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Faculty of Management Sciences

Permanent URI for this communityhttp://ir-dev.dut.ac.za/handle/10321/13

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Subject: search.filters.subject.Higher Education

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Now showing 1 - 4 of 4
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    Goal clarity and trust in management in educational mergers
    (AOSIS Publishing, 2007) May, Tuto; Mason, Roger Bruce
    Purpose: The aim of this paper is to explore employees’ opinions on goal clarity, trust in management and perceptions of organisational readiness for change in the context of the changes caused by the merger to form the Durban Institute of Technology (DIT) in order to increase knowledge about the human aspects of mergers. Design/Methodology/Approach: A survey of staff was conducted, with a sample of respondents completing a questionnaire, which investigated whether or not there were relationships among the change variables, namely goal clarity, trust in management and perception of organisational readiness for change. Findings: The key finding of the study is that the goals of the institution were not clarified sufficiently during the change process at DIT. The correlation of goal clarity, trust in management and perceptions of organisational readiness for change were all significant at the p < 0.01 level; and the direction of the relationship between the variables was strongly positive (between 0.7 and 1.0). Implications: The results suggest that management success in identifying organisational goals clearly during a change initiative could help improve employees’ attitudes, thereby increasing the likelihood of merger success, and minimising the negative reactions and staff dissatisfaction often associated with mergers. Originality/Value: Although there is a lot of research in the generic field of mergers and considerable research into mergers in higher education, both overseas and in South Africa, there is a lack of research in the human aspects of mergers. This is especially true of the three key change variables of perceptions of readiness for change, goal clarity and trust in management. Furthermore, what research there is has not focussed on the opinions of individual employees, but on the opinions of trade unions and student representatives. Therefore, this study contributes to filling an important gap in the literature on higher education mergers in South Africa.
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    Evaluating student perceptions on the development management curricula to promote green economy
    (Business Perspectives, 2016) Govender, Ivan Gunass
    The purpose of the paper is to determine the students' perceptions on the development management curricula in relation to education i ngreen economy, as no previous research has been conducted to evaluate the perceptions of the students enrolled for this course. The study seeks to answer the following question: To what extent were students exposed to the skills and conpetencies required for engaging in green economy and its effect on their home and work environment. The study used the quantitative approach where the students were given a questionnaire to cmplete. The findings indicated that the sustainable development attributes were adeuately covered with strong focus on global issues, time management and systems theory and thinking. Personal attribute awareness gained during the course included leadership skills, critical thinking and decision making that could enhance the understanding of the economy and environmental management. The study also highlights the students' perceptions that they could make significant contributions towards the green economy both at work and home. The study recommends that the course be redesigned to include aspects of green economy, the assessment strategies be made more relevant at the program level to include the tenets of engaged scholarship. The study is important for curriculum developers and higher educatoin policy developers to ensure that the course content is relevant to addressing economic relations in the area of environmental management.
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    Perceptions on a student leadership development initiative
    (Virtus Interpress, 2014) Dorasamy, Nirmala; Rampersad, Renitha
    Leadership development involves the empowerment and preparation of individuals to be social change agents by developing their understanding of others and self awareness of their roles and responsibilities as leaders in different contexts. In the South African context, student representative councils (SRCs) at universities is an important mechanism to ensure that all South African students receive quality higher education in a safe, disciplined and healthy environment, that is underpinned by access, success and equity which are critical areas of focus in the transformation process. SRCs, as a well organized body, with the necessary skills can channel their capability and commitment toward improving university life for students. As Fullan (1993:182) argues that we hardly know anything about what students think about educational change because no one ever asks them. A student leadership initiative can be a potential for change in universities, since students as the “guardians of the existing culture can be the final arbiters of any change” (Wideen, 1992: 182). Further, by harnessing SRCs as potential reinforcers for improvement, there is more concern with the process through which successful change can be introduced in universities. Since SRCs are vested with the authority to contribute to good governance within universities, students place their trust in it. Therefore, SRCs need the requisite skills to make decisions that do not compromise the interests of students whom they represent. The study aimed to examine student perceptions and expectations of leadership through democratic deliberation at the Durban University of Technology (DUT), in partnership with the International Centre on Non Violence (ICON) and The African Centre for the Constructive Resolution of Conflicts (ACCORD). The student leadership course was a pioneer initiative for student leaders, comprising of local and international students studying at DUT. The rationale for this was the identified need for focused research into what student leaders perceive leadership to be and the value they derive from attending leadership initiatives. The partners felt it important to document student voices through a leadership initiative. The narrative, through a qualitative analysis, captured the contradictions and conflicting challenges student leaders face today, which are always problematic and dynamic, especially when public interests are not at the forefront of the agenda. Students stated that the course was beneficial, because it helped to: focus on purpose and goals of being SRC members; understand cultural diversity; show more interest in developing leadership skills as a collective; gain a sense of clarity of personal and university values; gain improved negotiation, conflict resolution and decision making skills; deal better with complex issues; and willing are able to use leadership practices for the benefit of all stakeholders. It is ultimately envisaged that the leadership initiative will be extended beyond the frontiers of DUT to other local, national and possibly international higher education institutions. As part of an on-going series of courses relating to student leadership, it is expected that such initiatives with the university partners will strengthen the effectiveness of student leaders, thereby contributing to the process of higher education transformation.
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    Institutionalising a Whistle blowing Culture within Higher Education Institutions: Policy and Procedure Underpinning Good Governance at the Durban University of Technology
    (International Foundation for Research and Development, 2012-09) Dorasamy, Nirmala
    The article proposes to explore the importance of policy and procedure as an impetus for establishing a whistle blowing culture. It can be suggested that the institutionalization of a whistle blowing culture through established and practiced policies and procedures can lead to lower levels of perceived retaliation, which is frequently a deterrent in blowing the whistle. The quantitative research method was employed to determine the extent to which higher education institutions implement policies and procedures to institutionalize whistle blowing as an imperative for an ethical organizational culture, which encourages potential whistleblowers to report on wrongdoing. A conceptual framework informed by legislation, policy and procedures was used to determine employee perceptions relating to the role of whistle blowing policies and procedures within the Durban University of Technology as an impetus for establishing a whistle blowing culture. The investigation was based on empirical research conducted at the Durban University of Technology, South Africa and literature on whistle blowing. In the light of the research, recommendations are made relating to institutional whistle blowing policies and procedures. The empirical findings reveal that whistle blowing legislation is inadequate to encourage whistle blowing. The article provides a comprehensive framework for the institutionalization of whistle blowing within the organizational culture as an imperative to encourage disclosure of unethical practices.