Sustainable environmental practices need to be integrated into a university's infrastructural operations. Universities are entities that function within financial constraints with varying priorities across both administrative and educational functions. Unfortunately, these financial constraints often imply that a university's potential leadership role can only be realised should the viability (business case) of a proposed intervention be determined. This study focuses on the determination of a relational sustainable indicator and a relational cost factor. A relational sustainable indicator demonstrates how a university can collectively determine the contribution made to sustainability by various sectors of infrastructure. This is developed by means of a secondary study. Two components are important for calculating the relational sustainability indicator, namely, green infrastructure attributes and the basic elements of sustainability systems, namely, the environmental, economic and social dimensions of sustainability. The determination of a relational cost factor involves the quantification of the costs associated with alternative infrastructure provision. In particular, attention is paid to demand-side management costs, rationalising spatial growth costs, green building development costs, operation and maintenance of existing buildings costs, wastewater infrastructure costs, water infrastructure costs, energy infrastructure costs and transport infrastructure costs. Once the actual costs of each intervention category are determined, a relational sustainable cost factor can be calculated. Utilising the costs in the eight categories identified, a relational sustainable cost factor is determined. A resultant relational cost benefit as per the eight defined categories of sustainable infrastructure provision is derived from the relevant costs of sustainable infrastructure provision, the resultant relational cost factors and, finally, the relational sustainability indicators. It is proposed that that the determination of a budget split between the various interventions based on the resultant relational cost factor occur as follows: - Demand side management interventions: 15.97percent - Rationalising spatial growth: 6.72percent - Construction of green buildings: 24.37percent - Operations and maintenance: 21.85percent - Wastewater: 7.56percent - Water: 1.68percent - Energy: 12.61percent - Transport: 9.24percent. This study provides a platform to guide how and where to invest in sustainable infrastructure and provide direction in determining a budget split between various categories of sustainable infrastructure development.

Thesis (M.Com. (Development Theory and Policy))--University of the Witwatersrand, Faculty of Commerce, Law and Management, School of Economic and Business Sciences, 2017 / The South African higher education student protests which began in October 2015 have culminated in the student body voicing increased demands for the implementation of free fee higher education. Key policy stakeholders and commentators have been critical of this demand stating that such a policy would be regressive and ‘destructive’ due to the fact that the rich dominate the student cohort, the net result of which would be the poor funding the higher education of the rich. There is a continued emphasis on the private benefits that higher education provides graduates, therbey necessitating tuition fees. This paper has shown that these arguments, dating back to the 1970s, have weak theoretical foundations. The view that the rich dominate the student cohort is questioned with the finding that only 18% of the households containing students are classified as rich. As the rich provide 97% of personal income tax revenue and 76% of value added tax revenue it would be difficult for the poor to fund the rich. The states ‘chronic underfunding’ of the higher education system comes amid ‘budgetary pressures’ highlighting the continued adherence of the state to fiscal austerity measures. These austerity measures have increasingly shifted the financial burden of higher education onto students. A financial burden that 80% of households are deemed to require financial assistance to meet. In reducing state funding to the higher education system, in real terms, the private benefits of higher education are used to lure students into paying ever increasing tuition fees, even taking on debt in order to do so. / GR2018

A thesis submitted in fulfilment of the requirements of the degree of Master of Art by research in the Department of Sociology, University of the Witwatersrand, April 2017 / Fire lives briefly, breathes sharply and spreads with urgency across the surface of the earth. Writing from Inside the Fire offers a series of reflection on the fire-centered politics that have been ignited within the RhodeMustFall and FeesMustFall movements. in this paper I trace the political roots of fire and explore the ways in which it employed as a tool of resistance and empowerment during the anti-apartheid struggle.: [Abbreviated Abstract. Open document to view full version] / XL2018

Fraud and corruption cost South Africa billions of rand yearly. Institutions of higher learning are no less vulnerable to fraud and corruption than other organisations, but are also subject to risks that are unique to academia. The Public Finance Management Act. No.1 of 1999 requires Public entities including the councils (university or college controlling body) of public institutions of higher learning to adopt enterprise risk management, which includes a fraud and corruption risk management policy and procedures. The function of the fraud and corruption policy is to provide an objective strategy to prevent, detect and investigate any possible irregularity in order to prevent further loss in line with Corporate Governance requirements. The anti-fraud and corruption strategy measures include setting the appropriate tone by management of the institution, being proactive (fraud risk assessments), and being reactive (reporting process, investigation and taking appropriate action). The actions include disciplinary action and criminal or civil proceedings in order to recover assets lost. The procedures address the implementation of the policy. This research focused on identifying the relevant issues that could be included in the formulation of fraud and corruption risk management policies and procedures for institutions of higher learning. The research was conducted using a qualitative methodology consisting of a document analysis and interviews. It was found that, out of eleven institutions of higher learning investigated only one institution meets the criteria set out in the framework developed in the research as an assessment tool. The other institutions involved in the research did not have fraud and corruption risk management policies or procedures and therefore did not comply with the Public Finance Management Act.

The procurement function accounts for the largest total amount of organisational expenditure. This fact notwithstanding, the function is still referred to as non-strategic and is often subordinate to finance in the public or service sectors, and is therefore considered as a non-value-adding task in some organisations. Despite the fact that renowned scholars have revealed that organisations may eliminate waste, realise more prospects and cut costs if they implement procurement best practices. It is reported that few organisations have adopted procurement best practices, especially in the public sector. In South Africa, public universities face numerous procurement challenges, such as procurement irregularities and wasteful expenditure of resources and money. Corruption and maladministration in the procurement system have been noticed, which involves among others, the payment of suppliers, owned or co-owned by university employees who have failed to declare their interest when providing services to the university. This study determines whether South African comprehensive universities conduct procurement according to the best practices. In order to investigate the problem, an exploratory study was carried out in two phases. The first phase comprised the literature study, while the second phase entailed an empirical study. Face-to-face interviews were conducted using open-ended questions. The findings of the study revealed that that some participating South African comprehensive universities do not conduct their procurement according to procurement best practices and consequently do not contribute sufficiently to the university’s overall objectives for competitive advantage and sustainability. While others displayed elementary initiatives in the adoption of procurement best practices, some universities had developed turnaround strategies for implementing procurement best practices. The slow progression can be attributed to the rigid, cumbersome and unclear public procurement policies that govern procurement in South Africa. So, comprehensive universities face diverse challenges in the adoption of procurement best practices. A framework for implementing procurement best practices in South African Comprehensive universities was developed. / Business Management / M. Com. (Business Management)

The procurement function accounts for the largest total amount of organisational expenditure. This fact notwithstanding, the function is still referred to as non-strategic and is often subordinate to finance in the public or service sectors, and is therefore considered as a non-value-adding task in some organisations. Despite the fact that renowned scholars have revealed that organisations may eliminate waste, realise more prospects and cut costs if they implement procurement best practices. It is reported that few organisations have adopted procurement best practices, especially in the public sector. In South Africa, public universities face numerous procurement challenges, such as procurement irregularities and wasteful expenditure of resources and money. Corruption and maladministration in the procurement system have been noticed, which involves among others, the payment of suppliers, owned or co-owned by university employees who have failed to declare their interest when providing services to the university. This study determines whether South African comprehensive universities conduct procurement according to the best practices. In order to investigate the problem, an exploratory study was carried out in two phases. The first phase comprised the literature study, while the second phase entailed an empirical study. Face-to-face interviews were conducted using open-ended questions. The findings of the study revealed that that some participating South African comprehensive universities do not conduct their procurement according to procurement best practices and consequently do not contribute sufficiently to the university’s overall objectives for competitive advantage and sustainability. While others displayed elementary initiatives in the adoption of procurement best practices, some universities had developed turnaround strategies for implementing procurement best practices. The slow progression can be attributed to the rigid, cumbersome and unclear public procurement policies that govern procurement in South Africa. So, comprehensive universities face diverse challenges in the adoption of procurement best practices. A framework for implementing procurement best practices in South African Comprehensive universities was developed. / Business Management / M. Com. (Business Management)

Thesis (M. Dev. (Planning and Management)) -- University of Limpopo, 2022 / The National Student Financial Aid Scheme (NSFAS) was introduced in South Africa in 1999. Despite two decades of implementation—and some notable successes—the NSFAS has been critiqued for its overall “effectiveness” (McKay, Naidoo & Simpson 2018:25-27). This study investigated the effectiveness of NSFAS from the perspective of skills development among students at the University of Limpopo (UL). The study used a qualitative research design which purposively selected participants using a semi-structured interview instrument. The purposive sampling included nine NSFAS beneficiaries from the Faculties of Management and Law and Science and Agriculture and six NSFAS administrators working at UL. The study applied thematic analysis to analyse the collected data. The analysis enabled insights into the effectiveness of NSFAS on skills development among a limited sample at UL to be presented. The findings suggest that NSFAS funding contributes towards soft-skills development of student beneficiaries. There was less evidence that NSFAS funding contributed to hard-skills development. The study recommends that UL could introduce a number of measures to reinforce the soft-skills development that NSFAS catalysed such as internal mentorship schemes for students and/or engaged collaborations with non-academic partners to reinforce the soft-skills components of students learning experience. Due to the localised nature and small size it is suggested that further research is warranted into the impact of NSFAS on students soft-skills development at a broader scale. During the research process, the ethical rules and regulations dictated by the Turfloop Research and Ethics Committee (TREC) were complied with and the suggested protocols of the experiences of educational researchers in the use of case study design during the COVID-19 pandemic were also observed and adhered to.

Tertiary education campuses are no more the heart of peacefulness and scholastic study. They are turned into battlefields, administration and lecture hall buildings become the objects of siege, invasion and occupation. This is caused by the demands by students for adequate financial aid, the declining financial resources from government and the government's call for more access to tertiary education especially for the historically disadvantaged students. The problems in tertiary education pertain not only to financial problems, they also include cultural diversity, social and political issues. The financial aid to tertiary institutions is the main theme in this research. The research is based on a study of international and South African tertiary education systems in order to find ways to manage student affairs in tertiary education effectively and efficiently and to establish management strategies that will be acceptable to students, management, parents, all stakeholders and interest groups. In the end the management in tertiary education institutions should be able to effect the transformation based on the profound deficiencies of the present system which inhibit Higher Education's ability to meet the moral, social and economic demands of the new South Africa in the context of national and global opportunities and challenges. / Educational Leadership and Management / M.Ed. (Educational Management)

Tertiary education campuses are no more the heart of peacefulness and scholastic study. They are turned into battlefields, administration and lecture hall buildings become the objects of siege, invasion and occupation. This is caused by the demands by students for adequate financial aid, the declining financial resources from government and the government's call for more access to tertiary education especially for the historically disadvantaged students. The problems in tertiary education pertain not only to financial problems, they also include cultural diversity, social and political issues. The financial aid to tertiary institutions is the main theme in this research. The research is based on a study of international and South African tertiary education systems in order to find ways to manage student affairs in tertiary education effectively and efficiently and to establish management strategies that will be acceptable to students, management, parents, all stakeholders and interest groups. In the end the management in tertiary education institutions should be able to effect the transformation based on the profound deficiencies of the present system which inhibit Higher Education's ability to meet the moral, social and economic demands of the new South Africa in the context of national and global opportunities and challenges. / Educational Leadership and Management / M.Ed. (Educational Management)

Government policies on subsidising higher education institutions may have a direct impact on the behaviour of researchers and managers respectively. Therefore, this thesis looks for clues on how higher education institutions respond to the government funding policies, with special reference to the New Funding Framework (NFF) introduced in South Africa in 2001. The funding framework specified that research funding would be determined only on the basis of research output. The NFF puts emphasis on the number of publications produced by higher education institutions per annum to determine their subsidy amounts. Governments use quantitative formulas to allocate research funds to higher education institutions based on their production of output. The current South African funding framework is arguably consistent with some international suggestions of the role that government funding can play in the implementation of national higher policies. This thesis uses higher education research output as a measure of knowledge production. As such, the thesis was set out to determine the effects that the research subsidy component of the NFF might have had on South African public higher education institutions‟ knowledge production between 2001 and 2006. The thesis argues that the subsidy component of the NFF has had positive effects on the knowledge production of South African public higher education institutions (HEIs). An empirical analysis of the output trends of South African HEIs for the period under review has shown a steady increase, more especially from 2003. The thesis attributes the new trend in higher education research output to the successful implementation of the NFF. It is thus concluded that considering the output trends of the period under review, the implementation of the NFF is yielding positive effects towards achieving its intended goal of increasing research output of South African public HEIs. / Public Administration / D. Admin. (Public Administration)