The research describes how creativity in higher education can be introduced as a concept that could enhance the creative thinking and application of adult learners enrolled in the Advertising Management Diploma. A number of different routes were attempted in order to answer the research question „can creativity be taught? ‟ Cord and Clement (2010) stated that adult learners should be allowed to practice their skills and prior knowledge, and that the learning material should promote generic workplace skills. The research discovered that the learning material for the Advertising Management diploma does little to enhance or even cater for imagination and creative application. It is vital for accurate application to take place, as this will enhance creativity. The problem formation is centered on the lack of sufficient skills in using one‟s imagination to generate creative ideas. This research study included five research activities that employed a semi-structured interview that involved sessions spanning over a period of six months, aligned to the course material‟s learning outcomes, and creative application of such acquired knowledge. It was established that, in order to further the creative application of young adults, it is important that they are able to link theory to practical and so be able to create concrete examples of what they are capable of doing. / ABET and Youth Development / M. Ed. (Adult Education)

MCom (Human Resource Management) / Department of Human Resource Management and Labour Relations / The study investigated the relationship between leadership styles and organisational commitment in two selected higher education institutions in South Africa. Transformation is a topical issue in the South African higher education institutions. The slow progress in attempts to transform the sector can be attributed to leadership styles and commitment. The study employed a quantitative research design and made use of a self-administered questionnaire to gather data. The Multifactor-Leadership and Organisational Commitment questionnaires were used for data collection. The researcher used stratified sampling by grouping employees from each institution into academic and non-academic strata. In this study, descriptive statistics, Pearson correlation, multiple regression analysis were performed. The study indicated that transformational leadership and transactional leadership styles are significantly correlated with some of the organisational commitment constructs. The results further revealed that transformational leadership style explained the variance on organisational commitment better than transactional and laissez faire. Therefore, the study concludes that there is no one size fit all and recommended that each institution should diagnose its own situation for better pictorial view of what will work for that organisation. It is further recommended that leaders in higher education institutions should embrace more of transformational leadership as it has potential of transforming these institutions.

Department of Curriculum Studies / See the attached abstract below

MCOM / Department of Human Resource Management and Labour Relations / This study sought to determine the influence of retention factors on employee organisational commitment at a higher education institution in South Africa. The study follows a quantitative methodology in which self- administered questionnaires were used to collect data from a stratified random sample of 274 participants. The strata were grouped as academic and nonacademic staff. Participants were then randomly selected from each stratum. Using Statistical Package for the Social Sciences (SPSS) version 23, both descriptive and inferential statistics including correlation and regression analyses were conducted to determine relationships between retention factors and employee organisational commitment variables. The Retention Factor Scale was used to collect data on retention factors and Organisational Commitment Questionnaire was used to collect data on employee organisational commitment. The findings indicated that job characteristics, supervisor support, career development and work-life balance are significantly related to employee organisational commitment. Furthermore, the results revealed that of the six retention factors, career development was the most significant factor which had an impact on employee organisational commitment. The study concludes that retention factors and their impact may differ based on different institutions, therefore, it is recommended that every institution should figure out the retention factors which have the most impact on their employees and find ways to improve employee organisational commitment.

M. Tech. (Department of Human Resource Management, Faculty of Management Sciences), Vaal University of Technology. / The relationship between motivation and job satisfaction at work has been one of the more widely researched areas in the field of management in different professions, but few studies in South Africa have explored these two constructs among academic employees in Higher Education. Although there is a positive relationship between the two constructs, it has been somewhat overlooked by researchers. The objective of this study therefore, is to determine the relationship between motivation and job satisfaction among academic employees at a University. In view of this the researcher seeks to establish whether a there is a relationship between the constructs understudy. The literature study explored the theoretical aspects of motivation and job satisfaction and their relationship. Using a quantitative research approach, the study hypothesised and investigated motivation and job satisfaction in a sample that consisted of 162 academic employees. Two instruments, namely the Work Preference Inventory (WPI) and the Job Satisfaction Survey (JSS), were used to collect the data and determine the existence of a relationship between motivation and job satisfaction. The Statistical Package for Social Sciences (SPSS) version 21.0 for Windows was used to analyse the data; these results are presented and discussed in detail. The study adopted a Confirmatory Factor Analysis technique using Structural Equation Modelling with a Partial Least Squares (semPLS) approach, to measure the relationship by calculating the Cronbach Alpha, the Composite Reliability (CR) value, the Average Value Extracted (AVE), Goodness of Fit and hypotheses. Findings of this study revealed that a significant positive relationship exists between motivation and job satisfaction with the enjoyment variable and job satisfaction reflecting a positive relationship and the other three variables (Challenge, Compensation and Outward Motivation) showing that a negative but significant relationship exists between these three constructs and job satisfaction. It has been recommended that management should look into putting proper motivation and job satisfaction initiatives into place and should also create opportunities for growth by giving academics challenging assignments and providing training and development strategies that will increase their motivation and job satisfaction.

M. Tech. (Department of Information Communication Technology, Faculty of Applied and Computer Sciences), Vaal University of Technology. / The influence of Information and Communication Technology (ICT) in the education system has encouraged both students and educators to become more and more computer literate. With the increased use of portable devices (tablets, PDAs, Smartphones, iPads etc.), mobile learning (m-learning) has gained popularity as it is believed to be an effective and efficient tool for content presentation and knowledge acquisition in education sector. The realisation of the benefits depends on the effective adoption of m-learning technology. The superseding purpose of this study was to investigate the adoption of mobile learning at a University of Technology (UoT) in South Africa. A quantitative study was carried out at an UoT in South Africa, with respect to mobile learning perceptions; 64 valid questionnaires were received from the participants. The proposed research framework/model derived from Extended Technology Acceptance Model (ETAM) and Technology Acceptance Model 3 (TAM3) was used. The Statistical Package for the Social Sciences (SPSS), version 25.0. was used for analysing data. The findings revealed that perceived usefulness of mobile learning, attitude toward mobile learning, service and system quality as well as perceived ease of use are significant predictors of intention to use mobile learning application. Perceived mobility on mobile learning strongly influences perceived usefulness more than perceived ease of use of mobile learning application. The study concluded that it is necessary to measure perception of potential users using the variables in the model proposed before adoption of mobile learning application to ascertain an effective adoption of the technology in education.

Thesis (MDev. (Planning and Management)) -- University of Limpopo, 2021 / Institutional transformation is a complex process that necessitates meticulous planning and management. As a result, it is imperative that an institution establishes effective leadership that will best steer the institution toward the desired objectives. Higher education and training is one sector that identified the need for transformation of its public tertiary institutions because of historical inequalities and imbalances, particularly with historically disadvantaged institutions. This magnitude prompted research on the effect of leadership on the transformation of historically disadvantaged institutions. The study used an exploratory sequential mixed-method approach that relied equally on primary and secondary data collection. Questionnaires, interviews, document analysis, and past publications were used to collect data that contributed to the study's conclusions. The findings of the study clearly show that effective leadership is a key factor in attaining the institution's transformational goals. The recommendations revealed that the institution's leadership should adopt a full transformational style of leadership qualities to ensure effective institutional transformation. This will provide the institution with greater opportunities and broaden its impact on society.

The goal of this research was to explore how students with blindness (SwBs) use information and communication technology (ICT) for learning at the University of South Africa (UNISA). To do this the critical paradigm was used as a way of viewing the educational world. Underpinned by Transactional Distance Theory, Cultural Historical Activity Theory, Universal Design for Learning and Critical Theory, the study was qualitative and used narrative inquiry. The selection of the participants was made through purposive and snowball sampling and data collected through life stories, in-depth and telephonic interviews. The findings culminated in two major findings: 1) the use of ICT for learning; and 2) inclusive digital approaches. The first has emerging themes, for instance, (a) challenges with mathematical, scientific and accounting signs; (b) inability to access graphic learning material; (c) incompatibility of software; (d) lack of timely access to electronic learning materials; (e) high cost of ICT tools; (f) personal computers and laptops; (g) myUnisa and myLife; (h) voice recorders, Brailler, screen readers and videoconferencing; (i) electronic mail (e-mail); and (j) mobile telephones. The themes for the second major finding include: (a) authentic use of student-centred approaches; (b) inconsistency between policy and practice; (c) testing and re-testing of assessment tools; and (d) regular seeking of students‘ views and experiences. The proposed ‗Inclusive Critical use of Technology‘ (ICuT) framework was developed to and can be used as an effective guide if it is foregrounded by applicable distance learning theories and appropriate technologies. The study recommends the use of inclusive and critical approaches when integrating ICT into teaching and learning. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Thesis (PhD)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: This dissertation explores the notion of (higher) education transformation in relation to logically necessary conditions which guide the concept. These logically necessary conditions (constitutive meanings) include: equity and redress, critical inquiry, communicative praxis, and citizenship. I explore how instances of these logically necessary conditions manifest in institutional plans at the universities of Cape Town, Stellenbosch, and the Western Cape. My contention is that these institutional plans seem to be tilted towards the exclusive implementation of performance indicator measures which might undermine deep educational transformation. In turn, deep educational transformation requires that logically necessary conditions be framed according to an African philosophy of educational transformation. KEYWORDS: Higher education, education policy, transformation, conceptual analysis, logically necessary conditions. / AFRIKAANSE OPSOMMING: In hierdie proefskrif word die konsep (hoër) onderwystransformasie ondersoek soos dit logies in verhouding staan tot die voorwaardes wat die konsep rig. Hierdie logiesnoodsaaklike voorwaardes (konstitusionele betekenisse) sluit in: gelykheid en regstelling; kritiese ondersoek; kommunikatiewe praksis en burgerskap. Ek stelondersoek in oorlhoe voorbeelde van hierdie logiese-noodsaaklike voorwaardes in die institusionele planne van die universiteite Kaapstad, Stellenbosch en Wes-Kaapland manifesteer. Volgens my lyk dit asof hierdie institusionele planne neig na die eksklusiewe implementering van maatreëls wat optrede aandui wat in-diepte opvoedkundige transformasie mag ondermyn. Aan die ander kant vereis in-diepte opvoedkundige transformasie dat logies-noodsaaklike voorwaardes binne 'n Afrika filosofie van opvoedkundige transformasie vertolk moet word. SLEUTELBEGRIPPE: Hoër onderwys, opvoedkundige beleid, transformasie, konseptuele analise, logies-noodsaaklike voorwaardes.

Transformation of the higher education system has come under the spotlight recently. At the core of this debate are issues pertaining to access and throughput rates at universities. Although access has improved significantly, throughput rates remain relatively low especially amongst black students (Council on Higher Education, 2017). The current study aims to explore the learning experiences and academic performance of postgraduate black students at the university of South Africa. Through a qualitative approach that included interviews, a phenomenological research design and critical race theory to gain an insiders perspective. This approach is chosen for its ability to generate rich descriptive and interpretive accounts of events based on the participant’s narratives. The findings revealed that the variation in learning experiences and academic performance was accounted for by background factors rather than student’s own intellectual or academic competencies. / Psychology / M.A. (Psychology with specialisation in Research Consultation)