Faculty of Management Sciences
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Item Job satisfaction amongst employees in the Department of Education in eThekwini region, South Africa(2024-03) Ndaleni-Sibiya, Lindiwe Memory; Fagbadebo, Omololu Michael; Mbandlwa, ZamokuhleThe case study was conducted in the Department of Education, Umlazi and Pinetown district in the eThekwini region. The study was confined to managers of Umlazi and Pinetown employees, out-of-service employees and office-based employees and explores how job satisfaction influences employee turnover in the department. The researcher examines how the working environment of the Department’s districts influences job satisfaction. The study further examines the correlation between job satisfaction and employee turnover at the Department of Education, as well as how intrinsic and extrinsic motivational factors influence job satisfaction. A mixed methods approach employed both qualitative and quantitative data collection and analysis. For qualitative data, seven managers and four out-of-service employees were interviewed for in-depth understanding of the challenges affecting job satisfaction. Quantitative data were collected from 238 employees on their feelings and perceptions regarding job satisfaction. The quantitative data were analysed through SPSS 28.0, while thematic analysis was utilised for qualitative data. Recommendations are provided in the final chapter on how to improve and enhance employee loyalty and the level of job satisfaction. The recommendations seek to assist the Department of Education in eThekwini region to improve employee job satisfaction, job performance and employee loyalty with the aim of attracting and retaining high-quality skilled employees.Item Recentering postgraduate supervision as a knowledge co-sharing pursuit in the 21st century(2022-07-30) Oparinde, Kunle MusbaudeenWhile it is generally accepted that postgraduate supervision is fundamental to the production of new knowledge, numerous aspects of postgraduate supervision have remained understudied and under-theorised. This lack of theory has presented postgraduate supervisors with limited understanding of the model(s) of supervision they should adopt. In light of this, postgraduate supervisors tend to adopt the ‘learning-by-doing’ approach. Thus, while postgraduate supervision is key to knowledge co-creation, knowledge production, and knowledge sharing, there are limited theoretical frameworks that address the nuances of postgraduate supervision at different levels. Recognising this paucity of theoretical approaches on postgraduate supervision, this paper explores ways in which postgraduate supervisors can address postgraduate supervision. This paper examines how postgraduate supervision can be re-imagined as a knowledge sharing activity rather than an academic attempt to guide a student to a postgraduate degree completion.