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Faculty of Management Sciences

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Subject: search.filters.subject.Higher education institutions

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    Stakeholder management of community engagement: an evaluation of higher education institutions in eThekwini Municipality
    (2022) Luthuli, Pumla Glendale Paulette; Govender, Ivan Gunass
    Universities are a prominent part of the South African economic landscape, as such the influence Higher Education Institutions (HEI) have on communities cannot be undermined. In this sense, Community Engagement (CE) should be a priority for HEIs. For this to be carried out, effective stakeholder management strategies and programmes should be in place within HEIs strategic plans. However, it seems as if the HEIs are inadequately engaging in CE programs and community development is still generally unsuccessful since HEIs are often isolated from their host communities. This minimal interaction among stakeholders of the HEI has significantly undermined the possibility of addressing some of the societal issues which HEIs have the capacity to address. By utilizing the term stakeholder, the interaction of HEIs with the various role players should be elevated to a professional standard. This not only has implications on the communities and other role players, however it plays a role in the success of the HEI as well. This research area has not been given much attention in the South African context. This study sought to determine the effectiveness of CE stakeholders’ management among HEIs in eThekwini Municipality, KwaZulu-Natal (KZN). The quantitative research approach was chosen for this study because of how it allows the research to determine the extent or degree of a problem and offers solutions based on predictions. This study used the survey method, which is classified within the positivist research strategy. The population targeted by this study were stakeholders of the HEIs within the eThekwini Municipality. These entities are considered representatives as they are the core stakeholders at the HEIs within the area of study. The sample size of this study is 80 respondents, we chose 20 participants per institution based on the number of departments that had a community engagement role within each institution. A pretested questionnaire was used to obtain relevant information from the target population of this study. The data collected for this study was analysed descriptively and displayed in the form of graphs using bar graphs, pie charts and tables with the help of SPSS program and a report was written. The study revealed that the CE programs initiated by HEI and the relationship between HEI and key role players are severely insufficient and inefficient at producing successful results. The study additionally revealed that tangible results are required from CE in order for participation to be prevalent among students of HEIs. The challenges of CE is lack of policy knowledge and ineffective strategy. There are also collaborative issues that cause each party to act in opposition. The main recommendation is that the HEIs and community should have a thorough knowledge and understanding of CE policy before embarking on a collaborative relationship.
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    Development of quality management systems for support services in the South African public higher education institutions
    (2021-04) Makola, Andrew; Ramchander, Manduth
    The adoption and implementation of quality management systems has increasingly become an important feature of higher education institutions’ attainment of goals and objectives, as exhibited in the development of relevant policies, structures and systems at national and institutional levels. This study contributes to work in conceptualising quality management in higher education support services. Most studies focusing on quality management have been from an industry standpoint with little examination of higher education quality management systems, and even less on service quality systems in higher education. This study investigated the extent to which quality management systems have been adopted South African public higher education institutions’ support services. This is done by evaluating the quality management mechanisms in use and by examining the current practices of implementation. Although this study was mainly qualitative, it did not preclude quantitative dimensions thus allowing not only for triangulation of data, but also for a multi-dimensional analysis of some of the phenomena investigated. Data was gathered from a range of participants that included senior HEI managers, quality directors/ managers, support service sector unit heads, as well as senior academics from six purposefully selected South African public higher education institutions. These participants were the key informants of the semi-structured interviews conducted. The semi-structured interviews formed the main evidence base, alongside the content of institutional documents. A sequential collection and analysis of data approach was used. Different data sources were compared and paralleled; and later merged to form a set of qualitative data, which provided a comprehensive image of the status quo and achieved a unified interpretation of results for presenting findings. Although the study found structured quality management processes at public higher education institutions, these were developed and implemented particularly for their academic enterprise practices. Findings from the study highlight the variance in the HEIs’ development implementation of internal quality management systems while it noted an absence of systematic approaches to the quality management of the support services sector. The study contributes to the understanding of the application of the systems thinking approach on the development and implementation in the support services sector quality management systems. The thesis argues for the conceptualisation and operationalisation of quality management systems in the support services sector within South African public higher education institutions. The recommendations that emanate from the study include the need to: build an institution-wide culture of quality and continuous improvement; develop a systematic approach to quality management that is grounded on well-designed systems-thinking-based support sector service quality models, policies and procedure guidelines; mobilise resources and develop tools and processes for assessing quality of support services, feedback mechanisms and self-assessment systems.
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    Challenges and best practices in the use of e-learning technologies for teaching and learning at UOTs : a case study of the Durban University of Technology
    (2021-12) Ramroop, Navitha; Reddy, Karunanidhi
    This study reflected on the current context of the South African higher education landscape by focussing on the role that technology plays in academia for successful teaching and learning, with particular reference to elearning. Higher education institutions (HEIs) are re-designing their curricula to merge existing teaching and learning content with technological practices and applications, with the goal of producing appropriately qualified graduates who will be globally recognised and best suited for industry. Literature on the subject revealed that technology-enhanced learning, or e-learning, has peaked in most parts of the world. However, each educational institution is unique and the challenges and opportunities posed by e-learning differ. The uniqueness differs because the technological metamorphosis evolves around resources, skills sets, infrastructure and the mind-sets of lecturers and students. The common belief is that technology empowers people, enabling them to do what they want to do, promoting creativity and productivity. It was necessary (before researching the technology applicable for teaching and learning) to understand how teaching and learning occurred in HEIs. The findings revealed the learning and teaching processes, as expounded by the Constructivist Theory, as that which not only involves the transmission of information, nor is it deemed only as the acquisition of knowledge. The student is an active participant and the lecturer ensures the facilitation of the learning process. Technology adds a further dimension to teaching and learning practices, justifying e-learning in pedagogies. The aim of this study was therefore to investigate the challenges experienced and best-practices adopted in the use of e-learning technologies for teaching and learning at Universities of Technology (UoTs), with specific reference to the Durban University of Technology (DUT). An empirical research approach was adopted, with surveys being conducted with both teaching staff and students at DUT. Apart from determining the challenges and best-practices experienced by lecturers and students at DUT, the study has produced recommendations and intervention strategies to address the challenges of teaching and learning with e-learning. The development of a framework of strategies concluded the study, highlighting the challenges of e-learning while providing recommended intervention strategies, best-practices and a phased implementation plan. However, while this study focussed on the challenges and best-practices for e-learning in HEIs, the driving force in 2020 for institutions of higher learning to embrace technology as a teaching and learning tool was the Covid-19 pandemic. The study was already in progress when it was hindered by the pandemic. The Covid-19 pandemic spread at an unfathomable rate, resulting in medical institutions being unable to cope with the increased number of patients and fatalities, while businesses buckled under the strain of an economic downturn. Statistics revealed that as at 25 May 2021, the virus infected 167 million people globally, while claiming the lives of 3,47 million people. In South Africa alone, 55 874 people succumbed to the virus. Lockdown measures were necessary to curtail the spread of the virus. HEIs were also unfortunately forced to close their doors to students. The forced closure of HEIs did not deter lecturers and students from engaging in teaching and learning, but it forced a move away from the traditional teaching and learning practices. The Covid-19 pandemic has accelerated the need globally for all educational sectors to invest every effort into moving towards digital curricula. Even without the forceful nature of the Covid-19 pandemic, DUT had already embarked on the use of digital technology to enable teaching and learning. The impact of the global pandemic provided a platform to further highlight the challenges of using technology for teaching and learning, as well as the bestpractices adopted at the institution. Many significant findings arose from analysing the data produced from both the staff and the student surveys. The findings provided a plethora of rich information which aided in the development of the framework addressing the challenges experienced by staff (rigid teaching practices; the lack of access to technology; the lack of skills; poor infrastructure), as well as those experienced by the students (technology is a distraction to weaker students, the lack of concentration in online learning, the lack of human contact, the lack of access to technology). The findings relating to how the lecturers and students perceive the usefulness of technology in teaching and learning, as well as their perceived ease with the use of technological devices, are clearly depicted in the underpinnings of the Technology Acceptance Model (TAM). This is evident from the approach adopted by lecturers and students in the use of technology in higher education. The recommendations made in the study take into account the plight of the “have-nots”. The findings revealed that many students are not equipped to engage in e-learning as access to devices and data, as well as proper networking infrastructure, and a conducive learning environment are challenges. The recommendations suggest that HEIs need to be attentive to students who are less privileged or who emerge from disadvantaged backgrounds and hence need the minimum essentials for e-learning. In seeking solutions to the e-learning challenges in higher education, the Social Justice Theory and principles are of fundamental importance. Any other approach could result in solving technology-related challenges, but would leave those who require the support the most outside the ambit of transformation in higher education. The study has not only produced recommendations for addressing the elearning challenges, but has also developed a phased implementation plan for e-learning implementation at DUT.
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    Evaluating the role of higher education institution in enhancing youth development through community engagement in eThekwini
    (2021) Mnguni, Goodluck Noloyiso; Govender, Ivan Gunass
    Youth socio-economic development is one of the challenges facing South Africa. Youth are often perceived as problematic in the society due to the challenges including unemployment, school drop outs, drug and alcohol abuse; and unplanned pregnancies. The aim of the study is to evaluate the effectiveness of community engagement programmes in higher education institutions that promote youth socio-economic development. As young people from a major part of the society, they need to be engaged in empowerment and sustainable activities which will benefit the youth and a society as a whole. The objective of the study is to explore the programmes/projects initiated by higher education institutions at eThekwini region which promote youth socio-economic development through community engagement. The study used qualitative research approach as the study is interested in the depth of human experiences, personal and subjective views of how participants perceive and attach to community engagement youth socio-economic development programmes initiated by higher educations in their economies. The study used purposive sample as the study is only interested in people who are involved in community engagement youth socio-economic development initiatives and semi-structured interviews were used to collect data. The key findings of the study are that higher education institutions at eThekwini region play a significant role in enhancing youth socio-economic development.
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    Leadership and transformation in a South African university
    (Business Perspectives, 2015) Ngcamu, Bethuel Sibongiseni; Teferra, Damtew
    Politicized South African higher education institutions (HEIs) have influenced leaders to be indecisive, error free, fearful of taking risks, marginalizing resisters, emotional and failing to recognize their personal weaknesses while working well with leaders beyond the university. This study interrogates leaders’ capabilities that have the potential to drive transformation at the Durban University of Technology (DUT) in the post-merger and incorporation era. The researcher undertook this study to highlight the prevalence of leadership incapability in the post-merger and incorporation era at DUT which has mainly been caused by leaders failing to take transformative decisions. This study employed a quantitative approach guided by a structured survey questionnaire to a target population of 191 with a response rate of 70%. The questionnaires were analyzed using SPSS generating the reliability coefficient alpha of 0.947 indicating a high degree of acceptance and consistency of the results. The study findings revealed the highest percentage of the research participants who held opposite views regarding the statement that leaders learn from their mistakes (32%) and that they understand their personal weaknesses (27%), with the highest percentage being undecided (46%). Another major highlight of the study was the highest percentage of the respondents who had a view that leaders work well with other leaders beyond the university (55%) as compared to internal stakeholders (49%). Researchers mention leadership capabilities as only being applicable to higher education institutions in general. This study provides information on leaders’ incapability, post-merger and incorporation, which could be of benefit to the university change management specialists in the design of relevant and specific interventions of change with the aim of filling the gaps or preventing bottlenecks identified by the findings. This study will contribute to the body of knowledge in developing countries as there is a dearth of published studies investigating leadership capabilities mishaps in the post-merger and incorporation era at the Universities of Technology.
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    Crisis communication planning and management at higher education institutions in KwaZulu-Natal
    (2010) Hussain, Sameera Banu; Rawjee, Veena P.; Raap, Peter John
    The National Plan for Higher Education (2001) provides a framework for achieving the vision of a single co-ordinated higher education system. In order to meet the goals of this plan, various technikons and universities had to merge. Pityana (2004: 4-5) points out that, in addition to opportunities, various challenges have also emerged from these mergers. One such challenge is that higher education institutions may find themselves in tensions with their partners which may result in disagreements that could lead to crisis situations. Marconi (2005: 262) argues that, in crisis situations, the pace of the conflict accelerates dramatically. This means that the affected parties have to react very quickly or risk having their ability to protect their interests substantially reduced, hence the need for a crisis communication plan. Implicit in this plan is the importance of communication. McCusker (2006: 108) maintains that, often in crisis a situation, communication gets distorted. As a result, rumours often supplant real facts. Thus, clear communication needs to be pre-planned and increased during a crisis. This dissertation, therefore, sets out to investigate the role of communication during the planning and management of crises at higher education institutions in KwaZulu-Natal. It reports on preliminary results of in-depth interviews conducted at higher education institutions in KwaZulu- Natal and offers recommendations so that crises planning and management may be improved upon.