Submitted in fulfillment of the requirements for the Degree Master of Management Science in Administration and Information Management, Durban University of Technology, Durban, South Africa, 2016. / The purpose of the study was to explore the empowerment of women leadership, focusing on the Durban University of Technology. Statistics around the world have highlighted that women are under-represented in decision-making positions, with a specific focus on the academic sector; this study aims to review these statistics and establish which barriers prevent females from progressing to leadership positions. The target population was comprised of staff members from the Durban University of Technology and ranged from leadership, management, and lecturing, to entry-level employees. The technique of probability sampling was chosen in this research, with a sample size of 100 participants drawn from the population. Questionnaires were designed with both closed-ended and some open-ended questions, and were personally administered to all campuses of the Durban University of Technology, namely Ritson Campus, Steve Biko Campus, ML Sultan Campus, City Campus, Indumiso Campus and Riverside Campus. This study revealed that, although women are still under-represented in Higher Education, there are efforts being made to bridge this gap. This study found female leaders more productive than male counterparts at the Durban University and are able to run their department smoothly and efficiently. The study also found that there are internal respondents agreed that there are hidden difficulties in their department that women face and prevent them from moving into higher positions. Additionally, the study found that there are programs at the Durban University that empower women into leadership. This study contributes to knowledge of gender-based leadership and female empowerment into leadership positions, in the higher education sector. / M

RESEARCH REPORT SUBMITTED TO THE FACULTY OF EDUCATION, UNlVERSITY OF THE WITWATERSRAND IN PART FULFILLMENT OF THE REQUlREMENTS FOR THE DEGREE OF MASTER OF EDUCATION (EDUCATIONAL PSYCHOLOGY) / The pressing need in South Africa to discern on a fair basis the merits of disadvantaged students from deprived educational backg- ounds has been documented dynamic measures of testing which are designed to assess potential and learning processes rather than manifest ability, show much promise in this regard. The present study proposed that a learning processing paradigm which incorporates learning potential would best facilitate the inquiry Into alternative selection measures, This dynamic approach to selection accounts for the modifiability of students' cognitive processes and consequent performance. This study aimed to assess the effectiveness of both traditional and learning process selection measures among a group of both advantaged and disadvantaged students. A sample of advantaged and disadvantaged students in the Faculty of Commerce were assessed near the beginning of the academic year on nine different predictors of academic success. The traditional predictors were school marks, intelligence, home background, motivation and inductive reasoning. Learning processing measures were study processes, learning and study skills, learning processes and learning potential. The findings of the present study clearly demonstrated that the traditional measures were invalid predictors of future academic success for the disadvantaged students. Matric results and the test of intellectual functioning were however found to be significantly related to academic performance of advantaged students. The assumption of modifiability of students was supported through a moderator effect by enhancing predictability of disadvantaged students on the basis of the traditional inductive reasoning test. The single best predictor of academic success for the group of students as a whole was the learning process measure. The results suggest that it is wrong to admit disadvantaged students to the university on the basis of manifest functioning. The findings provide support for extending the learning potential and learning processing paradigm into academic prediction and to move more firmly into the educational-modifiable approach. / Andrew Chakane 2019

A report on a research study presented to The Department of Social Work, School of Human and Community Development, Faculty of Humanities, University of the Witwatersrand, in partial fulfilment of the requirements of the degree, Masters of Arts in Social Development, 2016 / Prior to 1994, education in South Africa was formally and legally segregated according to race. The post-1994 democratic government had the task of implementing educational policies to promote and facilitate equal access in the educational sector. Twenty-one years later, the expectation is that every citizen should be enjoying equal access, regardless of their socio-economic conditions. However, this is not the case, as most people are still excluded in the education sector by one factor or another. This study attempts to understand the factors that contribute to the slow transformation and access of rural learners to institutions of higher learning. Ten Grade 12 learners, consisting of five males and five females from the Vhembe District in Limpopo, were interviewed for the study. A qualitative research method was used with data collected using in-depth interviews supported by a question guide, to facilitate a discussion with the participants. From the findings of the research, three themes emerged, which participants indicated were constraints in accessing institutions of higher learning. These included educational factors, economic factors and socio-cultural factors. The research found that these factors cannot be treated in isolation from one another. This is supported by General Systems Theory, which argues that everything is connected to everything else (Dawson, 2006). Therefore, in addressing the issue of access to institutions of higher learning, improving the quality of school teachers will not automatically lead to access, as factors such as poverty and unemployment will still be prevalent. Thus, a broader more purposeful approach to social reform, as well as more comprehensive and equitable strategies of redistribution of wealth and income are required, to empower disadvantaged communities to access institutions of higher learning in South Africa. / GR2017

The primary purpose of this study was to develop an industry-specific total quality service framework (as a potential basis for an established total quality service model) for private higher education institutions in South Africa. The framework (as a tool) will contribute to the need to manage service quality of these institutions on a holistic and strategic basis. Service quality is a challenge for any enterprise, especially for those in the service industry. It is of particular concern for private higher education institutions and one of their key challenges due to the increasingly competitive, marketing-oriented and highly regulated environment. In this environment, these institutions have to function, survive and compete, not only with one another, but also with public institutions of higher education. Competition is on the increase, and private higher education institutions need to find new ways to compete if they wish to survive in this dynamic service industry environment. The offering of excellent service quality could add to the long-term sustainability of private institutions and it could therefore also be the differentiating factor for success. The literature review for this study suggested that service quality can only be improved by identifying industry-specific service quality dimensions as a basis for the development of industry-specific frameworks and models. Using a mixed methods research approach (exploratory sequential mixed methods research design), this research was conducted on six private higher education institutes with 13 sites of delivery. Stage 1 of the study consisted of the qualitative exploration of total quality service dimensions from a top management perspective by means of semi-structured in-depth interviews following a conversational mode. A thematic analysis approach was applied during the data analysis. The validity and reliability of the data were tested via different strategies of trustworthiness. The instrument development stage was added as an intermediate stage of the research study. The developed instrument was informed and complemented by literature as well as the qualitative findings. Stage 2 of the research study consisted of the quantitative exploration of the importance of total quality service dimensions from the perspective of the internal (lecturers) and external (students) customers. The questionnaire was distributed via e-mail to all specified students and lecturers of selected private higher education institutions in the sampling frame. Data analysis included an exploratory factor analysis approach, which was followed by a confirmatory factor analysis. A conceptual measurement model was presented consisting of five 26 dimensions (variables) represented by five primary constructs. Both the internal and composite reliability scores were strong and the confirmatory factor analysis yielded a model with good fit. The modified conceptual model demonstrated evidence of unidimensionality and construct validity. The final step in the data analysis process represented thematic analysis of responses to the only open-ended question in the questionnaire, which yielded additional service quality dimensions. The application of the exploratory sequential mixed methods research design thus culminated in the final total quality service framework, which consists of selected top management perspectives (qualitative stage), the conceptual measurement model (quantitative stage) and the additional service quality dimensions identified from the open-ended question analysis. The current study was a pioneering effort that bridged a significant gap with the development of the first total quality service framework for private higher education institutions in South Africa. The framework provides the first building blocks towards a comprehensive total quality service model for measuring, managing and continuous improvement of total quality service in private higher education in South Africa. / Business Management / Ph. D. (Management Studies)

A submitted thesis of Masters of Art in Social and Psychological Research, University of the Witwatersrand, Faculty of Humanities, School of Human and Community Development, 2017 / The career trajectory for persons with disabilities (PWDs) has largely been associated with decline and stagnation. Resilience and positive attributes have not been investigated related to graduates with disabilities (GWDs) successfully entering, adjusting to and further developing within the work environment. The aim of this study was to report on challenges, resilience and positive attributes amongst GWDs as a positive contributing factor to employment practices as well as policy. A participant sample of 6 employed GWDs (working age 26-45; 4 males and 2 females; 3 Black, 2 White and 1 Coloured) were individually interviewed. The participants’ disabilities consisted mainly of physical, hearing and visual impairments. The data was analysed using thematic and discourse analysis. Results show that despite the negative experiences encountered within the social and work environment, participants demonstrated resilience within their narratives and decision-making processes. A self-developed conceptual model of resilience and positive attributes was thus proposed to track this resilience. However, the resilience observed amongst participants did not fully reflect the existing definitions and theoretical frameworks around resilience. Critically re-examining these existing definitions and the theoretical framework showed new meanings can be derived with implications for policy and intervention. The fact that the majority of participants did not show awareness of or ownership of their resilience shows a missing key element – that they are not only making use of it, but they also do not even appear to realise its importance. / MT2018

As technology has become a part of our everyday lives, including our educational institutions, it will definitely have an impact on the teaching and learning. The premise is that the use of ICTs has the ability to transform teaching and learning effectively if it is implemented constructively. The research is to ascertain whether Facebook is used for academic purposes as well as the integration of other Information and Communications Technologies. The study was conducted with a group of lecturers at the University of the Witwatersrand. Data was collected by conducting semi-structured interviews. The interviews were audio-recorded and transcribed at a later stage. Common themes were identified. Positivity about the implementation of ICTs as well as institutional support is imperative for lecturers to continue their commitment to the process.

M. Tech. Business Information Systems / The main objective of this study was to develop a framework for the utilization of Web 2.0 tools in teaching and learning in a university of technology. The study was informed by data that was collected quantitatively from the Tshwane University of Technology (TUT). Extensive literature review was conducted and by using content analysis 36 factors were deduced.

This study used a qualitative methodology to investigate black first - year students’ perceptions of their families’ influence in their career decisions. This was motivated by the fact that, post 1994, the number of career options available to black students has increased. As more opportunities become available, it is vital that student s entering tertiary education are equipped with the necessary skills and support to make informed career decisions. There a re a number of individual and environmental influences on career decisions. This study focused specifically on family and community influences. Fifteen participants (aged 18 to 30 years) were interviewed in order to answer the research questions. There wer e nine female and six male participants. The data was analysed through thematic analysis and suggested that there is a strong link between a family’s socio - economic status and student career decisions. In addition, the availability of family socio-emotional support was also found to be a major influence in career decisions. The dissertation concludes that appropriate career education and guidance are essential for previously disadvantaged tertiary education students in order for them to maximise the opportunities available to them / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2009.

No abstract available. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2009.

Submitted in partial fulfilment of the requirements for the Degree of Masters in Business Administration (MBA), Business Studies Unit, Faculty of Management Sciences, Durban University of Technology, 2008 / Customer satisfaction is the key ingredient to the success of any business. This is the most important factor that creates loyal customers. Presently, organisations are attempting to obtain increased customer satisfaction by focusing on the quality of their products and the service provided. Students were identified as customers of HEI’s. This research focuses on the determination of customer perception of service quality at the Business Studies Unit (BSU) of the Durban University of Technology. The objectives were: to identify expectations of students of the BSU; to identify the perceptions of students of the BSU and to measure and compare the expectations and perceptions of students using the SERVQUAL score. Customer perceptions were determined by means of a quantitative survey conducted at the BSU lecture venues using the self-administered SERVQUAL questionnaire. One hundred and ninety five respondents were surveyed. Data was analysed using descriptive and inferential statistics. The questionnaire measured students’ expectations and perceptions in five dimensions of service that consists of tangibles, reliability, assurance, responsiveness and empathy. The results demonstrated that in each of the five SERVQUAL dimensions, there was a negative quality gap. The largest gap was in the tangibles dimension. Also, there were significant differences between perceptions and expectations of students in all of the five SERVQUAL dimensions (p<0.001) Improvements are needed across all five dimensions. Results have shown that students’ perception of service quality at the BSU falls below their expectations, presenting a great challenge to the institution. In order to improve service quality, it is recommended that the BSU regularly assesses employees, as well as customers’ experiences and provide prompt feedback.