Submitted in fulfilment of the requirement of the Doctor of Technology degree in Information Technology, Durban University of Technology, Durban, South Africa, 2015. / Research productivity is one of the core functions of a university and it plays a crucial role for a nation to develop and find its standing in our global world. This study examined the effect of ICT adoption and training on the research productivity of university academics. Much research has been done on using technology in research with a view to increase productivity. However, hardly any research could be found on the use of ICT combined with ICT training with a view to increase research productivity. This study addressed this gap in the literature. The study sought to design a model that can increase research productivity of academics while optimizing ICT adoption and training effects. The study was conducted at four public universities in KwaZulu-Natal, South Africa, whilst the part of the study on ICT training was conducted at one of the four universities. This study was conducted both in the form of a survey of 103 university academics and in the form of experimental sessions, where the use of ICT (EndNote, NVivo, AMOS, SPSS, and Turnitin) with training was used for research, the use of ICT without training was used for research and, finally, a session where a manual system (without using research software/tools and training) was used for research. The overall aim of the study was to investigate and design a model for the increase in research productivity of academics in universities after having adopted ICTs. The final results of the research revealed that the use of ICT tools (EndNote, NVivo, AMOS, SPSS, and Turnitin) with training increases research productivity as compared to using ICT tools without training, and/or using a manual system (without using research software/tools and training). A statistically proven model is recommended with a view to increase research productivity of academics.

Submitted in fulfilment of the requirement of the Doctor of Technology degree in Information Technology, Durban University of Technology, Durban, South Africa, 2015. / Research productivity is one of the core functions of a university and it plays a crucial role for a nation to develop and find its standing in our global world. This study examined the effect of ICT adoption and training on the research productivity of university academics. Much research has been done on using technology in research with a view to increase productivity. However, hardly any research could be found on the use of ICT combined with ICT training with a view to increase research productivity. This study addressed this gap in the literature. The study sought to design a model that can increase research productivity of academics while optimizing ICT adoption and training effects. The study was conducted at four public universities in KwaZulu-Natal, South Africa, whilst the part of the study on ICT training was conducted at one of the four universities. This study was conducted both in the form of a survey of 103 university academics and in the form of experimental sessions, where the use of ICT (EndNote, NVivo, AMOS, SPSS, and Turnitin) with training was used for research, the use of ICT without training was used for research and, finally, a session where a manual system (without using research software/tools and training) was used for research. The overall aim of the study was to investigate and design a model for the increase in research productivity of academics in universities after having adopted ICTs. The final results of the research revealed that the use of ICT tools (EndNote, NVivo, AMOS, SPSS, and Turnitin) with training increases research productivity as compared to using ICT tools without training, and/or using a manual system (without using research software/tools and training). A statistically proven model is recommended with a view to increase research productivity of academics. / D

While existing literature shows a considerable increase in the numbers of women in academia research on the experiences of women in universities has noted their continued occupation of lower status academic positions in relation to their male counterparts. As the ladder gets higher, the number of women seems to drop. These studies indicate the marginalization of women in academic settings, highlighting the various forms of subtle and overt discrimination and exclusion women face in academic work environments. In this study I ask how academic women in South Africa narrate their experience of being ‘outside in’ the teaching machine. It has been argued that intertwined sexist, patriarchal and phallocentric knowledges and practices in academic institutions produce various forms of discrimination, inequality, oppression and marginalization. Academic women report feeling invisible and retreating to the margins so as to avoid victimization and discrimination. Others have pointed to the tension between the ‘tenure clock’ and the ‘biological clock’ as a source of anxiety among academic women. Where a masculinised presentation of the self is adopted as a solution to this dilemma, the devaluation of the feminine in the academic space is confirmed. However, experiences of academic women are not identical. In the context of studies showing the importance of existing personal and social resources, prior experience and having mentors and role models in the negotiation of inequality and discrimination, I document the narratives of women academics who are the first in their families to graduate with a university degree. These first-generation academic women are therefore least likely to have access to social and cultural resources and prior experiences that can render the academic space more hospitable for the marginalised. Employing Spivak’s deconstruction of the concept of marginalisation as my primary interpretive lens, I explore the way in which, in their narratives, first-generation academic women negotiate marginality. These narratives depict a marginality that might be described, following Spivak, as ‘outside/in’, that is, as complex and involving moments of accommodation and resistance, losses and gains, pain and pride.