Text in English with keywords and abstracts in English, Afrikaans and Zulu / Over the past few years, the world in general has been influenced by several rapid changes and disruptions including climate change, globalisation, economic developments, the fourth industrial revolution, technological advancements, social changes, political changes and most recently the Covid-19 pandemic. The above changes have also influenced South Africa Higher Education Institutions (HEI) in South Africa. In particular, over the past two to three years, South African HEIs have been increasingly faced with the drive for transformation in higher education (including the decolonisation of the curriculum), reduced government subsidies, increased competition, rising costs, increased enrolments, declining resources the announcement of free higher education, increased politicisation of higher education and the increased need to use information technology in teaching and research. As a result, the aforementioned rapid changes and disruption require that leaders in South African HEIs possess the capabilities that will enable them to successfully lead their organisations during such times. While leadership has been researched within South African HEIs none was found that focussed on identifying and describing the capabilities needed to lead successfully in South African HEIs during rapid change and disruption. The aim of this research was to determine a leadership capabilities model required to lead successfully during rapid change and disruption within South African HEIs. This research successfully identified and described the capabilities and competencies needed to lead South African HEIs successfully during rapid change and disruption in general as well as for each leadership level. Finally, this research formulated a theory and model that explains the relationship between rapid change and disruption, the possession and application of the capabilities required to lead successfully in South African HEIs during rapid change and disruption and actually dealing successfully with the rapid change and disruption. / Oor die afgelope paar jare was die wêreld deur verskillende vinnige veranderinge en ontwrigtings beïnvloed insluitended limaatverandering, globaliseering, ekonomiese ontwikkelinge asook die vierde industriële rewolusie, tegnolosiese vooruitgange, sosiale veranderinge, politiese veranderinge, en mees onlangs, die Covid-19 pandemie. Die bogenoemde veranderinge het ook die Suid-Afrikaanse Hoër Onderwys beïnvloed. In die besonder, oor die afgelope twee tot drie jaar, is Suid-Afrikaanse Hoër Onderwys Instansies toenemend gekonfronteer deur ‘n strewe na transformasie (insluitended dekolonisering van die kirrikulum), vermindende staatsubsidies, toenemende kompetisie, toenemende kostes, toenemende inskrywings, vermindende hulpbronne, die aankondiging van gratis hoër onderwys, toenemende politisering van hoër onderwys en die toenemende behoefte om inligtingstegnologie te gebruik in onderwys en navorsing. As ‘n gevolg van bogenoemde vinnige veranderinge en ontwrigtings, word dit van leiers in die Suid-Afrikaanse Hoër Onderwys vereis om vermöens te besit wat hulle in staat stel om hulle organisasies suksesvol te kan lei gedurende sulke tye. Alhoewel navorsing oor leierskap binne Suid-Afrikaanse Hoër Onderwys Instansies voorheen gedoen is, kon geen navorsing gevind word wat alleenlik fokus op die identifisering en beskrywing van die eienskappe wat nodig is om Suid-Afrikaanse Hoër Onderwys Instansies suksesvol te kan lei gedurende tye van vinnige veranderinge en ontwrigting. Die mikpunt van hierdie navorsing was om vas te stel watter leierskap eienskappe nodig is om Suid-Afrikaanse Hoër Onderwys Instansies suksesvol te kan lei, gedurende tye van vinnige veranderinge en ontwrigtings. Hierdie navorsing het daarin geslaag om die eienskappe en vaardighede wat leiers benodig om Suid-Afrikaanse Hoër Onderwys Instansies suksesvol te lei gedurende tye van vinnige veranderinge en ontwrigtings te bepaal, asook wat vir elke leierskapvlak benodig word. Hierdie navorsing het ook ‘n teorie en model geformuleer wat die verhouding tussen vinnige veranderinge en ontwrigtings, die besit en toepassing van die eienskappe om Suid Afrikaanse Hoër Onderwys Instansies suksesvol te kan lei gedurende tye van vinnige veranderinge en ontwrigtings en uiteindelik suksevolle leierskap gedurende vinnige veranderinge en ontwrigtings, te beskryf. / Eminyakeni embalwa edlule umhlaba jikelele ubhekane nezinguquko nokuphazamiseka okuningi okuhlanganisa ukuquka kwesimo sezulu, ukuxhumana kwamazwe omhlaba, ukuthuthuka kwezomnotho, uguquko kwezezimboni kwesine (fourth industrial revolution), ukuthuthuka kwezobuchwepheshe, izinguquko kwezenhlalo, izinguquko kwezombusazwe nokwakamuva nje, ubhubhane i-Covid-19. Lezi zinguquko ezingenhla zibe nomthelela naseziKhungweni zeMfundo ePhakeme zaseNingizimu Afrika (HEIs). Ikakhulukazi, eminyakeni emibili kuya kwemithathu edlule, iziKhungo zeMfundo ePhakeme zaseNingizimu Afrika zibhekana ngokwengezekile nomkhankaso wezoguquko kwezemfundo ephakeme (okuhlanganisa nokuhlelwa kabusha kwezinhlelozifundo), ukuncipha kwemalisibonelelo kahulumeni, ukukhula kokuqhudelana, ukukhula kwezindleko, ukukhula kwesibalo sababhalisile, ukuncipha kwezinsiza, ukumenyezelwa kwemfundo ephakeme yamahhala, ukudlondlobala kwezombusazwe ezikhungweni zemfundo ephakeme nokukhula kokusetshenziswa kobuchwepheshe kwezokufundisa nocwaningo. Okungumphumela walokhu, ukudingeka kwabaholi bezikhungo zemfundo ephakeme eNingizimu Afrika abanamakhono azobalekelela ekuholeni ngempumelelo izinhlangano zabo kulezi zikhathi. Yize noma ubuholi bucwaningiwe ezikhungweni zemfundo ephakeme eNingizimu Afrika akukho okutholakele obekugxile ekuhlonzeni nasekuchazeni ngokuyizidingo zokuhola ngempumelelo lezi zikhungo ngalesi sikhathi sezinguquko nokuphazamiseka okwenzeka ngesivinini. Lolu cwaningo luhlonze futhi lwachaza ngamakhono namava adingekayo ukuze kuholwe ngempumelelo iziKhungo ZeMfundo ePhakeme zaseNingizimu Afrika ngesikhathi sezinguquko nokuphazamiseka okwenzeka ngesivinini kanye nokuyizidingo zezinga ngalinye lobuholi. Okokugcina, lolu cwaningo lwakhe injulalwazi nohlaka oluchaza ngobudlelwano phakathi kwezinguquko nokuphazamiseka okwenzeka ngesivinini, ukuba namava adingekayo nokuwasebenzisa ngempumelelo ekuholeni iziKhungo zeMfundo ePhakeme zaseNingizimu Afrika ngesikhathi salezi zinguquko nokuphazamiseka kanye nokubhekana nakho ngempumelelo. / Industrial and Organisational Psychology / D. Phil. (Consulting Psychology)

The purpose of the study was to propose a model (framework) for effective implementation of curricula in accredited Private Higher Education Institutions (PHEIs) operating in a highly regulated higher education environment in Botswana. The study used a mixed methods research approach that employed concurrent triangulation design. A structured questionnaire and a semi-structured interview guide were used to collect data on the views of both 306 lecturers and 12 academic middle managers (AMMs) respectively, on how the curriculum is implemented in the accredited PHEIs. Data analysis was done using statistical tables, Analysis of Variance (ANOVA), Mann Whitney U-Test, regression analysis, correlation analysis and structural equation modelling (SEM). Results of the study showed that characteristics of the external environment, lecturer, institution as well as characteristics and conception of the curriculum were all statistically, significantly and positively related to effective curriculum implementation in accredited PHEIs and hence acted as predictors of effective curriculum implementation in these institutions. The study also showed that factors in the above predictor variables which included heavy workloads, lack of training on pedagogical issues, limited opportunities for staff development in some of the PHEIs, limited teaching resources as well as a highly regulated higher education environment were major challenges affecting effective curriculum implementation in the PHEIS. It emerged from the study that a 1% improvement on each of the predictor variables could lead to improvements in the way curriculum is currently implemented in these institutions. Based on these results, a framework was proposed for enhancing curriculum implementation in accredited PHEIs. / Inhloso yalolu cwaningo kwabe kuwukuthuthukisa imodeli yokuqaliswa kwekharikhulamu ngempumelelo eziKhungweni Zemfundo Ephakeme Zangasese ezigunyaziwe (ama-PHEI) eziqhuba umsebenzi wazo ngaphansi kwesimo semfundo ephakeme esilawulwa kakhulu. Lolu cwaningo lwasebenzisa indlela yokucwaninga exubile ngokulandela i-concurrent triangulation design. Ucwaningo lwasebenzisa i-structured questionnaire kanye ne-semi-structured interview guide ukuqoqa idatha mayelana nemibono yabafundisi basenyuvesi abangama-306 kanye nabaphathi bezikhungo zemfundo ephakeme abasezikhundleni zokuphatha ezimaphakathi (ama-AMM) abayi-12, ngokulandelana, mayelana nendlela okuqaliswa ngayo ikharikhulamu kuma-PHEI agunyaziwe. Ukuhlaziywa kwedatha kwenziwa ngokusebenzisa amathebula ezibalo, i-Analysis of Variance (ANOVA), i-Mann Whitney U-Test, i-regression analysis, i-correlation analysis kanye ne-structural equation modelling (SEM). Imiphumela yocwaningo yabonisa ukuthi izici zobunjalo besimo sangaphandle, izici zomfundisi, izici zesikhungo kanye nezici eziphathelene nekharikhulamu kanye nomsuka womqondo wokusungulwa kwayo, konke kwabe kukhombisa ukuhlobana okucacile futhi obuboniswa nayizibalo phakathi kwalokhu nokuqaliswa kwekharikhulamu ngempumelelo kuma-PHEI agunyaziwe futhi ngalokho-ke lokhu kwasebenza njengezibikezeli zokuqaliswa kwekharikhulamu ngempumelelo kulezi zikhungo. Ucwaningo lwabonisa nokuthi ezinye izimo, ngaphezu kwezibikezeli, ezibandakanya umsebenzi omningi ngokweqile okumele wenziwe ngumfundisi ngamunye, ukuntuleka kokuqeqeshwa mayelana nezindaba eziphathelene nokufundisa, amathuba ayingcosana kakhulu okuthuthukiswa kwabasebenzi kwezinye zalezi zikhungo ezingama-PHEI, izinsizakufundisa eziyingcosana kanye nesimo semfundo ephakeme esilawulwa kakhulu, kwabe kuyizinselelo ezinkulu ezinomthelela ekuqalisweni kwekharikhulamu ngempumelelo ezikhungweni ezingama-PHEI. Kwahlaluka ocwaningweni ukuthi ukuphuculwa kwesimo nge-1% esibikezelweni ngasinye kungaholela ekutheni ibe ngcono indlela okusetshenziswa ngayo ikharikhulamu kulezi zikhungo. Ngokususela kule miphumela, kwathuthukiswa imodeli yokwenza ngcono ukuqaliswa kwekharikhulamu kuma-PHEI agunyaziwe. / Die doel van die studie was om ʼn model (raamwerk) voor te stel vir doeltreffende kurrikulumimplementering in geakkrediteerde private hoëronderwysinstellings (PHEIs) wat in ʼn hoogs gereguleerde hoëronderwysomgewing funksioneer. ʼn Gemengdemetode-navorsingsbenadering is gevolg, met gebruik van gelyktydige-triangulasie-ontwerp. ʼn Gestruktureerde vraelys en ʼn halfgestruktureerde onderhoudsgids is gebruik om data in te samel oor die sienings van 306 dosente en 12 akademiese middelbestuurders (AMMs) onderskeidelik, oor hoe die kurrikulum geïmplementeer word in die geakkrediteerde PHEIs. Data is ontleed met behulp van statistiese tabelle, Analise van Variansie (ANOVA), die Mann Whitney U-Test, regressieontleding, korrelasieontleding en strukturele vergelykingsmodellering (SEM). Die resultate van die studie het getoon dat eienskappe van die eksterne omgewing; van die dosent; van die instelling, sowel as eienskappe en beskouings van die kurrikulum, almal positiewe, beduidende en statistiese verwantskappe met doeltreffende kurrikulumimplementering in geakkrediteerde PHEIs het, en dus as voorspellers van doeltreffende kurrikulumimplementering in hierdie instellings opgetree het. Die studie het ook getoon dat faktore in die bogenoemde voorspellerveranderlikes – insluitende aansienlike werkslas, gebrek aan opleiding oor pedagogiese kwessies, beperkte geleenthede vir personeelontwikkeling in sommige van die PHEIs, beperkte onderrighulpbronne, sowel as ʼn hoogs gereguleerde hoëronderwysomgewing – groot uitdagings was wat doeltreffende kurrikulumimplementering in die PHEIs beïnvloed het. Dit het uit die studie geblyk dat ʼn 1%-verbetering in elk van die voorspellerveranderlikes verbeteringe kan teweegbring in die manier waarop die kurrikulum in hierdie instellings geïmplementeer word. Op grond van hierdie resultate is ʼn raamwerk voorgestel om kurrikulumimplementering in geakkrediteerde PHEIs te versterk. / Curriculum and Instructional Studies / D. Ed. (Curriculum and Instructional Studies)

With the aim of identifying the challenges and determining the extent of the effect of these challenges on the effectiveness of the performance management systems, the performance management practices of selected public universities in Ethiopia were assessed. This assessment informed the identification of workable, customised balanced scorecard measurement variables that would ensure effective implementation of performance management systems and promote institutional success in the selected public universities in Ethiopia. An exploratory sequential mixed-methods design was adopted. First, literature was reviewed to learn about major concepts and theories on performance management systems and to establish the laws and directives that regulate performance management at public universities in Ethiopia. Qualitative interviews and quantitative questionnaires were used to collect data on the practices and the challenges experienced in implementing performance management systems in public universities in Ethiopia. The main practices and challenges identified include exclusion of employees from planning activities, management bias, supervisors’ failure to give feedback on performance appraisals, lack of experience among many of the professionals in the execution of performance management systems, and high employee turnover. The study presents and recommends a hexagonal hybrid balanced scorecard measurement model (the newly added variables being leadership and stakeholders) to make Ethiopian higher education institutions effective and efficient in measuring their overall performance. / Met die oog daarop om die uitdagings te identifiseer en die omvang van die uitwerking daarvan op die doeltreffendheid van die prestasiebestuurstelsels te bepaal, is die prestasiebestuurspraktyke van uitgesoekte openbare universiteite in Etiopië geassesseer. Hierdie assessering gee aanleiding tot die identifisering van werkbare, doelgemaakte veranderlikes van gebalanseerdetelkaart-meting, wat doeltreffende implementering van prestasiebestuurstelsels sal verseker en institusionele sukses in die uitgesoekte openbare universiteite in Etiopië sal bevorder. ʼn Verkennende sekwensiële gemengdemetodeontwerp is gebruik. Eerstens is literatuur bestudeer om meer te wete te kom oor deurslaggewende konsepte en teorieë rakende prestasiebestuurstelsels, en om te bepaal watter wette en voorskrifte prestasiebestuur by openbare universiteite in Etiopië reguleer. Kwalitatiewe onderhoude en kwantitatiewe vraelyste is gebruik om data in te samel oor die uitdagings en praktyke in die implementering van prestasiebestuurstelsels by openbare universiteite in Etiopië. Die grootste uitdagings en praktyke wat geïdentifiseer is behels uitsluiting van werknemers by beplanningsaktiwiteite, bestuursvooroordeel, toesighouers wat nie terugvoer gee oor prestasiebeoordelings nie, gebrek aan ondervinding by baie van die praktisyns in die implementering van prestasiebestuurstelsels, en hoë werknemeromset. Hierdie studie bied ʼn verteenwoordiging en aanbeveling van ʼn heksagonale hibriede gebalanseerde telkaartmetingmodel (die nuutbygevoegde elemente is leierskap en belanghebbers) vir hoëronderwysinstellings in Etiopië om hul algehele prestasie doeltreffend te meet. / Ngenhloso yokuhlonza izinselele, kanye nokuthola ububanzi nobukhulu bomthelela walezo zinselele ekusebenzeni ngendlela efanele kwezinhlelo zokuphatha nokulawula ukusebenza (performance), lolu cwaningo lwahlola futhi lwacubungula izinqubo zokuphatha nokulawula ukusebenza ezisetshenziswa ngamanyuvesi omphakathi athile, futhi akhethiweyo, ase-Ethiopia. Lokhu kuhlolwa kwezikhungo kwaholela ekutheni kuhlonzwe izindlela ezisebenzisekayo zombikokusebenza osekelwe phezu kwezinkomba ezine (balanced scorecard), okuyinto eyabe izoqinizekisa ukuqaliswa nokuqhutshwa ngendlela efanele kohlelo lokuphatha nokulawula ukusebenza futhi igqugquzele ukuthi yenziwe kahle, futhi ngempumelelo, imisebenzi yamanyuvesi omphakathi athile, akhethiweyo, ase-Ethiopia. Kulolu cwaningo kwasetshenziswa izindlela zokuhlola nokucwaninga ezixubile futhi ezilandelanayo. Okokuqala, kwabukezwa imibhalo ekhona njengamanje ephathelene nalesi sihloko ngenhloso yokufunda ngemiqondo engumongo futhi enohlonze, kanye namathiyori aphathelene nezinhlelo zokuphathwa nokulawulwa kokusebenza, futhi ukuze kutholakale ulwazi olunzulu mayelana nemithetho neziqondiso ezilawula ukuphathwa nokulawulwa kokusebenza emanyuvesi omphakathi e-Ethiopia. Izindlela zocwaningo ezasetshenziswa, yindlela yokuthola ulwazi ngokuxoxisana okujulile nababambiqhaza bocwaningo (qualitative interviews) kanye namaphephamibuzo ocwaningo (quantitative questionnaires), obekuhloswe ngakho ukuqoqa idatha mayelana nezinselele kanye nezinqubo okudlulwe kuzona ngenkathi kuqhutshwa izinhlelo zokuphathwa nokulawulwa kokusebenza emanyuvesi omphakathi e-Ethiopia. Izinselele ezinkulu kanye nezinqubo ezingumongo ezihlonziwe zibandakanya ukushiywa ngaphandle kwabasebenzi ngenkathi kwenziwa imisebenzi yokuhlela, ukuchema kwabaphathi, ukuhluleka kosuphavayiza ukuhlinzeka abasebenzi ngombiko noma umphumela obonisa ukuthi baqhube kanjani ngenkathi kuhlolwa umsebenzi wabo, ukungabi nesipiliyoni noma ulwazi olufanele kweningi labasebenzi abangogoti bemikhakha ethile (professionals) ngenkathi beqhuba izinhlelo zokuphatha nokulawula ukusebenza, kanye nezinga eliphakeme lokwesula kwabasebenzi emsebenzini. Lolu cwaningo lwethula futhi lwancoma ukuthi kusetshenziswe indlela yokukala ukusebenza ebizwa nge-hexagonal hybrid balanced scorecard measurement model (izinto ezintsha ezengeziwe eziphathelene nocwaningo wubuholi kanye nababambiqhaza) ngenhloso yokulekelela iziKhungo Zemfundo Ephakeme zase-Ethiopia ukuthi zikwazi ukukala kahle, vi futhi ngempumelelo, izinga lonkana lokusebenza kwazo. / Educational Leadership and Management / D. Ed. (Education Management)

The right to education is entrenched in the Constitution of the Republic of South Africa, 1996. The Constitution, together with various policy documents, provides guiding principles for the transformation of higher education in South Africa. Several universities were placed under administration, before and after the attainment of democracy in South Africa. The independent assessors reports on these institutions have one thing in common, namely that they point out poor administration and ineffective corporate governance practices. Despite many commendable initiatives by Government since 1994 to improve an apparently flawed higher education system, some aspects could be enhanced further, especially concerning corporate governance and governance accountability. Council members and the executive management of higher education institutions are subject to common law fiduciary duties and duties of care and skill. However, their accountability for breaches of these duties is not always clear and is seldom enforced. There is a need to balance effective accountability and the exercise of discretionary powers that are integral to effective governance and management. This thesis considers how corporate governance and compliance in higher education can be improved further, taking into account various legislative changes to the Higher Education Act 101 of 1997, direction provided by the Companies Act 71 of 2008 and the Banks Act 94 of 1990 in respect of the regulation of directors’ duties. An in-depth investigation into the relevant provisions of these Acts was not intended nor undertaken. Rather, the thesis draws from these Acts so that the problems concerning corporate governance in the higher education sector may be dealt with. The regulation of higher education in the foreign jurisdiction of the State of Georgia in the United States of America and in the Canadian province of Ontario was also considered. Based on the research undertaken, specific amendments are proposed to the Higher Education Act of 1997 and the Regulations for Reporting by Public Higher Education Institutions 2014, which are aimed at improvin higher education. / Die reg op onderwys word in die Grondwet van die Republiek van Suid-Afrika 1996 verskans. Riglyne vir die transformasie van hoër onderwys in Suid-Afrika word in die Grondwet en verskeie ander beleidsdokumente vervat. Voordat en nadat ‘Suid-Afrika demokraties geword het, is verskeie universiteite onder administrasie geplaas. Luidens die onafhanklike assessore se verslae, het hierdie instellings een ding gemeen gehad: swak administrasie en ondoeltreffende korporatiewe regering. Ondanks talle prysenswaardige stappe van die regering sedert 1994 om die probleme in die hoëronderwysstelsel te ondervang, kan bepaalde aspekte steeds verbeter, in die besonder korporatiewe regering en regeeraanspreeklikheid. Raadslede en lede van die uitvoerende besture van hoëronderwysinstellings is verplig om hulle gemeenregtelike fidusiêre pligte en hulle sorgvuldigheids- en kundigheidsplig na te kom. Hulle verantwoordingspligtigheid in geval van pligsversuim is egter dikwels vaag en word selde afgedwing. Die juiste ewewig moet gevind word tussen doeltreffende verantwoordingspligtigheid en die uitoefening van diskresionêre magte wat onlosmaaklik deel is van doeltreffende korporatiewe regering en bestuur. In hierdie tesis word gekyk hoe korporatiewe regering en nakoming in hoër onderwys verbeter kan word met inagneming van verskeie wysigings van die Wet op Hoër Onderwys 101 van 1997, riglyne in die Maatskappywet 71 van 2008 en in die Bankwet 94 van 1990 aangaande die pligte van direkteure. Geen grondige ondersoek na die toepaslike bepalings in hierdie wette is beoog of gedoen nie. Hulle word eerder gebruik om oplossings vir die probleme met korporatiewe regering in hoër onderwys te vind. Hoe hoër onderwys in die Amerikaanse deelstaat Georgia en die Kanadese provinsie Ontario gereël word, is eweneens in ag geneem. Wysigings van die Wet op Hoër Onderwys van 1997 en die Regulations for Reporting by Public Higher Education Institutions 2014, wat poog om verantwoordingspligtigheid en voldoening in hoër onderwys te verbeter, word voorgestel. / Ilungelo lokufunda liqukethwe uMthethosisekelo woMbuso waseNingizimu Afrika, wangonyaka ka 1996. UMthethosisekelo, kanye neminye imibhalo eyahlukahlukene yemigomo, inikeza umhlahlandlela wemigomo yokuguqulwa kwamaziko emfundo ephakeme eNingizimu Afrika. Amanyuvesi ahlukahlukene amiswa futhi, ngaphambili nangemuva kokuthola idemokhrasi eNingizimu Afrika. Imibiko yabaphenyi bamanyuvesi abazimele inophawu olufanayo, lokuthi iveza ukungahanjiswa kahle kohlelo lokuphatha kanye nokungalandelwa kwezingqubo zokuphatha amabhizinisi. Yize kunemizamo eminingi encomekayo evela uHulumeni kusukela ngonyaka ka 1994, imizamo yokuthuthukisa uhlelo lwemfundo ephakeme olwehlulekayo, ezinye zezimpawu zaqhubeka nokuqiniswa, ikakhulu lezo ezimayelana nokuphathwa kwamaziko kanye nokuziphendulela kwamaziko. Amalungu omkhandlu kanye nesigungu sabaphathi bamaziko emfundo ephakeme bayaphoqeleka ukulandela umthetho ngokuthi benze imisebenzi ngokuthembeka okuyimisebenzi emayelana nokunakekela kanye namakhono okusebenza. Yize-kunjalo, ukuziphendulela kwabo uma bephula imithetho kaningi akucaci kahle kanti le mithetho ayivamisile ukuqiniswa. Kunesidingo sokulinganisa uhlelo olusebenzayo lokuziphendulela kanye nokusebenzisa amandla okuphatha onikezwe wona, okungamandla ayinsika ekuqiniseni uhlelo lokuhanjiswa kahle kwamaziko kanye nokuphathwa. Le thesis iqonde ekutheni ngabe uhlelo lokuphathwa kwamaziko kanye nokulandelwa kwemithetho emazikweni emfundo aphakeme kungathuthukiswa kanjani, uma kubhekwa izinguquko zomthetho ezahlukahlukene, kuMthetho 101 weMfundo Ephakeme ka 1997, uma kubhekwa indlela enikezwa uMthetho 71 weziNkampani ka 2008 kanye noMthetho 94 wamaBhange ka 1990 mayelana nomthetho wemisebenzi yabaqondisi. Akukaze kube nenhloso futhi kwenziwe uphenyo olujulile mayelana nemithetho efanele yale Mithetho. Kunalokho, ithesisi yencike phezu kwaleMithetho ukuze izinkinga ezimayelana nokuphathwa kwamaziko emkhakheni wemfundo ephakeme zidingidwe kahle. Umthetho wemfundo ephakeme esiyingini somthetho sangaphandle se-State of Georgia ngase-United States of America kanye nasesifundazweni saseCanada ngase-Ontario nawo uye wabhekwa. Ngenxa yocwaningo olwenziwe, sekuye kwaphakanyiswa ukuthi kube nezinguquke ezithile eMthethweni weMfundo ePhakeme ka 1997 kanye naseMithethweni yokuBika yamaZiko eMfundo ePhakeme oMphakathi ka 2014, okuyimithetho ehlose ukuthuthukisa izinga lokuphatha okunokuziphendulela kanye nokulandela umthetho wemfundo ephakeme. / Mercantile Law / LL. D.