Faculty of Management Sciences

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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.
Investigating the imperatives of research transformation at a University of Technology in South Africa
(2022) Jinabhai, Chandrakala Daya; Bodhanya, Shamim
This case study investigated the imperative of research transformation amongst academics at the selected Mangosuthu University of Technology (MUT) in South Africa, considering its low ranking of research output amongst 26 public higher education institutions (HEIs) by the South African Department of Higher Education and Training. The research problem for this case study was designed to investigate the main mitigating factors and barriers that inhibited academic careers of staff at this institution to transform to become productive researchers from a system dynamics perspective. Hence, the significance of this study was to address one of the three pillars of HEIs in terms of its research transformation and research productivity at this institution. Furthermore, this case study established how environmental dynamics holistically influenced academic staff to engage or not engage in research transformation. This was despite lucrative financial benefits offered, namely, research funding and study leave including other concrete incentives associated with research transformation. This was initiated for academic staff to inter alia, improving staff qualifications towards Master’s and Doctoral qualifications, conference presentations, technology transfer and knowledge production, and publications in accredited journals to produce the anticipated measured research output. Whilst there are a few prolific researchers within a few departments, it is alarmingly short in its endeavour towards attaining DHET research output goals and research transformation holistically at MUT. The aim of this study was to explore and develop an original system dynamics causal loop model with various components underscored by critical systems thinking and its impact of the holistic study per se. The research design for this study adopted a qualitative interpretative paradigm linked to system dynamics and the variables of the Causal Loop Diagram Model with an Interviewing Schedule. Thus, data was collected using a semi-structured interviewing schedule with open-ended questions in sync with a qualitative research design. Individual interviews were conducted with five academic staff members from each of the three faculties. Additionally, interviews with a focus group of six participants with similar interests were also included for the interviews. The key variables of the Causal Loop Model were tabulated and linked to research transformation from the participants at MUT. The data analysis collected from the interviews and policy documents were analysed under each of the research questions. Both participants’ reflections and institutional factors were also assimilated for the data analysis, vis-à-vis, research transformation at MUT. The findings revealed several individual and institutional factors contributing to low research transformation at this institution, namely, a small number of academic staff with PhDs, an uneven staff to student ratio, heavy workloads on teaching staff with limited time to engage in research productivity, unawareness of available incentives, lack of retention strategies of talented staff, poaching of academic staff, the interpretation of sabbatical leave and mentoring and supervision support initiatives. Furthermore, the study found several enablers aligned to research capacity building initiatives and critical factors to support a research culture at this institution. The main recommendations suggested were, inter-alia a buy-into research transformation by Executive Management and academic staff, improvement of vertical qualifications, supplementing academic support staff and tutors, employment of additional retired research professors, offering of structured mentoring and supervision assistance, specific training related to research productivity, review of the teaching workloads, implementation of sabbatical leave and retention policies. Finally, this case study has shown empirical evidence for further research opportunities related to research transformation in the higher education sector that could interface with the perceptions of research productivity and accelerate research outputs in peer reviewed accredited journals.
Exploring inequality in institutional marketing : access to higher education by marginalised communities
(2018) Ramrathan, Sathishah; Maharaj, Mandusha; Reddy, Karunanidhi
In South Africa widening participation in higher education is located within a transformation discourse that sought to change the demographics of the student population in public higher education institutions. Current literature on public higher education participation demographics suggests that the transformation agenda of increasing the participation of previously disadvantaged population groups have been met in terms of headcount. There are, however, concerns raised about equality of opportunity to access public higher education institutions, especially with regard to potential students from deep rural contexts and who have attended school education in impoverished communities. In attempting to address these concerns, higher education institutional marketing became one of the communication tools through which higher education studies were promoted across the country. Although, higher education institutional marketing at Universities of Technology has been well established within South Africa, the marketing recruitment strategy employed was largely intended for the urban and sub-urban contexts. This study focuses on this challenge within a social justice and equality discourse. The study, therefore, engages with the literature on higher education transformation, marketing, social justice, equity and equality to show the complexity of higher education institutional marketing and highlights the inequalities in current marketing strategies and practices that continues to disadvantage marginalised communities from accessing higher education studies. The primary aim of this study is to explore the inequalities in current higher education institutions’ marketing processes to recruit potential students from geographically marginalised communities, with a view to reducing these inequalities. The study explored the marketing strategies employed by a University of Technology to understand the experiences and concerns identified by learners and teachers of deep rural schools in accessing higher education. The case study approach to methodology required a mixed method for the data collection from stakeholders (grade 12 learners and educators) of three secondary schools in three different deep rural contexts. A survey was conducted using a questionnaire to obtain information from grade 12 learners. In addition, the Life Orientation educators of these three schools were interviewed. In order to obtain a holistic perspective of the institutional marketing efforts, current first year university students from deep rural contexts were interviewed to explore their experiences into higher education. The analysis of the data revealed that learners in deep rural contexts were aware of higher education studies, but the information received about accessing and studying at a higher education institution was inadequate to make informed decisions. The study also found that there was a mismatch between what was marketed by higher education institutions and the needs of the learners and the community. Furthermore, the needs and resources for the potential students from disadvantaged communities were identified. Therefore, a customised recruitment strategy is proposed with regard to the promotional materials and processes to encourage and support aspiring higher education students. The findings proposes a marketing strategy that is located within a social justice, equity and equality framework that aligns institutional marketing with the needs of the communities located in deep rural and impoverished contexts. In other words, a strategic community engagement action plan between the university and the department of education is suggested. The study, therefore, makes recommendations to higher education institutions about marketing strategies that would be relevant to a diverse target market, particularly to marginalised or rural areas in KwaZulu-Natal. In addition, the study makes recommendations to address inequalities in institutional marketing that could lead to views about substantive equality needed for higher education transformation within the current South African context.
Student expectations and perceptions about further education and training colleges with respect to college of choice in KwaZulu-Natal
(2016) Mbambo, Sbongiseni Nelson; Pillay, Magalingam Atheeshey
The South African Further Education and Training (FET) sector is facing the challenge of being rated and considered by many young school leavers and the community as a second choice institution, while universities are their first priority. This study aimed to investigate and explore student’s expectations and perceptions of Colleges in KwaZulu-Natal (KZN) with respect to their choice of college. The main objective of this research was to identify students’ expectations and perceptions, and the factors that encourage enrolment at FET colleges, as well as to identify the different expectations and perceptions, according to demographic factors. The SERVQUAL model was employed to establish students’ expectations against perceptions of FET colleges in KZN. The study design was quantitative in nature, using a descriptive technique, cross sectional, and collected data through the application of non-probability sampling with census, quota and convenience sampling methods being utilized to obtain data from a sample of 301 respondents. Data collected from the respondents were analysed with SPSS version 20.0 and interpreted with the use of descriptive and inferential statistics. The questionnaire measured students’ expectations and perceptions in five dimensions of service, namely tangibles, reliability, assurance, responsiveness and empathy. The findings demonstrate that students had higher expectations of service quality with lower perceptions of the actual service received. The negative gaps within the five SERVQUAL service quality dimensions, implies that the students were dissatisfied with the level of service in their FET colleges. The gaps, from largest to smallest, were Reliability, Assurance, Tangible, Responsiveness, and Empathy. FET College management is advised to attend to these above-mentioned gaps and to ensure that the necessary strategies are immediately implemented, as these would improve the FET brand and ultimately position FET Colleges as the institution of first choice in KZN.
Factors affecting the motivation of first-year students in the Department of Construction Management and Quantity Surveying at the Durban University of Technology
(2017) Pirthiraj, Anisha; Govender, Ivan Gunass
Technology, student diversity, socio-economic factors, student attrition and retention has significantly affected the teaching and learning environment at university. A first-year student’s life is significantly affected by this changing environment and many first-year students at universities experience difficulties adapting to the new environment and being successful in their academic tasks. The aim of this study was to determine the factors affecting the motivation of first-year students in the Department of Construction Management and Quantity Surveying. The study used the quantitative method approach where questionnaires were given to the first-year students and the first-year lecturers (lecturing the first-year students). Questionnaires were administered to 126 first-year students comprising the target population but only 121 completed questionnaires were received. Findings from this study emphasise the need for lecturers to engage in alternate study methods, such as the use of the blackboard and visual aids to assist students. Students need to be adequately informed about the support systems available to them so that they can have a satisfying cultural, social and academic life. There was also a need for better equipped lecturing facilities. The absenteeism of students had a negative impact on the morale of lecturers. Absenteeism has a two-fold effect, in that it disrupts the morale of the lecturer as well as that of the students who attend class. The marketing strategy of both the Department as well as the university needs to be re-visited in terms of recruiting students and in particular the misunderstanding that exists amongst students regarding the different programme offerings. The above issues are critical to ensure a transformative higher education agenda and DUT’s strategic goals of engagement and student centredness. The study recommends that a greater extent of student centredness, student-lecturer engagement and innovative teaching and learning approaches could increase the motivational level of first-year students in the Department.
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.
The role of relationship marketing within the Durban University of Technology alumni
(2015) Govender, Nishie Pramchund; Rawjee, Veena P.; Govender, Jeevarathnam Parthasarathy
The alumni form the largest stakeholder group of any higher education institution (HEI). Representatives from this constituency occupy seats on t he Council (the highest governing body of a higher education institution). Institutions, worldwide, look to their alumni, as a source of funds, to provide expert advice and general support. Therefore, higher education institutions and alumni have to share a mutually beneficial and ongoing relationship. This relationship is maintained through constant and regular communication. Loyal alumni are a mainstay of financial support for many universities. It is important, though, that universities, not only focus on gifts but rather on a br oad and deep engagement with alumni. Alumni relations with their colleges and universities seek to generate interest that eventually translates into financial contributions and volunteer service, which means giving back to their alma mater. To achieve this goal, communication is extremely important. Alumni respond to a call for assistance from their alma mater for many reasons. Some of the reasons include having had good experiences during their undergraduate years as well as their academic qualifications holding them in good stead in the work place. The value that universities place on t heir alumni cannot be underestimated. Many hold influential positions and can assist in contributing to the financial coffers of the university as well as sharing their expertise.
Factors impacting on the quality of work life : a case study of university "A"
(2014-07-23) Letooane, Mpho Kenneth; Ngcamu, Bethuel Sibongiseni; Dorasamy, Nirmala
Poor quality of work life is a challenge in higher education institutions (HEIs) and it impact negatively on performance, attraction and retention of quality staff. The purpose of the research was to report on the factors that impact on the quality of work life of employees at the University “A”. The findings from this investigation will assist employees and management alike to understand factors that can improve performance and assist University “A” to be an employer of choice to attract, develop and retain suitably qualified employees. The rationale for the study was to investigate and obtain a better understanding of the quality of work life status in University “A”. Higher education institutions face a serious challenge of retaining adequately qualified and competent staff due to regular resignation and termination of employment contracts of employees. This has resulted in a steady backlog of vacant positions and which has a detrimental effect on the quality of teaching and learning. The deficit of staff leads to increased teaching workloads and consequently impacts negatively on the quality of service being offered including teaching and learning. This study is grounded in both quantitative and qualitative research traditions whereby a survey was conducted in the form of a structured questionnaire and in depth-interviews to university employees. The structured questionnaire was analysed using Statistical Packages for Social Scientists version 12 generating the reliability coefficient Alpha of 0.898 indicating the high degree of acceptance and consistent of the results. This study used the probability stratified random sampling whereby 160 structured questionnaires were distributed to both academic and non-academic employees with 142 returned successfully generating the response percentage of 89%. The findings of this research suggested that career advancement was one of the main reasons that were identified to lead to poor quality of work life. Furthermore, another primary concern was job insecurity, employees felt that their jobs are not reliable and secure. It was also noted in the research outcomes that a high proportion of the respondents were generally not well. The study findings suggest that respondents were not involved in decisions that affect them in their area of work and they feel that they are not given a lot of freedom to decide how to do their jobs. The research results indicated that the increase percentage of the respondents disagreed that their employer provides adequate facilities and flexibility for employees to adjust their work with their family time. It was evident from the responses that even though some policies exist, employees were unaware of their application and also the absence of performance management systems. Another prominent finding from the study was that employee expressed that their health and safety of their working conditions should be improved. The findings and results will assist management and employees alike in the practical implementation of quality of work life programmes with the aim of improving the retention of current employees and attracting potential employees. This study will contribute to the body of knowledge as published studies on the quality of work life is scant in higher education institutions. There is minimal research that has been conducted on the QoWL of employees in higher education institutions, and the results from this research could be utilized by management and supervisors, in order to minimize the potential factors that could negatively impact on the QoWL of employees in HEIs.
The transformation of the South African higher education sector through mergers - the case study of the Durban University of Technology
(2010) Chetty, Gopalkrishna; Wallis, Malcolm Alan Henworth
Since the advent of democracy in 1994, South African society has been undergoing a rapid transformation. By the time the second democratic elections had come around, the focus had turned to transforming and restructuring the higher education sector. Mergers became an instrument in the hands of the Government to restructure and configure the higher education landscape. Mergers are not new and have been used by many countries to transform or restructure their higher education sector. However, comparison with higher education mergers in other countries would point to the most ambitious change programme ever undertaken in recent times, especially given the large scale of mergers and incorporations that were planned for the South African higher education sector. The Durban University of Technology merger which took place in 2002 preceded the main wave of the Government decreed mergers that took place in 2004 and in 2005. This thesis focuses on contributing to the knowledge of higher education mergers by investigating higher education mergers in South Africa from a micro as well as macro perspective. At a micro level the study undertaken is a case study of the Durban University of Technology (DUT), the first merged higher institution in the country, while from a macro perspective, an examination into the impact that mergers have had on the transformation of the higher education sector. This second part has been undertaken through a perception survey of staff at merged institutions. The emphasis is on providing a detailed analysis of DUT merger in terms of its problems, pitfalls and peculiarities. It covers an examination of the processes, procedures, practices and trials and tribulations when two or more higher education institutions merge. This study is guided by two central research questions. The first is: What can be learned about higher education mergers as examined through the Durban University of Technology (DUT) case study? The second question, whether higher education mergers have been successful or otherwise in South Africa? In particular this question seeks to elicit whether the broader goals and objectives of higher education transformation have been or are being achieved or accomplished through mergers in the sector. The literature review emphasized a conceptual understanding of higher education mergers, merger processes and steps. The review also touches on the limitations and gaps in higher education literature when examined from a iv South African perspective. In particular a detailed study of the South African merger policy development was undertaken. The DUT merger experience allows one to draw a distinction between what is termed the technical merger issues and the soft issues. Technical aspects of a merger would simply be those aspects that have to be done to ensure the physical merger of two or more institutions. In a sense it is the soft issues which shape the merger process. These soft issues largely relate to people, the consultation with stakeholders, the negotiations and the cultural dimensions. Despite the assumption that voluntary mergers are generally easier to negotiate and execute because of the perceived greater involvement of stakeholders, the DUT case provides no evidence to support this position. If anything, the DUT merger although voluntary was at best difficult and beset with people and human relations problems. The findings from the case study point to the following: Government initiated mergers (forced mergers) are less likely to failure because of a greater national agenda; that an all new embracing style of leadership is needed when institutions undergo great changes such as through a merger; that where trade unions exist they will become powerful forces if people management issues are neglected or dealt with poorly during the merger. A genuinely co-operative and consultative process is the way to go; that to overcome past cultural differences a new cultural identity must be established early in the merger by sharing the new vision and mission of the new entity; that mergers could be understood and managed in three distinct phases, which are, the pre-merger phase, the integration phase and the consolidation phase. Equally there are a number of merger steps. By reviewing the processes, procedures and practices of the DUT merger, a model has been developed to understand how mergers take place. In respect of the perception survey of merged institutions, respondents saw some benefits accrue to the academic goals and there were some efficiency gains. More students came into the higher education system. Not many were complementary about their state of physical resources including teaching and learning facilities. Some even felt that teaching and learning were set back during the merger period and this is backed up by key statistics for example like pass rates and dropout rates. Given the difficulty with the softer issues in mergers, much of the blame seems to have been directed at Management and Leadership. Nearly 50% of respondents felt that mergers did not result in high quality Management, while a slightly lower percentage of 42% thought that v mergers did not help establish high quality Councils. Many thought that their governance structures and systems were also weakened. Mergers are complex and it invariably affects the entire institution. It requires careful planning and preparation, inclusivity and a developmental approach to mergers. It also requires effective leaders to manage change of such magnitude. These are the ingredients to ensuring successful higher education mergers.
The development of universities of technology in the higher education landscape in South Africa
(2010) Perumal, Richard Isiah; Wallis, Malcolm Alan Henworth
To face the challenges of the 21st century, institutions need to address problems experienced by the modern world. The nature of modern work is changing and continually increasing, with knowledge, information and education. As we move further into the information and knowledge age, the workforce will require sophisticated education and training to sustain competitiveness and responsible development. In response to this challenge the DOE restructured Higher Education to make it relevant to the needs of society and industry. In terms of the National Plan Higher Education (2001) many Technikons were either converted to Universities of Technology (UOT) or merged into universities and became Comprehensive Universities. The Traditional University made up the third type of university. As a result three distinct types of institutions emerged, namely UOTs, Comprehensive Universities and Traditional Universities. In this configuration previous Technikons were reclassified as a UOTs and were able to offer degrees also. This research studied the development of UoTs and its evolution to “University” status. After being classified as Universities of Technology, it soon became clear that these universities lacked a philosophy. Its attributes were not clearly formulated by the DOE. It was left largely to the UoTs in South Africa to develop a set of attributes. This study developed an underlying philosophy, attributes, and performance indicators to guide the strategic direction and development of UoTs in creating a unique personality for itself. Five universities were studied in UK, Germany and Switzerland to develop a set of characteristics/attributes and performance indicators that can be adopted in South Africa. Five local UoTs were also studied, together with the South African Technological Network in building a set of common attributes. A Balanced Score Card was designed as a management model. Each attribute was linked to drivers and each driver was linked to performance indicators. The model included the various perspectives and components, which illustrated the interaction and cause and effect relationships. The philosophy of a Learning Organisation was adopted and its principals underpinned the interaction and relationships. This model will ensure that South African UoTs are able to comply with both national and international benchmarks. UoTs pride themselves by ensuring that they produce and apply knowledge to solve real world problems. These universities see themselves as part of the greater society and therefore partnerships are critical to its functioning. Technology transfer and leadership in technology is a key strategic goal in determining its unique position in the Higher Education landscape. The Balanced Score Card was used to develop a management model which is a tool in establishing a UoT with benchmarks, performance indicators and drivers.

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