Age and student academic success at the end of the first-year.