Thesis submitted in fulfillment of the requirements for the degree Doctor of Technology : Office Management & Technology in the Faculty of Business at the Cape Peninsula University Of Technology 2007 / In this research all references to technikons relate to the present Universities of Technology. Since this study was conducted relating only to courses that offer an experiential leaming component, it is to be noted that these courses are offered mainly by the previous Technikon sector, prior to the amalgamation of technikons with certain universities and colleges. The specific research problem is defined and the background to this problem explained. Both the research problem and objectives are formulated. No efficient Management Information System for co-operative education based on web-technology currently exists in South Africa. By means of a study based on the present needs of co-operative education practitioners in South Africa, and comparing the latter to certain existing management information systems for co-operative education internationally, the objectives of the research are addressed. Initially some critical activities are identified and used to map out possible sub-systems. Literature is reviewed relating to technologies relevant to this research, such as the Web, Internet and lntranets. It outlines some information technologies available to organisations and the educational environment. The literature also highlights most of the processes within a management information system. Furthermore, it summarises the initial considerations needed to develop a management information system in this context. To focus more pertinently on the problem a management information system relating to education is investigated. Various existing management information systems in education in the UK, USA and RSA are reviewed. Specific reference is made to management information systems in general education in Australian schools. These investigations then focus on one element of education, namely co-operative education. Possible cooperative education sub-systems are mapped out from identified critical activities. These sub-systems were instrumental in developing the pilot study and the final questionnaire. The research methodology and the techniques applied to address the research objective, are discussed. Aspects such as reliability, validity, quantitative vs qualitative research, the final measuring instrument, target population, administering the questionnaire and data capturing, are addressed. The development of the questionnaires and a two-dimensional matrix of the measuring instrument are explained. The responses to the various elements on each of the questionnaires are reported on and the data is interpreted and grouped to form a synthesis. From the synthesis, conclusions and recommendations relating to all three sub-systems (students, employers and short courses), are listed. These results of the questions as reported on and the interpretations recorded are analysed. These relate to each question as well as to all the literature reviewed. The conclusions and recommendations are supported by detailed crossreferences to each chapter. Some comparison of local (South African) and international preferences is included. The main objective of this study was to develop a scientifically-established model of an adequate management information system for co-operative education, which will comply with the needs of the South African Co-operative Education. In summary then : • A survey was undertaken of good international practice, from which a set of desirable "elements", "components" or "sub-systems" was established. Hereafter they are referred to as "sub-systems". • These sub-systems were taken as the foundation for a questionnaire, where in respondents were asked to consider the importance and detail of the subsystems. • The questionnaire was reviewed for its effectiveness and completeness, refined, and then deployed to 325 respondents nationally. Internationally 77 delegates responded. • An analysis of their responses was used to develop a set of desirable characteristics of a co-operative education management information system in South Africa.

Higher Education Institutions (HEIs) have been in a state of change, and in South Africa, the term “transformation” is used to describe the changes occurring. These changes have implications for the structure, processes and focus of HEIs, and as such have implications for Information Technology (IS/ICT) support for HEIs. IS/ICT support for organisations is predicated on several factors, such as effective informational and technical support at all levels of the organisation, but especially support for the strategic goals of the organisation (alignment). For organisations in a state of rapid change other issues need to be considered, such as flexibility, and new and diverse information and communication needs. This paper investigates the use of Information Technology to support HEIs in transformation. The research examines factors that make HEIs less amenable to rationalist techniques such as mixed management styles and a “different” value chain. The difficulties for IS/ICT support of HEIs at all managerial levels is discussed, especially the issue of alignment with institutional goals. Thereafter, transformation of HEIs and the possibility of IS/ICT support in achieving the ill-defined goal of transformation is examined. The research uses management and IS/ICT theories such as the widely used and reported Porter’s value chain, Anthony’s information model, and Minzberg’s organisational model to suggest an analysis model for HEIs (Applegate, McFarlan and McKenney, 1996; Minzberg, 1979; Ward and Peppard, 2002). Furthermore, from the analysis of the literature, a model of antecedent factors for successful HEI transformation supported by IS/ICT is proposed. The research makes use of a comparative case study approach in which 3 (three) South African HEIs are investigated through the “lens” of the developed model. The major finding of the research is that the potential use of IS/ICT support for HEIs is not optimal in the three cases examined. Results of the analysis suggest that: • IS/ICT alignment with organisational goals at HEIs is low and holistic IS/ICT strategic management is lacking. The areas of Knowledge Management and Communication Management are conducted informally and Knowledge Management, especially, is not fully exploited. • The greatest area of concern is the lack of IS/ICT support for academic management, where academics are increasingly required to perform administrative and managerial tasks. • The merger/incorporation information needs have not caused major system problems, but other intangible aspects of the mergers/incorporations could be better supported by IS/ICT. The research concludes with a set of actions that should ensure a higher level of support, amongst which are the more holistic management of IS/ICT especially for Academic management needs, and particularly the use of IS/ICT in innovative ways to overcome the challenges of the “transformed” Universities: There are areas of excellence but the full possibilities afforded by technology are not exploited maximally in support of transformation. Research suggests that the reasons for this are mainly the lack of holistic strategic management of IS/ICT.

The purpose of this study was to explore academic learning experiences of students who have dropped out of postgraduate studies in a Higher Education Institution in Eastern Cape. The study employed phenomenological approach using unstructured in-depth interviews to collect data from participants who have dropped out of Masters Programme in HEI in Eastern Cape. Four participants participated in this study. A lot of themes emerged from what the participants reported and similar experiences were noted as well as different experiences. Central to what this study ascertained is the relationship between the supervisor and supervisee. From the findings of the study it can be ascertained that for any postgraduate student to succeed in his/her studies he / she needs a positive relationship with the supervisor who will play a role of guide, mentor, supporter and a friend. However, the academic preparedness of the students in terms of academic reading and writing, computer literacy and determination to be an independent researcher is also key. Whilst this study provides insight to what the students have experienced academically its findings cannot be generalised because the experiences are those of individuals. / Govan Mbeki Research and Development Centre

Verandering vind voortdurend op alle gebiede van mense se lewens plaas. Ten einde met 'n veranderende wereld te kan tred hou en aan die behoeftes van die land en sy mense te voldoen, vind daar ook op onderwysgebied in Suid-Afrika, groot veranderinge plaas. Inrigtings betrokke by onderwysersopleiding het oo k die afgelope paar j aar ingrypende herstrukturering ondergaan. Volgens wetgewing moet aile tersiere onderwysinrigtings by die Hoeronderwys-sektor inskakel, wat inkorporering by 'n universiteit oftechnikon beteken. Hierdie studie fokus daarop om vas te stel hoe die dosente verbonde aan 'n tersiere onderwysinrigting die veranderingsproses beleef. Die navorser maak van die k:walitatiewe navorsingsmetode gebruik deur individuele onderhoude met 'n aantal dosente te voer. Hierdie inligting is met behulp van 'n oudio-bandopnemer opgeneem en verbatim transkripsies is daarvan gemaak. Na die ontleding van die transkripsies is faktore geidentifiseer wat emstige stres by die deelnemers veroorsaak tydens die veranderingsproses. Ten slotte is aanbevelings in hierdie verband gemaak. / Change is a constant in all sphere of people's lives. To keep abreast of the changing world and to meet the needs of its people, vast changes are also being implemented in education in South Mrica. Institutions involved in teacher training have also undergone far-reaching restructuring over the past few years. Legislation requires that tertiary education institutions be incorporated into the Higher education sector, which means incorporation into a university or technikon. This study focuses on establishing how the lecturers employed at a tertiary education institution " experience this process of change. The researcher has used the qualitative research method by conducting individual interviews with a number oflecturers. This information was taped and verbatim transcriptions were made of the interviews. Analysis of these transcriptions made it possible to identify factors that have caused serious stress in participants during the process of change. In the end recommendations were made concerning these factors. / Educational Leadership and Management / M. Ed. (Onderwysbestuur)

Current socio-cultural and technological changes world-wide and their epistemological consequences in educational discourse form the study's backdrop. It is hypothesised that changes in our surroundings, globally and locally are inevitable. To make sense of evolving realities, our conceptual schemes should change. The latter problematic was investigated as part of analytic-philosophical research within the qualitative paradigm. This comprises an extensive literature study, disciplined subjectivity and consistent argumentation. A small scale document analysis of selected study material was conducted to ascertain the prevalent epistemology in the local context, the Faculty of Education, Unisa. Major findings emerged: In the field of Education, particularly in an Afrikaner research tradition, an essentialist and foundationalis! epistemology has prevailed. The latter assumptions of knowledge are typical of the Enlightenment paradigm and a Newtonian worldview. Furthermore these views were exacerbated by the academic isolation of the apartheid years and the limitations posed by distance education. Lecturers are often impoverished by their unfamiliarity with their students' life worlds, and a lack of exposure to the Other or 'difference'. A close link" between epistemology and the ability and willingness to participate in transformation processes exists. A transformed educational discourse is essential and should be reflected in a living educational theory, whereby assumptions of knowledge should exhibit integrity and wholeness. A relational ontology and a participatory worldview replace e substantialist ontology and a correspondence theory of tru!h. Assumptions of knowledge require ongoing contestation, whilst thinking modes and metaphors of an emerging paradigm can facilitate conceptual transformation in a postmodern, postindustrial world. Complexity theory yields alternative metaphors and modes of thinking conducive to a dynamic surrounding. Mechanistic metaphors should be replaced by an organic and dynamic discourse. A position, wherein humankind is regarded as 'opposite' of the world, is no longer useful. The metaphor of the hologram is appropriate. Emphasis is given to wholeness and ethical responsibility instead of prediction and control which led to the earth's exploitation. Scientific certainty gives way to nonlinearity and unpredictability within boundaries of patterns. Simultaneously this creates hope, because small inputs can eventually make a difference to an interconnected world. / Comparative Education / D. Ed. (Comparative Education)

Submitted in fulfillment of the Master of Technology Degree in Cost and Management Accounting, Durban University of Technology, 2012. / The research outputs of Accountancy academics in South Africa seem to lag far behind those of their counterparts abroad (West, 2006:121, see also Chan, Chen and Cheng, 2005). Van der Schyf (2008:1) concurs that departments of Accounting at South African universities have established a culture that is removed from research, and that this is in contrast to the nature of a university. A matter of concern is that only a few institutions make up the national research output (De Villiers and Steyn, 2009:43) and especially universities of technology (UoTs) seem to lag behind traditional universities with regard to research output, as a consequence of a lack of emphasis on postgraduate qualifications and published research in the pre-merged technikons and the merged institutes of technology (Singh, 2011:1191). This becomes challenging with regard to the New Funding Framework (South Africa, 2004) which provides funding based on research outputs. Given the above, the aim of this study was to investigate research output among Cost and Management Accounting academics at universities of technology in SA and toward universities of applied sciences in Germany by examining their attitudes toward research, their qualifications and the structure of their master’s programs. Underpinned by Bandura’s Social Cognitive Theory, this study used a mixed methods approach to gather both qualitative and quantitative data from Cost and Management Accounting (CMA) academics at South African universities of technology and Accounting academics at German universities of applied sciences. Analysis of data revealed that academics in both countries showed a positive attitude towards research and obtaining postgraduate qualifications. Despite the absence of a German research funding policy comparable to the South Africa, similar factors seem to influence academics in their research activities in both countries. These include time available for research; support systems and intrinsic motivators. South African respondents showed a lack of qualifications among their staff which reflected on their research skills and therefore, output. Based on the findings, this study makes recommendations to CMA departments at South African universities of technology and Accounting departments at German universities of applied sciences toward improving of research output.

Submitted in fulfillment of the requirement for the Degree of Master of Technology: Cost and Management Accounting, Durban University of Technology, 2013. / Property, plant and equipment (PPE) constitute a significant portion of total assets of South African public higher education institutions. It is therefore important to keep proper records of the assets and to account for them accurately in the Annual Financial Statements. The aim of this study therefore was to investigate the accounting treatment of property, plant and equipment at public higher education institutions (PHEIs) in South Africa. The following objectives were addressed in this study, to: determine how assets are classified; find out how asset transactions are recorded; and to determine the accounting treatment of assets in terms of cost, depreciation, impairment and disposal. Based on the International Financial Reporting Standards, this study used a mixed-methods research approach to collect data regarding the accounting treatment of PPE at the 23 PHEIs in South Africa. Analysis of results indicated that some institutions: apply different useful lives for the same asset classes; use threshold amounts for the recording and depreciating of assets; use the same value for the recording and depreciating of assets while others record at one value but depreciate at a higher value; and depreciate PPE at different rates as they apply varying useful life to different asset classes. This study also found that while some institutions do impairment testing on an annual basis, others do not, as they do not have a policy in place for impairment testing. Given that the activities or business of educational institutions are similar in nature, this study recommends that PHEIs need to apply consistent recording of assets in terms of their useful life as the useful life of an asset has direct correlation with the surplus or deficit of an institution. This study makes further recommendations regarding the accounting treatment of PPE at PHEIs in South Africa based on the findings of this study. Suggestions for further research are also presented.

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.

Submitted in fulfilment of the requirements for the Masters Degree in Technology: Quality, in the Department of Operations and Quality Management, Durban University of Technology, 2009. / Higher education institutions are faced with an increasing number of complex challenges including implementing and maintaining a quality management system. In addition, the transformation of higher education brought about further regulations, especially to private higher and further education institutions. Managing the change in private higher and further education became complex as institutions were required to meet the Department of Education’s registration requirements and the HEQC and Umalusi Council’s quality audit criteria requirements. Hence, this study reviewed related literature which represented sources of information, to determine the nature of PHE and FET institutions. The literature further scanned business quality tools and the SAEM and their applicability to private higher and further education. It was established that the TQM philosophy and the ISO 9001: 2000 quality standard, applied in an integrated system, was suitable for higher education. The review identified the SAEM as a suitable model to use as a basis for an integrated quality management system. From the literature review, the nature of PHE and FET institutions and the requirements of the HEQC and Umalusi Council were established. A significant finding was that PHE and FET institutions did not have an internal quality management system in place. This revelation led to the research investigation on finding the needs and deficiencies of FET and PHEIs. A questionnaire, using mainly open-ended questions, was designed and administered to FET and PHEIs for this purpose. The responses revealed that some quality practices were in place but, overall, the quality arrangements were inadequate. The results of the research investigation and the principles of the business quality tools were integrated into the SAEM’s principles. This process led to the formation of an Integrated Quality Model. This Integrated Quality Model was recommended as an internal quality management system for FET and PHEIs

Submitted in partial fulfilment of the requirements for the Master in Technology: Public Relations Management, Durban University of Technology, 2010. / The National Plan for Higher Education (2001) provides a framework for achieving the vision of a single co-ordinated higher education system. In order to meet the goals of this plan, various technikons and universities had to merge. Pityana (2004: 4-5) points out that, in addition to opportunities, various challenges have also emerged from these mergers. One such challenge is that higher education institutions may find themselves in tensions with their partners which may result in disagreements that could lead to crisis situations. Marconi (2005: 262) argues that, in crisis situations, the pace of the conflict accelerates dramatically. This means that the affected parties have to react very quickly or risk having their ability to protect their interests substantially reduced, hence the need for a crisis communication plan. Implicit in this plan is the importance of communication. McCusker (2006: 108) maintains that, often in crisis a situation, communication gets distorted. As a result, rumours often supplant real facts. Thus, clear communication needs to be pre-planned and increased during a crisis. This dissertation, therefore, sets out to investigate the role of communication during the planning and management of crises at higher education institutions in KwaZulu-Natal. It reports on preliminary results of in-depth interviews conducted at higher education institutions in KwaZulu- Natal and offers recommendations so that crises planning and management may be improved upon. / National Research Foundation