PhD (Business Management) / Department of Business Management / This thesis demonstrates the researcher’s efforts to put into practice the theoretical foundations of information systems research, in order to come up with a context-aware business intelligence framework (CABIF), for the South African higher education institutions. Using critical realism as the philosophical underpinning and mixed methods research design, a business intelligence (BI) survey was deployed within the South African public higher education institutions to measure the respondents’ satisfaction and importance of business intelligence characteristics. The 258 respondents’ satisfaction and importance of the 34 observed business intelligence variables, were subjected to principal components analysis and design science research to come up with the CABIF. The observable BI variables were drawn from four latent variables namely technology and business alignment; organizational and behavioural strategies; business intelligence domain; and technology strategies. The study yielded good values for all the observed satisfaction and importance business intelligence variables as indicated by the Kaiser- Meyer-Olkin (KMO) Measure of Sampling Adequacy and the Bartlett Test of Sphericity. The data set collected from the survey deployed at the South African public higher education institutions, was reliable and valid based on the Cronbach α values which were all above 0.9. The researcher then used the descriptive and prescriptive knowledge of design science research, and the meta-inferences of the results from the principal components analysis to produce five contexts of CABIF. The BI contexts developed were, the Basic Context; the Business Processes Context which was divided into Macro and Micro business process contexts; the Business Intelligence Context; and the Governance Context. These contexts were extrapolated within the University of Venda’s business processes and this researcher concluded that the CABIF developed, could be inferred within the South African higher education institutions. At the University of Venda, this researcher managed to draw up CABIF based business intelligence tools that spanned from leveraging the existing ICT infrastructure, student cohort analysis, viability of academic entities, strategic enrolment planning and forecasting government block grants. The correlations and regression measures of the technology acceptance variables of the business intelligence tools modelled using CABIF at University of Venda, revealed high acceptance ratio. Overall, this research provides a myriad of conceptual and practical insights into how contextualised aspects of BI directly or indirectly impact on the quality of managerial decision making within various core business contexts of South African higher education institutions.

MGS / Institute for Gender and Youth Studies / Institutions of higher learning are still masculine-orientated; this creates a barrier for women in terms of career advancement. To this effect women are under-represented in top academic positions. The study employed qualitative research methods to explore factors that contribute to the under-representation of women in senior positions at the University of Venda. A combination of purposive and convenience sampling was used to select twenty five female academics (25). Data was collected through primary and secondary data, semi-structured interviews were used to elicit and illuminate women’s voices on issues that affect them and a thematic analysis was used to analyse the collected data. The research findings demonstrate that the University’s environment continues to be masculine-oriented within most of employment categories as well as in academia where women struggle to thrive. Women face multiple challenges in ascending the academic ladder which results in the under-representation of women in management and academic levels. These challenges included: the stringent criteria for promotion which do not seem to accommodate women, especially mothers, lack of female role-models, mentors and networks. The second major barrier is the teaching work-load which poses difficulties for women, preparations for teaching took long hours leaving them with no time for family, research, publication, as well as to further their studies, which are necessary requirements for promotion. The third major barrier women are faced with is the challenge of balancing multiple roles - as students, workers and mothers. Balancing these multiple roles makes it difficult for women to meet the highly stringent promotion criteria in the University

MCom (Business Information Systems) / Department of Business Information Systems / The aim of this research study is to propose an e-learning framework to deliver a guideline for the adoption of e-learning considering all major determinants such as technical, operational, organisational, cultural and socio-economical domains, in the setting of rural-based higher educational institutions. E-learning is a process which has arisen from ICT advancement, and it is coordinated together with the education programs at many universities. In South African tertiary institutions, the adoption rate for e-learning is higher in urban-based higher education institutions and colleges and lower in rural-based higher education institutions. Even though with the supposed capacity that e-learning provides, the bigger part of the e-learning approach in rural-based higher education institutions does not achieve their potential. This study focuses on identifying factors which impact the adoption of e-learning at rural-based, higher education institutions and its challenges. A case study approach is undertaken, using mixed methods for collection of data from the respondents based on e-learning adoption at student, educator and institutional level. The study identified the factors which influence the adoption of e-learning in rural-based HEIs. Eventually, the researcher proposed an e-learning framework which contributes to the e-learning adoption in rural-based HEIs, by establishing a guide for these institutions for enhanced planning, development and implementation tool for e-learning adoption using the Unified Theory of Acceptance and Use of Technology Model. The study identified that the e-learning usage and perception was lower in rural-based HEIs as compared to urban-based HEIs, and performance expectancy, effort expectancy, social influence and facilitating conditions are all major factors which influence the adoption of e-learning. / NRF

Quality assurance has been a vexed and troubled journey for private providers in South Africa in a complex and burdensome educational environment. It is well recognised that private providers are significant role-players in the provision of education and training in South Africa and the stated intention is to create a more enabling regulatory framework The focus of this thesis is on the private providers at the post-school level. The quality assurance regime was examined and contextualised to analyse what is required, and to determine how the private provider is impacted by the regulatory requirements for the establishment and operation of a private tuition provider in South Africa. The experience of private providers, CEOs of professional bodies, ETQA managers and ETD practitioners was investigated using a mixed methods research approach. The conclusion is a call for a far more streamlined system with a centralised oversight body, greater stakeholder consultation, less political interference and a deeper appreciation for the contribution that private providers make to the education of learners in South Africa. / Educational Leadership and Management / D. Ed. (Education Management)

The major focus and question emanating from the research is: to what extent do the operational action plans, policies, functions, procedures and activities as well as their implementation within the Directorate: Student Admissions and Registrations correlate with the strategic objectives of the University of South Africa (Unisa)? In alignment with the above, the major challenge of the study was to identify adequate and appropriate approaches to ensure appropriate correlation levels between strategic objectives and their successful implementation relevant to the Directorate: Student Admissions and Registrations. The challenge of every Departmental Head is to turn theory into practice; to make something happen and to translate strategic plans into real business results. This will be accomplished only when there is synergy or connectivity between strategic and operational planning towards effective implementation. Various literature reviews and research topics on strategic management focus either on strategic planning or strategic implementation as separate identities. Few publications address the challenge of connecting the pursuit of strategic objectives with operational plans. Even fewer literature reviews indicate the relationship or correlation levels between strategic objectives and operational plans of an organisation; the desirable or appropriate level thereof, to ensure the effective pursuit of strategic objectives. The outcomes of this study could contribute to the identification of an appropriate approach and measurement criteria to ensure connectivity/alignment between specific strategic objectives and operational plans relevant to the Directorate: Student Admissions and Registrations. By doing this, the strategic objectives are effectively and efficiently promoted to those responsible for carrying out the execution plan. The researcher has adopted a comprehensively-integrated-aligned-strategic-processmanagement- approach as part of the standardised operational plans of the Directorate: Student Admissions and Registrations so as to ensure more effective and efficient (appropriate) correlation levels in respect of specific strategic objectives relevant to the Directorate: Student Admissions and Registrations due to a lack of correlation in some instances. The above approach represents a total view of an organisation‟s strategic management and control systems and consists of the strategic planning, operational plans and resultsmanagement plans. The mentioned approach will also consist of a measurement criterion which identifies critical enablers, dependencies and drivers to ensure vertical and horizontal alignment in respect of original planning (the what and why) with the implementation plans (when, how and by whom).The integrated-aligned-strategic-management-process-approach enforces the timely availability of major enablers, dependencies and drivers necessary to support the execution of activities, related to specific strategic objectives. It also identifies the possible lack thereof prior to the implementation of strategic plans. Specific alternatives or workarounds can be identified to ensure continuity in respect of the implementation processes related to specific strategic objectives. In this way, the above approach will enhance the effective and efficient management and coordination of an organisation to drive intended strategic outcomes within a specific process, taking into account project management-driven principles within a specific sequence of activities (grouping together what belongs together). The latter will involve all roleplayers in the work situation accountable for the implementation process (creating ownership). By doing this, duplication and overlapping of activities will be eliminated and connectivity/alignment between specific strategic objectives and their implementation will be enforced. The focus falls on the entire key/core process and cycle, producing outcomes of success in respect of the implementation of objectives (the right people will be doing the right things at the right time).The integrated-aligned-strategic-management-process-approach enforces the timely availability of major enablers, dependencies and drivers necessary to support the execution of activities, related to specific strategic objectives. It also identifies the possible lack thereof prior to the implementation of strategic plans. Specific alternatives or workarounds can be identified to ensure continuity in respect of the implementation processes related to specific strategic objectives. In this way, the above approach will enhance the effective and efficient management and coordination of an organisation to drive intended strategic outcomes within a specific process, taking into account project management-driven principles within a specific sequence of activities (grouping together what belongs together). The latter will involve all roleplayers in the work situation accountable for the implementation process (creating ownership). By doing this, duplication and overlapping of activities will be eliminated and connectivity/alignment between specific strategic objectives and their implementation will be enforced. The focus falls on the entire key/core process and cycle, producing outcomes of success in respect of the implementation of objectives (the right people will be doing the right things at the right time). The integrated-aligned-strategic-management-process-approach enforces the timely availability of major enablers, dependencies and drivers necessary to support the execution of activities, related to specific strategic objectives. It also identifies the possible lack thereof prior to the implementation of strategic plans. Specific alternatives or workarounds can be identified to ensure continuity in respect of the implementation processes related to specific strategic objectives. In this way, the above approach will enhance the effective and efficient management and coordination of an organisation to drive intended strategic outcomes within a specific process, taking into account project management-driven principles within a specific sequence of activities (grouping together what belongs together). The latter will involve all roleplayers in the work situation accountable for the implementation process (creating ownership). By doing this, duplication and overlapping of activities will be eliminated and connectivity/alignment between specific strategic objectives and their implementation will be enforced. The focus falls on the entire key/core process and cycle, producing outcomes of success in respect of the implementation of objectives (the right people will be doing the right things at the right time). The integrated-aligned-strategic-management-process-approach enforces the timely availability of major enablers, dependencies and drivers necessary to support the execution of activities, related to specific strategic objectives. It also identifies the possible lack thereof prior to the implementation of strategic plans. Specific alternatives or workarounds can be identified to ensure continuity in respect of the implementation processes related to specific strategic objectives. In this way, the above approach will enhance the effective and efficient management and coordination of an organisation to drive intended strategic outcomes within a specific process, taking into account project management-driven principles within a specific sequence of activities (grouping together what belongs together). The latter will involve all roleplayers in the work situation accountable for the implementation process (creating ownership). By doing this, duplication and overlapping of activities will be eliminated and connectivity/alignment between specific strategic objectives and their implementation will be enforced. The focus falls on the entire key/core process and cycle, producing outcomes of success in respect of the implementation of objectives (the right people will be doing the right things at the right time). / Public Administration and Management / M.A. (Public Administration)

Abstracts in English, Afrikaans and Zulu / This study was conducted to address a distinct lack of knowledge regarding strategizing as a function of social interaction. Social researchers like Critchley contend that an organisation should essentially be regarded as an evolving product of people’s continuous interaction resulting in shared meaning. In subscribing to Critchley’s premise, and assuming that strategy inquiry is an empirically informed social science, the current study consequently set out to gain an understanding of how social interaction between practitioners shapes organisational strategizing and subsequent strategic outcomes. The strategy-as-practice perspective served as an integrative lens for the current research. This perspective that subscribes to the practice turn in social research, focuses on the actual practices (praxis) of strategy actors (practitioners) within unique organisational settings with unique strategizing tools, techniques and artefacts (practices). Informed by the philosophical underpinnings of a pragmatic worldview and a qualitatively driven mixed methods approach, a case study design allowed for in-depth analyses of multiple sources of empirical data to facilitate an understanding of the research phenomena. In addition to exploring social interaction during episodes of strategy practice, the current research investigated how practitioners’ motivations to interact shape and are shaped by ongoing interactions and meaning making. The current study also examined how external and internal organisational contexts, including organisational practices, influence and are influenced by ongoing social interactions. Two small private higher education institutions that reflect the typology of most private providers in the South African higher education landscape were selected for the case study. These private providers face numerous challenges in a tough current economic climate. Private providers further fulfil a pivotal role in the demand absorption of a growing need for higher education in South Africa. The main findings of the current research confirmed that strategizing at the two case study organisations is indeed mainly a function of social interaction. Strategizing is mostly shaped by people as emotional beings. Strategizing is the product of sometimes-irrational interactions and subsequent constantly evolving shared meanings and relationships between people. It is the social interaction between strategy actors during episodes of strategy praxis that serves as a social mechanism in transforming strategizing intent into strategy outcomes. Different strategy actors employ a wide array of techniques to get their ideas or views accepted during strategy-related interactions. Findings indicated that the selected strategies at the two case study organisations are mostly not based on objective reasoning linked to a clear plan or vision, but rather on strategy actors’ abilities in getting their ideas to be accepted by the group. Findings further suggested that the owners of the respective case study organisations strongly influence how things are done during episodes of strategy praxis. Strategizing at both companies is informal and comprises mostly of reacting to challenges and dealing with crises. Both organisations follow a differentiation strategy. Safety and security; employment prospects, as well as certain academic issues like small classes for better learning can be regarded as areas of competitive advantage for both. The proliferation of private providers, significant investment in private higher education, as well as private provision’s important demand absorption role suggest that there is a definite future for private higher education in South Africa. The intended main contribution of the current research is to facilitate an understanding of how social interaction as social mechanism shapes strategizing and resultant strategic outcomes. The understanding of the social world supposedly increases as the collection of the compatible causal mechanisms grows – where mechanisms reveal how the observed relationships between phenomena are created and are explained. The findings of the current research could thus serve as a building block in accumulating social science theory regarding this unexplored avenue of interaction-driven strategy research. To this end, a conceptual framework is proffered to guide similar future studies. The current study provided a glimpse into the strategy-workings of two small private higher education providers and ultimately contributes towards the growing body of knowledge regarding private provision within the South African higher education landscape / Hierdie studie is uitgevoer om die kennelike gebrek aan kennis oor strategie as ʼn funksie van sosiale interaksie aan te spreek. Sosiale navorsers soos Critchley beweer dat ʼn organisasie in wese beskou moet word as ʼn ontwikkelende produk van mense se deurlopende interaksie wat aanleiding gee tot gedeelde betekenis. In ooreenstemming met Critchley se veronderstelling dat strategiese ondersoek ʼn sosiale wetenskap is wat empiries ingelig is, was die uitgangspunt van die bepaalde studie gevolglik om te begryp hoe sosiale interaksie tussen praktisyns organisasiestrategie en gevolglike strategiese uitkomste bepaal. Die strategie-as-praktyk-perspektief het as ʼn integrerende lens vir die bepaalde navorsing gedien. Hierdie perspektief wat ooreenstem met die praktykomwenteling in sosiale navorsing, fokus op die werklike praktyke van strategierolspelers (-praktisyns) in unieke organisasie-omgewings met unieke strategie-instrumente, -tegnieke en -artefakte (praktyke). Ingelig deur die filosofiese ondersteuning van ʼn pragmatiese wêreldbeskouing en ʼn gemengde metodiek van kwalitatiewe benadering, het ʼn gevallestudieontwerp voorsiening gemaak vir indringende ontleding van verskeie bronne empiriese data om ʼn begrip van die navorsingsfenomene te fasiliteer. Bykomend tot die ondersoek van sosiale interaksie tydens episodes van strategiepraktyk, het die bepaalde navorsing ondersoek hoe praktisyns se motivering om in interaksie te wees deurlopende interaksie en betekenisgewing vorm en daardeur gevorm word. Die bepaalde studie het ook ondersoek hoe eksterne en interne organisasiekontekste, insluitend organisasiepraktyke, deurlopende sosiale interaksie beïnvloed en daardeur beïnvloed word. Twee klein privaathoëronderwysinstansies wat die tipologie van die meeste privaatverskaffers in die Suid-Afrikaanse hoëronderwysomgewing weerspieël, is vir die gevallestudie geselekteer. Hierdie privaatverskaffers het te make met verskeie uitdagings in die bepaalde moeilike ekonomiese klimaat. Privaatverskaffers vervul ʼn kernrol in die vraagabsorpsie van ʼn toenemende behoefte aan hoër onderwys in Suid-Afrika. Die hoofbevindings van die bepaalde navorsing het bevestig dat strategie by die twee organisasies in die gevallestudie wel hoofsaaklik ʼn funksie van sosiale interaksie is. Strategie word meestal gevorm deur mense as emosionele wesens. Strategie is die produk van interaksie wat soms irrasioneel is asook gevolglike gedeelde betekenis en verhoudings tussen mense wat konstant ontwikkel. Dit is die sosiale interaksie tussen strategierolspelers tydens periodes van strategiepraktyk wat dien as ʼn sosiale meganisme wat strategievoorneme in strategiese uitkomste transformeer. Verskillende strategierolspelers gebruik ʼn wye verskeidenheid tegnieke om hulle idees of beskouings tydens strategieverwante interaksie aanvaarbaar te maak. Die bevindings het aangedui dat die geselekteerde strategieë by die twee gevallestudie-instansies meestal nie op objektiewe beredenering wat inskakel by ʼn duidelike plan of visie gebaseer word nie, maar eerder op strategierolspelers se vermoë om hulle idees vir die groep aanvaarbaar te maak. Bevindings het verder bevestig dat die eienaars van die onderskeidelike gevallestudie-instansies ʼn groot invloed het hoe dinge tydens episodes van strategiepraktyk gedoen word. Strategie by albei maatskappye is informeel en bestaan meestal uit reaksie op uitdagings en hantering van krisisse. Albei organisasies volg ʼn differensiëringstrategie. Veiligheid en sekuriteit, werkverskaffingsvooruitsigte asook bepaalde akademiese aangeleenthede soos kleiner klasse vir beter leer, kan beskou word as gebiede van mededingingsvoordeel vir albei. Die proliferasie van privaatverskaffers, beduidende investering in hoër onderwys, asook die belangrike vraagabsorpsierol van privaatverskaffers dui daarop dat daar beslis ʼn toekoms vir privaathoëronderwys in Suid-Afrika is. Die beplande hoofbydrae van die bepaalde navorsing is om ʼn begrip te fasiliteer van hoe sosiale interaksie as sosiale meganisme strategie en gevolglike strategiese uitkomste vorm. Begrip van die sosiale wêreld neem waarskynlik toe soos die versameling van die versoenbare kousale meganismes groei – waar meganismes openbaar hoe die waargenome verhoudings tussen fenomene geskep en verduidelik word. Die bevindings van die bepaalde navorsing kan dus dien as ʼn boublok om sosialewetenskapsteorie te akkumuleer oor hierdie onverkende baan van interaksiegedrewe strategienavorsing. Om hierdie rede, word ʼn konseptuele raamwerk aangebied as riglyn vir soortgelyke toekomstige studies. Die bepaalde studie het ʼn blik gebied op die strategiese werking van twee klein privaathoëronderwysverskaffers en uiteindelik bygedra tot die toenemende kennisgeheel van privaatverskaffing in die Suid-Afrikaanse hoëronderwysomgewing. / Ucwaningo lwenzelwe ukubhekana nokusweleka kolwazi maqondana nokwenza isu njengomsebenzi wokusebenzisana kwabantu. Abacwaningi ngabantu, abanjengoCritchley, babeka ukuthi inhlangano kumele ithathwe njengento eguqukayo nenqubo yabantu yokusebenzisana kwabantu okunomphumela wokwabelwana ngencazelo Ngokulandela inqubo kaCritchley, kanye nokuthatha ngokuthi ukuphenyisisa isu yinto esekelwe ubufakazi obusekelwe yisayense ngabantu, ucwaningo lwamanje, ngakho-ke lufuna ukuthola ngokusebenzisana kwabantu phakathi kwemifanekiso yama-practitioner, ukwenza isu lenhlangano kanye nemiphumela ebalulekile elandelayo. Isu njengenqubo eyenziwayo nombono lisebenze njengesibuko esihlangane kucwaningo lwamanje. Umbono ohambisana nenqubo yokwenza kucwaningo ngabantu ugxila kwinqubo yokwenza yangempela (praxis) ngalabo abasebenza ngesu (practitioners) kwisimo esingavamile senhlangano enamathuluzi angavamile okwenza isu, amathekniki kanye nezinto ezenziwa ngezandla zama-artefact (practices). Ngokusekelwa kwisisekelo sefilosofi ngombono womhlaba wokwenza ngokubambekayo kanye nendlela exubene yokwenza ye-qualitative, idizayini yesifundo ngesibonelo, kuvumele ukuthi kwenziwe uhlaziyo olunzulu ngemithombo ehlukene yolwazi olutholakale ngobufakazi bophenyisiso, kusize ukuqondisisa ngento okwenziwa ngayo ucwaningo. Nangaphezu kwalokho, ukuphenya ngokusebenzisana kwabantu ngesikhathi sezikhawu zokwenzeka kwezinto, ucwaningo lwamanje luhenyisisa ngokuthi ngabe ama-practitioner agqugquzelwa yini ukwenza umumo wobunjalo kanye nokuthi lowo mumo nawu ube nomphumela kubo ngokuqhubekela phambili kanye nokuthi kube nencazelo. Ucwaningo lwamanje, lubuye luhlole nokuthi ngabe izimo zangaphakathi nezangaphandle kwenhlangano, ezibandakanya inqubo yokusebenza kwenhlangano, zinomthelela kanjani futhi nazo zibawumthelela kanjani kwezokuxhumana nokusebenzisana kwabantu. Izikhungo ezimbili ezincane zemfundo ephakeme ezibonisa ithayipholoji yabahlinzeki abaningi bangasese kwindawo yemfundo ephakeme eNIngizimu Afrika ziye zakhethwa. Laba bahlinzeki bangasese babhekene nezinselele ezihlukene kumkhakha onzima wamanje kwezomnotho. Abahlinzeki bangasese babuye badlale indima ebalulekile nokuthi badinga ukuthi banganyelwe kwisidingo esikhulayo semfundo ephakeme eNingizimu Afrika. Okuthokele kakhulu ngocwaningo lwamanje kuqinisa ukuthi ukwenza isu ngeziboniso ezimbili zocwaningo, kwinhlangano, kuyadingeka ikakhulukazi njengomsebenzi wokusebenzisana kwabantu. Ukwenza isu kuvamise ukusekelwa ngabantu njengabantu abanemizwa ngokomoya. Ukwenza isu kungumphumela wokuthi ngezinye izikhathi kuba nokusebenzisana okungenasizathu esibambekayo kanti imiphumela kuvamise ukuba ngeshintshayo nokwabelana ngesizathu sayo kanye nobuhlobo bayo phakathi kwabantu. Ukusebenzisa kwabantu phakathi kwalabo abenza isu ngezikhathi zenqubo yokwenza okusiza njengendlela yabantu ekuguquleni inhloso yesu ukuze libe yisu elinemiphumela. Abantu abenza amasu abehlukene basebenzisa amathekniki ehlukene ukwenza ukuthi imibono yabo kanye nezindlela ababona ngayo izinto kwemukeleke ngesikhathi sokuxhumana mayelana namasu. Imiphumela etholakele ikhombisa ukuthi amasu akhethiwe kwizifundo zezibonelo ezimbili zezinhlangano zisekelwe kwizizathu ezingatshekele ohlangothini oluthize, kodwa esihambisana nohlelo olucacile kanye nombono, kodwa kuncike kumakhono abenzi bamasu ekwenzeni ukuthi imibono yabo yemukeleke eqenjini. Okunye okuthokakele kubuye kwaphakamisa nokuthi abanikazi bezinhlangano okwenziwa ngazo iziboniso zesifundo banomthelela kakhulu ngokuthi izinto zenziwe kanjani ngezikhathi zenqubo ebambekayo yokwenza. Ukwenza amasu kuzo zimbili izinkampani kwenziwa ngendlela engahlelekile kakkhulu, kanti kuquka ekuncikeni ekuphenduleni kwizinselele kanye nokuphendula kwizimo ezisikazayo ezivelayo. Zombili izinhlangano zilandela amasu ehlukahlukene. Ukuphepha nokuvikeleka, amathuba emisebenzi kanye nezinto ezithile zesiakhademiki ezifana namaklasi amancane ukuze kufundeke kangcono nakho nngeminye yemikkhakha esiza kakhulu ekuphumeleleni. Ukubakhona ngobuningi kwabahlinzeki bangasese, ukutshalwa kakhulu kwezimali kwimfundo yangasese ephakeme, kanye nokuhlinzekwa kwmefundo yangasese kanye nesidingo sendima yokumuncwa ngokwenganyelwa, kuphakamisa ukuthi likhona ikusasa langampela lemfundo yangasese ephakeme eNingizimu Afrika. Inhloso eqondiwe ngokuthela esivivaneni kocwaningo lwamanje ukusiza ekutheni kube nokuqondisisa ngokuthi ukusebenzisana kwabantu njengendlela yokubumba amasu kanye nemiphumela kungasiza kanjani. Ukuqondisisa ngomkhakha wabantu kuyenyuka njengoba kukhula ukuqoqana kwezindlela zokwenza – lapho khona izindlela zokwenza ziveza ukuthi ngabe ubudlelwane obubhekiwe nobuqashelwayo bungabanjani uma kuqhathaniswa izinto ezenziwe futhi nokuthi zichazwa kanjani. Okutholakele ngocwaningo lwamanje kungasiza ngokuba yisakhelo ekuqokeleleni itiyori yesayense ngabantu maqondana nalo mkhakha ongakaphenyisiswa ngokwanele kwisu elixhumene ngokusebenzisana locwaningo. Maqondana nalokhu, uhlaka lombono luyahlinzekwa ukuba ngumkhombandlela kucwaningo lwangekusasa. Ucwaningo lwamanje luveze kancane ukusebenza kwesu kwizikhungo ezimbili ezincane zabahlinzeki ngemfundo ephakeme yangasese, kanti futhi luthela esivivaneni ekukhuleni kolwazi ngokuhlinzekwa kwemfundo yangasase emkhakheni wemfundo ephakeme eNingizimu Afrika. / Business Management / D. Com. (Business Management)

M. Tech. (Department of Information and Communication Technology, Faculty of Applied and Computer Sciences), Vaal University of Technology. / The work-integrated learning (WIL) concept was introduced to enhance the employability of students completing their IT qualification at universities of Technology (UoTs) in South Africa. Employability is defined as a combination of characteristics that make a person a useful and thereby desirable employee. WIL is defined as a component of a curriculum to improve the value of student learning by integrating academic training and practical workplace exposure. However, a large cohort of students registered for the IT qualification at UoTs do not find company placement for WIL, resulting in these students having to complete this final qualifying module of their qualification by undertaking a group project on campus. The group project entails developing a software system for a client. The overall sentiment expressed by employers, lecturers and students in this study is that students who remain on campus for the group project are not as well-prepared as those who find placement at a company for their in-service training. This study aimed to develop and propose an approach to a creative pedagogy in the form of a simulated working environment on campus within a tertiary educational setting to contribute towards enhancing the learner-content relation of WIL students, in order to improve the employability of students by providing the on-campus project students with an equal opportunity to those going into industry for their in-service training. The philosophy adopted for this research is interpretivism, with the Vaal University of Technology as the case of the research. The investigation adopted a mixed-method approach where respondents were requested to complete questionnaires focusing on their perceptions of on-campus group work vs. in-service training at companies for the WIL component of the IT qualification. Five respondent groups were identified for participation in the study, namely: i) In-service training students, i.e. WIL students who found placement in a company; ii) Project students, i.e. WIL students who remained on campus to do a group project; iii) Graduates, i.e. students who already completed WIL and graduated; iv) Employers of WIL students who found placement at a company; and v) Lecturers involved in WIL training on campus. The responses of the various respondent groups were analysed qualitatively and quantitatively. Comparisons of the perceptions of the respective groups were made to explore the possibility of a viable solution to the on-campus group work challenges that were identified. Based on reviewing recent literature, analysing the data collected from the completed to questionnaires by different role players, and adapting and the institutional strategy framework for WIL developed by Jacobs in 2015, an approach to a creative pedagogy in the form of a virtual company on campus for WIL students is presented to provide students who cannot find placement in industry for their in-service training with an equal experience to the in-service training company students. The proposed pedagogical approach incorporates the five standards defined by Tharp in 2018 as requirements for an effective and successful curriculum in the development of the actual virtual company. These include: contextualisation, challenging activities, joint productive activity, intellectual conversation and language development. The proposed approach adopts a three-layered approach to a creative pedagogy, with the aim of improving the employability of on-campus WIL students. The first layer lays the basis for implementing a virtual company on campus and includes aspects such as the objective for a simulated working environment on campus, employer preferences, and the skills set students should possess for employers to offer them a placement in their company for in-service training. The second layer focuses on the details that should be in place for a virtual company to be successfully implemented. This practical layer in the implementation of the virtual company focuses on infrastructure, Finance, HR, legislative approval, and appropriate assessments. The third layer only follows when the second layer has been put into place. This layer deals with how academic content can be included in the proposed pedagogical approach. The study also revealed that in addition to adopting the concept of a virtual company on campus for WIL students, a substantial focus should be on soft skills training. The exit level outcomes (ELOs) related to a simulated working environment for the WIL module of the IT are specified in the HEQF (Higher Education Qualifications Framework) document as set out by the South African Qualifications Authority.

This study explored the lived experiences of foreign academics’ wellbeing and adjustment and the impact thereof on their job performance in a South African higher education (HE) institution. The qualitative interpretive study reviewed the literature on wellbeing, adjustment and job performance. It explored the impact of wellbeing and adjustment factors on performance, both personally and professionally. The job demands-resources (JD-R) model was applied in the study to demonstrate that when job resources are high, employee wellbeing, adjustment and job performance is enhanced. Purposive sampling was used to draw a sample of five foreign academics who were employed at the HE institution for more than one year and originated from different countries. Online video calling was used to gather data from the participants using semi-structured interviews. Content analysis was used to create themes and sub-themes from which the study findings were derived and conclusions, as well as recommendations, were made. The study revealed that the wellbeing and adjustment of foreign academics have a significant impact on their job performance. Recommendations were made to the HR managers, I/O psychologists, foreign academics as well as line managers on how to improve the wellbeing and adjustment of foreign academics at the HE institution. / Industrial and Organisational Psychology / M. Comm. (Industrial and Organisational Psychology)

The Department of Social Work at UNISA places the emphasis on developmental social work and trains students according to the Person Centred Approach which emphasises the uniqueness of each client. The question thus arises if this Department is indeed working with their students in a person-centred way, and if students think the Department lives out a person-centred philosophy. Exploring the personal contexts of students would give the Department of Social Work the oppor-tunity to try and find a fit between the personal contexts of students and the national requirements of training. From a population of 114 fourth level students in Social Work at UNISA, a self-selected sample of 79% emerged. Focus is placed on the students' perceptions of following five areas: (1) the self, (2) family life and family of origin, (3) living and study conditions, (4) UNISA and social work training, (5) social work as future career. / Social Work / M.A. Social Science (Mental Health)

In order to understand the dynamics of change taking place in universities in South Africa today and their impact on teaching and learning, specifically at the University of the North, an understanding of the changing nature of relationships in education is essential. Teaching and learning must not be seen in isolation, but in the context of a universal paradigm shift manifest in all walks of life. The relationship between teacher and learner too has fundamentally changed. In today's 'opensystems' paradigm, relationships have become temporary, horizontalized, other-directed and complex in nature. It is in the light of these realities that meaningful teaching and learning must take place. In the context of today's rapidly changing environment, dominated by technocracy and characterised by alienation and misunderstanding, the need for knowledge and leadership, in and through the University of the North, is crucial. This, in turn, can only be achieved if the University becomes accessible and accountable to the community. The process of transforming anachronistic, closed and authoritarian structures on campus towards openness and accountability has been fraught with conflict and opportunism. The University of the North developed from a once universal contradiction, having been created as a political necessity, towards becoming an educational necessity. This process has witnessed attempts at reformation, open rebellion and the quest for total transformation. The search for meaningful alternatives, as mirrored by the broader struggle in society against the contradictions of apartheid policy, has impacted on all walks of life at the University. Teaching and learning became highly politicised, characterised by open conflict and alienation, resulting in destruction of the culture of learning. The present process of transformation on campus, involving all stakeholders, has led to many achievements in the search for new relationships and new meanings. It is essential that the University belong to the community. Standing on the edge of chaos, the University needs to set an example in leadership, in accessibility, relevance, and in the promotion of Africanisation as a didactic principle through dialogue, openness and the sharing of knowledge through practical action at the grass roots level. / Educational Studies / D. Ed. (Didactics)