A Dissertation submitted to the Faculty of Arts University of the Witwatersrand, Johannesburg, for the degree of Master of Arts Johannesburg 1975 / No abstract

Research in partial fulfilment of the degree: M.COM (by course work) University of the Witwatersrand, Johannesburg / Andrew Chakane 2018

Thesis (MTech (Business Administration))--Cape Peninsula University of Technology, 2005 / The era kno"n as the Industrial Revolution was a period in which fundamental changes occurred in agriculture, textile and metal manufacture, transportation, the social structure and economic policies. The large number of unskilled people provided cheap labour and was used as easy replaceable tools. Employees have since become companies' most expensive '''assets''. The Internet was originally designed for military applications. The US military wanted a network that could withstand a terrorist attack and stilI work if important communication areas had been destroyed. The Internet, also known as the giant network of networks, has become a major catalyst for electronic business. The Internet caused the shape of companies to change and the way they conduct business. For example the Intemet enabled companies to be run from home and changed the old companies' structures. Sending data via a network is a lot faster and less expensive than making a telephone call or sending a messenger. Businesses have become more dependent on the Internet to generate revenue. E-commerce refers to the buying and selling of goods and services on the Internet and reduces the cost of doing business. The down side is that companies are also more exposed to inherent security risks. New technology with old methods of working is also no longer feasible. Many clerical tasks disappear and both the job functions of staff and the supervisory functions and procedures change. Information technology (IT) is increasing productivity, and thus, for a given output, a smaller number of people are employed. Increasing numbers of workers are retrenched when still in mid-career because labour is a most expensive commodity. The reduction in overheads and improved response of modem administrative systems increase the opportunities for organisations of all sizes to compete on an international level.

The outsourcing market for information technology services has been transformed over the last few years. Outsourcing, once inspired primarily by cost reductions, now forms part of overall company strategies in order to improve focus. Intent: The purpose of this research project is to conduct a critical analysis of the outsourcing of information technology infrastructure. In particular, this paper will focus on the process followed and on adherence to good corporate governance and business ethics. This dissertation addresses (i) the strategic reasons for outsourcing, (ii) reasons for not outsourcing, (iii) the different types of models available, (iv) the outsourcing process to follow, and (v) the risks associated with outsourcing. These five aspects were all empirically tested in Trans Hex. Findings: The main findings were that (i) no recognized formal process had been followed; (ii) the risk profile of the outsourcing company changed and (iii) a post-outsourcing review is required to determine whether the process is working as planned and to identify opportunities for improvement. Conclusion: A new approach is needed to improve the viability and success of outsourcing information technology infrastructure. Based on the present findings it is argued that a holistic approach to information technology infrastructure outsourcing should be adopted which combines several outsourcing processes into a company-specific outsourcing process framework.

The purpose of this research is to develop a better understanding to why South African educators embrace or resist Information and Communication Technologies (ICTs) in teaching and learning by exploring the complex interplay between teachers’ pedagogical beliefs, their efficacy beliefs, their context beliefs and their use of computers in the classroom. The study hypothesises that teachers’ behavioural intention, whether and how to use ICTs in the classroom, is determined by a set of teacher-related variables, which include, their pedagogical beliefs, selfefficacy beliefs and context beliefs. The specific teacher-related variables that are of significance for this study include: teachers’ pedagogical beliefs, self-efficacy beliefs, computer self-efficacy beliefs and computer anxiety. A correlational analysis was performed to determine the complex relationships amongst these thinking processes and their effect on the utilisation of ICTs. In addition, teachers’ perception of their principals’ technology leadership was investigated. Four interrelated dimensions were investigated, that is: (a) vision, planning and management; (b) staff development and training; (c) technology and infrastructure support; and (d) interpersonal and communication skills. A mixed method of quantitative and qualitative research was employed to collect data at a secondary and primary ex-model C school in the Southern Suburbs of Cape Town. Convenience sampling was applied in this study. A total of 23 teachers participated voluntarily in the research project. The results of the study suggest that teachers’ self-efficacy beliefs, computer self-efficacy beliefs and computer anxiety directly affect their computer use, while the principal’s technology leadership only has an indirect effect on their computer use via the mediating variables: self-efficacy beliefs and pedagogical beliefs.

A thesis submitted to the Wits School of Education, Faculty of Humanities, University of the Witwatersrand in fulfilment of the requirements for the degree of Doctor of Philosophy, 2017 / This thesis reports on the first year pre-service teaching students’ development of digital competence at a South African university in 2013 and 2014. The aim of the study was to investigate the students’ levels of digital competence as they commenced their first year of study. I also examined the barriers and enablers, as identified in the literature, and their impact on the students’ successful engagement with Information and Communication Technologies (ICTs). In addition to this, the possible influence of computer attitude and a belief in one’s own ability (self-efficacy) supplement the research findings in this area. I present quantitative and qualitative data that explore the students’ digital competence levels and their understanding of what it means to be digitally literate. A definition particular to this group of students is proposed. In their definition of digital competence, the majority of the first year pre-service teaching students perceived digital competence to be a functional skill. This is the ability to operate digital devices and their relevant applications in the quest to learn and become self-reliant. This definition is aligned to Covello’s (2010) description of an understanding of how to use computers and application software for practical purposes. This ability to functionally operate various devices (FutureLab, 2010), the ability to use computers and other technology to improve learning, productivity and performance (JISC and Mc Hardy, 2013), links to one part of Ferrari’s (2012) digital competence definition as the knowledge, skills, attitudes, values and awareness required when using ICTs and digital media. After completing a baseline digital competence test as they entered the HEI, I found that 43% of the first year pre-service teaching students failed the test. I identified three main factors that impacted negatively on a first year pre-service teaching student’s engagement with ICTs and ultimate development of digital competence. These include inexperience with ICTs, access and user-unfriendliness of software. Four main enablers to the effective use of ICTs include previous experience using ICTs, previous and current access to ICTs, userfriendliness of software, and finally, support in the form of support material or people. Using quantitative findings obtained from the completion of the Loyd and Gressard Computer Attitude Scale (CAS), I ascertained the students’ computer attitudes. Through the application of the Murphy’s (1989) Digital Self-Efficacy test, the current levels of the students’ digital self-efficacy (DSE), or beliefs in their own abilities, were established. I found no correlation between computer attitude and a student’s digital competence. The majority of students who failed the baseline test had a positive computer attitude. I also found the majority of students surveyed had a strong or very strong belief in their own ability. The majority of the students who passed the test had a very strong DSE and the majority of students who failed had an average to strong DSE. Students who passed the test tended to have higher DSE levels than students who failed the baseline test. A strong belief in one’s own ability was found to be a strong determiner in learning to become digitally competent. A unique application of Actor Network Theory was employed in the data analysis. The analysis methodology was informed by an adaption of Barab, Hay and Yamagata-Lynch’s (2001) node components. The use of Actor Network Theory as an analytical lens in the data analysis, confirmed the importance of zooming in on and unpacking a student’s network of learning to better understand the hidden processes at work. Through an analysis of six students’ networks of learning, I found that each student’s learning network was unique. Using actor network theory to scaffold my analysis it became apparent the differences in the students’ learning networks told a more important story than the few commonalities. The only commonalities evident between the six students in the moment I unpacked each learning network were that they were both initiators and participant in their networks. They interacted with digital devices and were not first time ICT users. These commonalities seem quite immaterial when compared to a minimum of 16 differences. A few of the identified differences include the digital resources the students relied on, their computer attitudes, levels of digital self-efficacy and their baseline test results. My study contributes to knowledge in four ways. Firstly, I establish the digital competence skills of first year pre-service teaching students. Secondly, I identify the barriers first year pre-service students encountered when using ICTs. Thirdly, I look at the possible impact of computer attitude and digital self-efficacy on the development of digital competence. Finally, I detail the networks of learning to be digitally competent. Through this expansion of students’ networks of learning, the connections between the various nodes and actants at work become apparent. This gives readers insight into what nodes are at play within these networks and what the pre-service teaching students identify as significant in their learning. In this study, I confirm the necessity for a first year digital competence or ICT course. My study shows that the students entered the HEI with low levels of digital competence and encounter multiple barriers when accessing ICTs. While literature suggests computer attitude impacts on the development of digital competence, in the reality of my study, I found digital self-efficacy to have a higher statistical correlation with digital success. Studies such as mine provide detailed descriptions and analyses of the practice of coming to be digitally competent. The identification of, and investigation into the possible factors impacting on a pre-service teaching student’s development of digital competence better assists Higher Education Institutions and course designers alleviate possible barriers, while increasing enablers. / XL2018

M.Tech. Business Administration. Business School. / Business organisations who have implemented the Systems Applications Product (SAP) are increasingly looking to get more value out of their investment. With increased pressure to be competitive in all aspects of the business, organisations are increasingly sceptical about information technology benefits and its associated high costs. This research will be conducted at various business organisations in South Africa, who deployed the SAP system. Jordan (2008:395) states that software is design intensive, symbolic, abstract and constrained by intellectual complexity more than by physical laws. The analogy can thus be drawn that the level of complexity underlines the business's ability to extract real value from the investment, and relies heavily upon the insight and understanding of the people responsible for the deployment and ongoing configuration and customisation of the system, in line with organisational processes and goals.

Dissertation submitted in compliance with the Master's Diploma in Technology: Medical Technology, Technikon Natal, 1994. / The arena with the for medical technologists result that educational is continually changing directive must change accordingly. A number of big issues have changed the role of the medical technologist. Cognisance of the identified issues is essential if the profession is to survive the year 2000. The future directions of medical technology ar~ analysed in this disseration in order to identify the knowledge and skills that the professional medical technologist will require for the 21st century. The factors which have up to now introduced dramatic changes in clinical pathology laboratories will also present certain opoortunities for laboratory professionals but taking cognisance of the necessity for change and professional ability. This study was thus conducted to explore the educational requirements necessary for the professional future of medical Africa. laboratory technologists in the Republic of South !'.C.,' . A t~eoretical sub-structure lays the foundation for the study. The literature review in Chapter 2 outlines medical technology eduction both in the Republic of South Africa and in certain other countries. The necessity for change in the education of medical laboratory technologists is addressed here. Chapter 3 examines the factors (gleaned from the literature) which are producing a need for such dramatic change for the century ahead. It also examines the role of the technikons and the roles of the technikons with regard to the training of medical technologists and the influence of academic drift. The methodology in Chapter 4 explains the structuring and administration of a questionnaire used to capture data from registered medical laboratory technologists in the Republic of South Africa. The processed data results are discussed in Chapter 5. Tables are presented at the conclusion of certain groups of major issues. Chapter 6 concludes with the findings / M

M.Ed. / In the light of the increasing need for tertiary education, recent technological developments, and the vast and logarithmic developments in the natural sciences, this investigation endeavors to provide guidelines for the development, implementation, and evaluation of a multimedia learning package for use in the natural sciences ...

Using a Mixed Methods Convergent Parallel Design this study examines the Behavioural Intentions of the District eLearning Coordinators (DELCs) in the Gauteng Department of Education. The study posits that the educational beliefs of the DELCs are a significant factor in influencing their Behavioural Intentions with regard to their role concerning the integration of Gauteng Online into teaching and learning. Its purpose is to explore whether the DELCs intend to perform their roles in constructivist “Just-in-time” ways. It does this by examining their pedagogical beliefs, their knowledge about technology integration as well as other salient beliefs as formulated in the Theory of Planned Behaviour and by finding out whether these have a bearing on their intentions to provide support and professional development for teachers in the GDE. The study draws on key theories like the Theory of Planned Behaviour, theory about teacher knowledge for technology integration – Technological Pedagogical Content Knowledge (TPACK) amongst others to explore these beliefs and behavioural intentions.