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Faculty of Management Sciences

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Subject: search.filters.subject.Curriculum

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Now showing 1 - 4 of 4
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    The implications for the curriculum of the learning opportunities provided to students studying office management and technology during work integrated learning
    (Scientific Research Publishing, Inc., 2024) Ndhlovu, Thobekile Octavia; Ogunsola, Sijuwade Adedayo; Dlamini, Bongani Innocent; Zondo, Robert Walter Dumisani
    The field of secretarial and administrative work is confronted with challenges posed by the quick development of office technology, organizational reor ganizations, and shifts in the global economy. These challenges impact not only the workers who are currently employed as secretaries or administrative staff but also higher education institutions and students pursuing administra tive careers. As a result, workplace demands must be better met by both in dustry and academic institutions. This study looks at the learning opportuni ties provided to Office Management and Technology (OMT) students during Work-integrated Learning (WIL). It also investigates the implications for the curriculum to enhance workplace and classroom learning and makes recom mendations for changes to the OMT curriculum at Universities of Technolo gy (UoTs). It further explores and presents the skills, attributes, and compe tencies that OMT graduates must have in the workplace of the twenty-first century. Moreover, it gives UoT office technology departments a thorough analysis of the advantages and disadvantages of their current curriculum, enabling them to make any necessary improvements. This research comprises a case study involving Durban University of Technology (DUT) and Mango suthu University of Technology (MUT). Due to its sole reliance on surveys, the approach was primarily quantitative; however, a petite amount of qualita tive data emerged from the open-ended questions. In addition to giving par ticipants a chance to voice their ideas, the qualitative questions served to in terpret the quantitative information included in the questionnaire. The study included two sets of questionnaires that were given to two distinct divisions in work-integrated learning and industry supervisors who oversee OMT stu dents at DUT and MUT. The analysis demonstrates how well the existing OMT program satisfies the fundamental demands of the sector. There is evi dence, that workplace and classroom learning both require improvement. For OMT curricula to be more relevant and responsive in workplaces, the study also identified new competencies and qualities that must be included. Ac cording to the findings, universities and businesses should work together to improve student readiness for professional needs and that the Office Man agement and Technology curriculum be revised regularly of the targeted population: MUT third-year OMT students who participated
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    Decolonising public administration content curriculum in a post-colonial South African university: policy monitoring and evaluation perspective
    (University of KwaZulu-Natal, 2022) Makiva, Msuthukazi; Ile, Isioma; Fagbadebo, Omololu
    One of the major areas of focus in public administration discipline is policy monitoring and evaluation. This paper focuses on how this is understood in selected indigenous communities in South Africa. The current public administration curriculum content taught in Universities hardly recognises and reflects bits of practices and realities of indigenous communities, especially in conducting policy monitoring and evaluation. The paper unearths the origins and current state of public administration content curriculum updates taught in selected higher institutions of learning, with specific reference to policy monitoring and evaluation. The article further sought to understand public administration discipline content curriculum alignment with South Africa’s contextual realities in selected indigenous communities of the Eastern Cape. Using explorative research, the study discovered that the teachings of public administration hardly reflect the realities among the indigenous communities. This presents public administration discipline to be epistemic universal instead of being epistemic diverse. The conclusion is that as much as African scholars learn from their European counterparts, all forms of knowledge ought to be documented and amalgamated into curriculum content. It is critical, therefore, that a hybrid will be suitable for policy monitoring and evaluation. In addition, indigenous policy monitoring and evaluation knowledge should be accredited and included in the curriculum content of public administration discipline.
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    An investigation into the relevance of technical and vocational education and training curriculum in Lesotho secondary schools
    (2018) Ts'eane, Mantsi Nathnael; Govender, S.
    Relevance and responsiveness of a curriculum is a topic of discussion in recent times. The current study considers the relevance of technical education and training curriculum at secondary schools in Lesotho. The focus is on the technical education that is provided in those secondary schools which offer technical education. It looks at the conceptualization of relevant and responsive curriculum. It also ascertains whether or not the goals and objectives which were set for this curriculum are being achieved. This study was grounded in qualitative tradition whereby the case study strategy was used. Semi structured interviews were conducted to capture the opinions, thoughts, perceptions and experience of the participants on the relevance of technical and vocational education and training at secondary schools. Data was analysed according to main themes that emerged from the responses of the participants. The findings of this study indicated that TVET curriculum should be improved so as to align it with the needs, demands and expectations of the market and industry for it to be able to be used as a strategy to alleviate poverty and to reduce high rate of unemployment among the youth in particular. It is hoped that recommendations that were drawn from the findings of this study will be used by the curriculum designers and implementers to improve the standard of TVET in the country in order to achieve its relevance and responsiveness, hence the reason why this study was conducted.
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    An exploratory critique of action learning in higher education in South Africa : barriers and challenges
    (Kamla-Raj Enterprises, 2016) Maharaj, Rosh; Mason, Roger Bruce
    This exploratory study investigated the perceptions of staff and students about the Action Learning implementation of Action Learning in higher education. Using judgemental sampling, a qualitative approach was adopted to collect primary data. Action Learning focuses on working with realistic life challenges of groups of students, supported and encouraged by a skilled facilitator to reinterpret the dated information and create new knowledge. A thematic approach was employed to analyse the data. Themes focused on the Educational System, Conventional Learning as opposed to Action Learning, and Challenges and Barriers in implementing Action Learning in higher education. The findings concur with the literature, showing that while Action Learning is a powerful tool for educational and personal development, there are several barriers in the present higher education system that impact on implementing Action Learning, including class sizes, inadequate training of lecturers and the diversity of the student population.