M.Ed. (Educational Management) / Please refer to full text to view abstract

Although the concept of Bring Your Own Device (BYOD) was only first introduced in 2009, organisations and higher education institutions have shown an increasing interest in and tolerance for employees and students using their own mobile devices for work and academic purposes, to such an extent that it is predicted that BYOD will become the leading practice for all educational environments by the year 2017. Although mobile device usage is increasing in higher education institutions, it has been found that currently no generally recognised framework exists to aid South African higher education institutions with the implementation of BYOD. The problem is further worsened as research suggests that the number of new mobile vulnerabilities reported each year has increased. The primary objective of this study is to develop a framework for implementing BYOD in higher education institutions in South Africa. This primary objective is divided into several secondary objectives, which collectively aim to address the proposed problem. Therefore, the secondary objectives are to understand BYOD in organisations and the challenges it brings; to determine how BYOD challenges differ in higher education institutions; to determine the key components for implementing BYOD in higher education institutions; to determine the extent to which the BYOD key components relate to a higher education institution in South Africa; and to validate the proposed BYOD framework, verifying its quality, efficacy and utility. At first, a comprehensive literature study is used to determine and understand the benefits, challenges and key components for the implementation of BYOD in both organisations and higher education institutions. Thereafter, a case study is used to determine the extent to which the components, identified in the literature study, relate to an educational institution in South Africa. The findings from the case study, in combination with the key components, are then triangulated and a preliminary framework for implementing BYOD in higher education institutions in South Africa is argued. Furthermore, elite interviews are used to determine the quality, efficacy and utility of the proposed BYOD framework. To address the proposed problem, this research proposes a stepby- step holistic framework to aid South African higher education institutions with the implementation of BYOD. This framework adds a significant contribution to the work on this topic, as it provides a foundation upon which further such research can build. It is believed that such a framework would be useful for higher education institutions in South Africa and would result in the improved implementation of BYOD.

The public higher education sector in South Africa is governed by an act of Parliament which defines the governance organs and mechanisms required within institutions and the sector. This doctoral thesis begins by contextualising ICT governance within the levels of systemic governance in South Africa that have relevance to this study. It then continues by advancing the understanding of the state of Information and Communication Technology (ICT) governance in public higher education institutions in South Africa by investigating the level of pervasiveness, the level of ICT process maturity and the alignment of ICT to the institutional processes within these institutions. Subsequently, this thesis results in the production of a contextually appropriate value framework that contributes towards an understanding of the need for the improvement of ICT governance. A survey of the extant literature on governance, ICT governance, and the frameworks and standards associated with governance indicates that the methodological approach currently favoured in ICT governance research is predominantly interpretive and based on surveys and interviews. This study leans towards a Design Science approach paradigm using surveys for the qualitative data collection process. The empirical research data was gathered from the highest ranking ICT officers at public higher education institutions in South Africa. This study makes contributions on a number of levels – from the first known measurement of ICT pervasiveness within the context of higher education, to the measurement of ICT process maturity and the measurement of the alignment of ICT and institutional processes, to the design of a value framework that breaks down governance into layers indicating which governance organs are appropriate at the relevant layers and which governance mechanisms can be used to address governance at each layer of governance. This study therefore makes a contribution to the ICT domain for development research by demonstrating praxis for the improvement of ICT governance implementation in the public higher education sector in South Africa. This study makes both method design and practical contributions to the ICT body of knowledge at various stages of the research process. These contributions include reflection on and analysis of the data gathering approaches that occur within the public higher education sector and in the complex environment of institutional autonomy and academic freedom; the use of Agency Theory to support the ‗governance intent‘ transfer between the layers of governance in the value framework and the synthesis of the improvement of ICT governance with value creation. The findings of this study further contribute to an understanding of the dynamics and interrelatedness of aspects of governance and management, while making a contribution to theoretical research by extending practical and empirical understanding of the ICT governance environment in the public higher education sector in South Africa.

Thesis is submitted in partial fulfilment for the degree of Master of Education by combination of coursework and research to the Faculty of Humanities, School of Education at the University of the Witwatersrand, Johannesburg, 2017 / Higher education in South Africa in the 21st century faces the complex challenge of balancing the demands of the neo-liberal global agenda with meeting national goals and addressing individual student needs. Research reveals the current South African higher education system to be inefficient, characterised by high attrition and low success rates. This is despite major restructuring, new legislation and a committed focus on access and equality. Lack of government funding, inadequate capacity and public demonstrations of student frustration are indicative of a crisis. This study used the capability approach to investigate student experiences in a private higher education institution. Using a sequential explanatory mixed methods design within an interpretive paradigm, a broad survey was followed by in-depth individual interviews to understand the factors that enable and constrain first-year student opportunities and achievements. The study found that student access to and participation in higher education is strongly driven by aspiration, and supported by affiliations as well as students’ ability to reflect on their experiences. These capabilities foster identity, learning and agency. There are many personal, social and institutional factors that restrict student functioning. While these might constrain achievement and have the potential to foreshorten a student’s higher education career, students who are able to adapt and develop resilience to the particular challenges they face within their daily experience have further opportunities for realising their higher education aspirations. KEYWORDS: Capability Approach; Higher Education; Inclusion; Diversity; Capabilities / GR2018

Includes bibliography. / The aim of undertaking the project was to investigate the activities of the University of Cape Town Campus Control unit. The study is based on the premise that there is an underestimation of Campus Control work. A number of basic questions were examined in the field. The researcher sought to determine, among other things, the extent to which the unit's work is invisible, and the extent to which the university community's reported ambivalence and indifference to Campus Control practice a result of a lack of clarity regarding the role of the unit within the university. The research also moved from the premise that there is too great an emphasis on the use of crime statistics as indices of the unit' effectiveness. The racial and gender configuration of assignments was also investigated as was the training offered to new and old recruits. Participant observation as a body of different methods and techniques of research was used. The researcher spent six weeks in the field with the campus control officers in order to experience the demands of policing from "the native's point of view". The unit is in the process of transforming. It seeks to embrace the discourse of community participation with a view to getting the entire community involved in the provision of its own safety and security. The community involvement initiatives are also designed to improve the relationship between the unit and the community. In the past, the relationship has been a very traumatic one, fraught with mistrust and had far-reaching consequences for the unit's performance. The study comes to the conclusion that both women and blacks in Campus Control are a case of structural marginality. The unit does not reflect the racial and gender composition of the community it serves. It was also discovered that some of the unit's glaring shortcomings are played out in the sphere of training. The study should help members of the university community to understand and appreciate the role of this indispensable unit within the university community.

A thesis submitted to the Faculty of Arts in fuIrtlment of the requirements for the degree of DOCTOR OF PHILOSOPHIAE in the Department of Criminal Justice at the UNIVERSITY OF ZULULAND, 1995. / Any tertiary campus is a place composed of unique people requiring atypical law enforcement in comparison to other communities. Conflict between commonweal interests and proprietary responsibility calls for an unbiased discretionary and non-repressive approach to policing (protection) in a calm atmosphere that is conducive to learning for a tranquil environment sought in academia. Law enforcement agencies, including university campus protective systems, share the broad and sometimes vague mandate to enforce the law and keep the peace and order among their respective communities. Although a few studies have been conducted into overseas campus protective systems, no similar research has previously been undertaken in Southern Africa. This scientific research is thus the first of its kind in Southern Africa. The objectives of this study are therefore primarily - • to address the short-coming in knowledge about campus law enforcement in Southern Africa. Consequently, this research is aimed to analyze and define the organization and administration of campus protection at selected Southern Africa universities; • to render a clear account of the role and functions. There of by campus law enforcement personnel by means of breaking down their daily duties and activities, and • to account for the nature and extent of campus crime during the year I January to 31 December 1992. The exploratory, descriptive and comparative research is positivistic in nature. On the other hand the analytical research method followed, explored and examined overseas and limited local literature available. The survey-procedure was followed for the purpose of data collection. Pre-structured and coded questionnaires were adopted as measuring-instrument in order to obtain information regarding aspects of diversity relating to organizational and functional campus protection. Ten arbitrary and selected Southern Africa universities were involved in the investigation. Conclusions and recommendations are vested in statistical information derived from these ten universities. The findings indicate that - • substantial and noteworthy progress has been made among campus protective systems in Southern Africa. New and improved facilities, modern equipment, beneficial budgets and reformed standard of personnel have afforded a position to the betterment of university campus protection. While some campus protective systems have enhanced the quality of their performance, many fail to efficaciously utilize these benefits in reaching their imminent objective; • the organizational and administrative functioning of university campus protection constantly show a typical para-military bureaucratic tendency cast in the same mould of the Max Weber's rationalism theory; • cooperation between higher-learning, campus student personnel and campus protection is a matter of course and augmenting the necessity for a particular framework of a cooperative disciplinary programme in order to prevent apprehensiveness of campus crime; • although no national or institutional obligation exists for reporting campus crime separately, the research indicates that the overwhelming preponderance of campus crime prevailing, is a contravention of university disciplinary regulations and criminal offenses against private and institutional property and persons (students and personnel). All aspects of campus jurisdiction must therefore be addressed by purposeful campus protective programmes.

A thesis submitted in fulfilment for the degree Doctor of Education in the Department of Educational Psychology and Special Education in the Faculty of Education at the University of Zululand, 2004. / This study examined the practice of participative decision making (POM) at South African universities. The first aim was to investigate the extent to which these institutions practice participative decision making. The second aim was to establish whether certain managers' characteristics influence the practice of participative decision making. The third aim sought to determine whether there is any difference among institutions in the practice of participative decision making. Finally, the fourth aim was to determine whether there is any association among ranks assigned by adjudicators/respondents to six participative decision making (POM) steps. To this end a research instrument called a questionnaire, was designed and used to achieve these aims. Moreover, this research instrument, after construction by the researcher, was validated by means of factor analysis (FA). The research instrument was first administered as a pilot sample of one hundred and twenty managers at the University of Zululand's main and Ourban-Umlazi Campuses. The final instrument was administered to a sample of managers at universities in the whole country. Two hundred and twenty-six (226) managers completed and returned iv questionnaires. The two hundred and twenty-six questionnaires were to be correctly analyzed. Each of the aims was tied to a null hypothesis and an alternative one. All in all, eight hypotheses were formulated. The Chi-square (x2) one sample test was employed to test for managers' perceptions about participative decision making (PDM). The outcome was that managers hold negative perceptions about participative decision making. This leads to the conclusion that university managers do not practice participative decision making (PDM). The difference between those who hold positive perception (52.20/0) and negative perception (47.480/0) were not statistically significant. The second hypothesis which addressed the second aim was tested by means of a Chi-square one sample test as well as in all variables of this aim. It was found that gender has a positive relationship with regards to decision making, as perceived by the managers. So, gender was found to be statistically significant. However, the rest, such as, age, experience, religion, rank, and type of institution, were perceived by managers to have no relationship with the practice of participative decision making (POM). v / University of Zululand

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

M. Tech. Office Management and Technology / Although most students are not aware of all the administrative tasks involved in the processes during the period from choosing a university to graduation, they become aware of the administrative processes as soon as problems arise. They are often confronted with administrative problems that result in poor customer service. By the time students reach the graduation office and are confronted with administrative problems concerning their graduation, they become very disappointed. The problem therefore focuses on whether a graduation office can work proactively and improve customer service to such an extent that the customers: namely, the students and their guardians, have a satisfying experience. In general there is a feeling among staff at administrative departments of universities that they wait constantly for other departments to complete their outputs which serve as their inputs. This process of departments not transferring their work in time and also sending incomplete or incorrect qualifications is the main reason for students not graduating. This could be one of the reasons for students then complaining that they have had to wait too long for an answer after applying to graduate, or received their communication too late.

This interdisciplinary thesis has two principal objectives: to measure the relative efficiency of South Africa's public universities between 1994-97 and to provide explanations for levels of efficiency observed. Two methods Data Envelopment Analysis (DEA) and analytical review - were used to measure relative efficiency and to attempt to explain efficiency amongst the ten universities for which comparable data were available, covering the years 1994 to 1997. Three DEA models academic, research and consolidated - were estimated and this analysis was supplemented by the analytical review method. which confirmed the results from the DEA computations. Institutions were grouped according to their relative efficiency measures within three suggested apparent levels of efficiency. An attempt was made to explain efficiency across various dimensions and the issue of quality was also addressed. Finally, some benchmarks of 'best practice' for the university sector were suggested. These findings have important implications for policy in higher education, particularly in respect of university rationalisation and governance. / Thesis (Ph.D.)-University of Natal, Durban, 2000.