Faculty of 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.
Addressing student dropout rates at South African universities
(DHET, 2015) Moodley, Padhma; Singh, Rachael Jesika
The excitement of a South African University acceptance is shortlived, for many students, as the challenges faced is often overwhelming, resulting in many dropping out in their first year of study. This has negatively impacted on the desired national norm of an 80% success rate targeted by the Department of Higher Education and Training. This study aims to explore ways in which the dropout rates can be reduced thereby increasing the throughput levels of universities in South Africa. A qualitative study was conducted to identify the challenges students encounter that lead to the high dropout rates. Students who had previously dropped out from universities in South Africa were interviewed in order to examine their perceptions of how dropping out of university could have been avoided. Snowball sampling, a type of purposive sampling was used in this study. The findings indicate incorrect career choice, inadequate academic support and insufficient funding as being primary factors that led to the drop out of students. One of the recommendations this study makes is that university departments must align their support programmes with modules that have a high failure rate to help students cope.
Adjustment experiences of first-year students in South Africa
(2020) Dlamini, Bongani Innocent; Tom, Reyagalaletsa Felicity; Nel, Kathryn Anne; Zogli, Luther-King Junior
Background and Objective: For most students, adjusting to both social and academic life entails engenders a modicum of stress and emotional challenges for most students, resulting in risks of students drop-out. The current study sought insight and understanding into the adjustment experiences of first-year students at a previously disadvantaged tertiary institution of Higher learning in South Africa. Materials and Method: Qualitative research was conducted to establish the lived experiences of the participants. Four focus with eighteen first-year participants from different departments were utilised for data collection. Data were gathered via semi-structured interviews, which allowed probing. Thematic Content Analysis was employed to gather themes from the data. Results: The main results indicated that first-year students found life was different, many old familiar and predictable relationships disintegrating. However, they also found independence and the resilience to adapt to change. Positive adjustment experiences and coping mechanisms included working hard, interacting with lecturing staff and attending religious events, while negative ones included drinking alcohol and smoking marijuana. Conclusions: The study recommended that orientation for first-year students is imperative and should incorporate a programme that helped first-year students understand the challenges they are likely to face in this new phase of their academic and social development.
The adoption of innovative approach in research proposal development in the Management Sciences of the Higher Education sector
(International Journal of Special Education, 2022-03-03) Zondo, Robert Walter Dumisani
Several innovative factors transforming higher education provide opportunities of changing its context. This influence the sector to continuously learn new ways of conducting business and introduce innovative methods in its post- graduate research-based teaching. Thus, the future of academia in Higher Education lies in the continuous search for innovative methods of evaluating students’ research proposal. This sentiment underpins the significance of the Research Proposal Evaluation Tool (REPRET). REPRET is a computer-based innovative tool that assists emerging research supervisors (or promoters) in the management sciences in evaluating students’ research proposals effectively. It has built-in functions that provide technical and methodological guides regarding students’ proposals. It assists students in improving the quality of their research proposals, the efficiency of research proposal development, as well as throughput. It is a Microsoft Excel-based tool managed by the research supervisor (or promoter), covers various sections of the research proposal and is compatible with quantitative, qualitative and mixed paradigms. The contribution of REPRET as an innovative tool relies on higher education’s ability to adapt to new processes. REPRET represents an innovative practice in education. It helps the higher educational sector, particularly the management sciences, to achieve competitive advantage and higher performance.
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.
Are higher education institutions positioned to reap the dividends of open education resources? : the case of Durban University of Technology
(The Clute Institute, 2013-09) Van der Merwe, Alexander Dawid
The potential benefits of open education resources (OERs) are well documented in the literature. These include cheaper education, improved equity in respect of educational prospects, greater access to higher education opportunities for non-traditional learners, encouraging new modes of collaborative learning and leveraging public funds by sharing knowledge. So compelling are these advantages that leading universities globally are currently experimenting with new business models calibrated to extract value from educational offerings that, increasingly, will be expected to include free content. In spite of the obvious merits of OERs, the open education movement faces challenges which are rooted significantly in educators' perceptions of these resources. This descriptive case study sought to examine the attitudes Durban University of Technology (DUT) faculty have towards OERs with the aim of gauging their capacity to be actively involved as developers and users of these materials. The study found that in spite of respondents' recognition of the advantages of OERs and even a degree of superficial employment of these instructional aids, there appears to be no real open education ethos at the institution. Evidence of this includes the relatively low level of sharing of content amongst faculty an d the consensus of respondents that there is no institutional support for OER initiatives. The study concludes that for the university to retain its relevance in an evolving educational landscape, it should create a framework that will not only create space for OER projects but should also address the very human need for recognition and acknowledgement that developers of free and open content have.
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.
Awareness of the space industry as a career opportunity in South Africa
(IGI Global, 2019) Zuma, Khanya Philani; Mason, Roger Bruce; Maharaj, Mandusha
The South African space industry is not seen by young learners as a potential career. The objectives of this study were to identify: high school students’ awareness of the industry, their perceptions of employment opportunities, and their knowledge of the industry’s educational requirements. A quantitative, descriptive survey with structured questionnaires was administered to 171 respondents. Purposive and quota sampling selected grade 10-11 students in rural, urban and suburban schools. Most respondents had some awareness of the industry, but had limited knowledge about career opportunities, especially in rural schools. Respondents were unclear about how and where to apply for space-related education. The space industry inadequately markets itself to students, so more outreach programs, sponsoring of science and technological projects, more scholarships, and encouragement of the Department of Higher Education to provide information about, and improve career guidance officers’ knowledge of, the space industry are recommended.
Better resource management : a qualitative investigation of environmental management accounting practices used by the South African hotel sector
(AfricaJournals, 2019-08-26) Nyide, Celani John
The successful management of environmental impacts and environmental costs depends on the implementation of the appropriate Environmental Management Accounting practices (EMAPs). EMAPs provides a pragmatic response to the widely reported criticisms of conventional management accounting practices. This paper reports on the EMAPs evident from the hotel sector in South African, used in order to optimise of environmental costs. Purposive sampling was used to select the hotel group that met the discriminatory criterion. Considering that this study was exploratory in nature, in-depth interviews were conducted with 10 respondents after having obtained saturation. Cross-case syntheses were used to analyse data after thematic coding was performed to categorise findings from hotels under investigation. The study found that the implementation EMAPs is limited in the South African hotel sector. This is due to the fact that the implementation of these practices is voluntary at this stage and there is no awareness by the hotels of the existing framework that they can use. Moreover, there is negligible pressure from the government for the hotels to see a need to reduce their environmental impacts. Results show that hotels focus on the allocation of environmental costs to activities with the aim of determining costs created and costs avoided by the hotels' operations. In addition, the investigated hotels have developed technologies such as BMS and GEPA, not only to allocate environmental costs to activities but also to trace and record flows of energy and water. Therefore, Environmental Cost Accounting (ECA) and Material Flow Cost Accounting (MFCA) are prominently used by the investigated hotels as EMAPs. These are used for the optimisation of environmental costs and to improve the environmental performance. However, the development and implementation of new technologies that complement EMAPs were found to be a challenge because of the shortage of skilled personnel and massive investments requirement for these to be implemented.
Brand preference and brand rhetoric for mobile phones among students at a higher education institution
(African Association for Rhetoric, 2019) Ndadziyira, Tafadzwa; Govender, Jeevarathnam P.
It is evident that the mobile phone industry is facing significant growth. The introduction of cheaper mobile phones in South Africa has intensified competition between mobile companies. A number of studies have been conducted in other countries on brand preference for mobile phones, but there remains a gap in knowledge with regard to the South African market. It is important to academically research factors influencing consumer brand preferences and its rhetorical implications when purchasing mobile phones, to understand these preferences, and what consumers consider when making such purchases. The rationale for the study was to provide insights for local marketers into the factors consumers consider most when looking at mobile phone brands. The aim of this paper, therefore, is to understand brand preferences for mobile phones amongst students at a selected higher educational institution in South Africa. The study adopts a quantitative research approach and is 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 used on a target population of 378 students. The results were analysed using the Statistical Package for Social Sciences (SPSS) Version 24.0 software. The findings show that brand popularity, prices, product attributes rhetorically affect mobile phone brand preferences amongst students. The results also showed that there were some product attributes that did not influence these preferences.