Submitted in partial fulfillment of the requirements for the Master of Management Sciences in Administration and Information Management, Durban University of Technology, Durban, South Africa, 2017. / This dissertation evaluates the quality of administrative practices in three selected Technical and Vocational Education and Training (TVET) colleges in KwaZulu-Natal, situated in the Durban area. TVET Colleges, formerly known as Further Education and Training (FET) colleges in South Africa, have undergone numerous changes since 1994. The South African government has recognized the sharp increase in unemployment, particularly among the youth of the country. There is a dearth of trained employees possessing a certain skills set required in the South African vocational industry and the government has identified TVET colleges as the panacea to address this skills shortage. Student satisfaction is important in higher education as it influences effective learning. This study adopted a mixed methods approach involving a set of questionnaires administered to students. Semi-structured interviews were conducted with administrative clerks and administrative managers. A stratified sampling technique was used when collecting data from staff and a convenience sample was applied when collecting data from students. A SERVQUAL theoretical framework was employed in this study; this model explains the students’ perceptions and expectations in evaluation of administrative practices which have been used to measure service quality in an administrative service context. The result of the research indicated great importance for all TVET colleges to implement an appropriate set of processes for the administrative practices and to continuously review and refine the application system (COLTECH) being used to capture academic information for students, and the lack of support to the administrative clerks in dealing with all students’ enquiries expeditiously. Following an in-depth analysis of the results, this study recommends more consultation with students regarding administrative practices; flexibility in accessing academic information on time; a high level of communication in any enquiries; and proper monitoring of the application system (COLTECH). Administrative clerks should be authorised to rectify errors as soon as possible; continuous training; workshops and the COLTECH application system should be continuously upgraded. / M

M.A. / The purpose of this study is to determine the impact of the South African post-matric programmes on career maturity and self-efficacy. The research design employed in order to measure this impact was a non-equivalent three group, pre-posttest design within a quasi-experiment. Post-matric students in the experimental group were taken from nine independent schools in South Africa. Two control groups were used, one consisting of matriculation students and the other of first year university students. Post-matric is an additional year of schooling aimed at bridging the gap between school and university. The difficulties experienced by young people during this school to work transition and the main reasons for students partaking in post-matric programmes are presented. In order to comprehensively outline the construct career maturity, the theories of three authors, namely, Donald Super, John Crites and Ronelle Langley, are discussed. The construct self-efficacy is also fully outlined with a theoretical exposition of the work of Albert Bandura, John Krumboltz and Nancy Betz. Measurement instruments used in this study are a biographical questionnaire, the Career Development Questionnaire (CDQ) and the Career Decision-Making Self- Efficacy Scale (CDMSES). Various hypotheses were formulated and Hotelling's T 2- tests, Students t-tests, multivariate analysis of variance (MANOVA), univariate analysis of variance (ANOVA) and the Scheffe test were used to test the hypotheses. Results of these statistical tests showed that the three groups of participants started off unequally with regard to the measures of career maturity and career decision-making self-efficacy, but the two school groups improved to such an extent that their mean scores on all scale variables compared favourably with those of the university group at the end of the study. It is especially the career maturity and career decisionmaking self-efficacy of the post-matric students that improved significantly within the nine month period during which the post-matric programmes were implemented. This finding reflects positively on the impact of the post-matric programmes. As the CDMSES is an overseas research instrument being used extensively in South Africa for the first time in this research, certain statistical procedures were carried out in order to highlight its psychometric properties. Of particular interest is the finding that in South Africa the CDMSES measured only one factor which can be named as Forethought with regard to Career Knowledge. In conclusion it is recommended that full use be made in educational institutions of the measurement instruments used in this study as diagnostic aids to enhance the effectiveness of career counselling. It is also recommended that further research in this topic be carried out on the broader community in South Africa.

Submitted in compliance with the requirement for Master’s Degree in Technology: Marketing, Retail, and Public Relations, Durban University of Technology, Durban, South Africa, 2016. / The South African Further Education and Training (FET) sector is facing the challenge of being rated and considered by many young school leavers and the community as a second choice institution, while universities are their first priority. This study aimed to investigate and explore student’s expectations and perceptions of Colleges in KwaZulu-Natal (KZN) with respect to their choice of college. The main objective of this research was to identify students’ expectations and perceptions, and the factors that encourage enrolment at FET colleges, as well as to identify the different expectations and perceptions, according to demographic factors. The SERVQUAL model was employed to establish students’ expectations against perceptions of FET colleges in KZN. The study design was quantitative in nature, using a descriptive technique, cross sectional, and collected data through the application of non-probability sampling with census, quota and convenience sampling methods being utilized to obtain data from a sample of 301 respondents. Data collected from the respondents were analysed with SPSS version 20.0 and interpreted with the use of descriptive and inferential statistics. The questionnaire measured students’ expectations and perceptions in five dimensions of service, namely tangibles, reliability, assurance, responsiveness and empathy. The findings demonstrate that students had higher expectations of service quality with lower perceptions of the actual service received. The negative gaps within the five SERVQUAL service quality dimensions, implies that the students were dissatisfied with the level of service in their FET colleges. The gaps, from largest to smallest, were Reliability, Assurance, Tangible, Responsiveness, and Empathy. FET College management is advised to attend to these above-mentioned gaps and to ensure that the necessary strategies are immediately implemented, as these would improve the FET brand and ultimately position FET Colleges as the institution of first choice in KZN. / M

Since 1994, the South African education system has been undergoing continuous transformation which has had an impact on the governance of Further Education and Training (FET) colleges. This study, which focused on an investigation of the principles of effective governance at FET colleges, was conducted in three purposefully sampled FET colleges. Qualitative content analysis was used to analyse data collected using semi-structured interviews, observation and document analysis. The main finding of this study revealed that college councils do not have either the capacity or the resources to develop policies for colleges, nor is there a clear and documented reporting process in place. The study highlighted that the roles and responsibilities of college council’s sub-committees are not clearly defined in the 2006 FETC Act. Based on the research findings, recommendations were made in respect of the effective participation of college councils in the governance of FET colleges. / Educational Leadership and Management / M. Ed. (Education Management)

Since 1994, the South African education system has been undergoing continuous transformation which has had an impact on the governance of Further Education and Training (FET) colleges. This study, which focused on an investigation of the principles of effective governance at FET colleges, was conducted in three purposefully sampled FET colleges. Qualitative content analysis was used to analyse data collected using semi-structured interviews, observation and document analysis. The main finding of this study revealed that college councils do not have either the capacity or the resources to develop policies for colleges, nor is there a clear and documented reporting process in place. The study highlighted that the roles and responsibilities of college council’s sub-committees are not clearly defined in the 2006 FETC Act. Based on the research findings, recommendations were made in respect of the effective participation of college councils in the governance of FET colleges. / Educational Leadership and Management / M. Ed. (Education Management)

Computing / M. Sc. (Information Systems)

In this qualitative study, the research objective was to present a theoretical framework for the phenomenon of discovering principals’ experiences when providing management and strategic leadership at Technical Vocational Education and Training (TVET) colleges in South Africa. Furthermore, the college Senior Management Team (SMT) members were also part of the study as they support and contribute towards to the functioning of TVET colleges. According to Hoy and Miskel (2013), an open social-systems model of schools provides an overarching and useful conceptual framework that organizes and relates this theory and research for educational administrators. At the heart of our social-systems model are four critical elements of school life—structure, motivation, culture, and politics (Hoy &Miskel 2013). The data were collected through semi-structured interviews conducted with participants, while the observation of how principals provided strategic management and leadership was done on a daily basis. The researcher was deputy principal corporate services at a TVET College therefore the contact with other TVET colleges and the DHET was used as a better way to conduct observation. It against the above background that the main themes were developed from the participants’ responses in the bureaucratic, political, and cultural sub-dimensions of the social system. In terms of the incorporation of the sub-dimensions of a social system, it was found that college SMTs should actively model and promote effective management and strategic leadership. This study focused on the strategic leadership and management initiatives, legislations and regulations aimed at enhancing the effectiveness of day-to-day operations of TVET colleges in South Africa. The study explored in depth the management and strategic leadership roles and responsibilities of the TVET college principals. A comparative study of South Africa’s public TVET college as well as the United States of America (USA), the United Kingdom (UK), the Netherlands, Denmark and Australia was also conducted. Furthermore, there is a need to contribute to the organizational culture and climate, job performance, employee morale and engagement, and staff retention. These may be achieved by capacitating college principals and their SMTs with relevant short courses. It is recommended that the role of the DHET and college council must shift from enforcing bureaucratic compliance to collective capacity building within the TVET colleges. This can be achieved by establishing processes and procedures that are supported by sound monitoring and reporting systems. Finally, recommendations made from this study are expected to empower principals and other middle managers and administrators to assist them to achieve the strategic objectives and to relate with all stakeholder that exists within the TVET sector. / Educational Management and Leadership / Ph. D. (Education Management)

The support and promotion of public Technical and Vocational Education and Training (TVET) Colleges is fundamental in addressing South Africa’s intermediate-level and artisanal skills as shortages in these areas contribute to considerable unemployment in South Africa. These institutions have been earmarked by the South African government for extensive growth. Therefore, efficient and effective management and accurate decision-making within these institutions are essential. The evaluation of the management information systems (MISs) within these institutions, which provide data and information to inform institutional short-term and long-term management decision-making and day-to-day operations, should take place on a regular basis to so enhance the reliability and accuracy of the data and information. The problem is that no evidence of a methodology (artefact) for the evaluation of MISs at public TVET Colleges in South Africa could be found in the literature. Therefore, the rationale for this study is to develop a methodology for the evaluation of MISs at public TVET Colleges in South Africa. Hence the main research question for the study was formulated as: What are the components that constitute a methodology for the evaluation of a MIS at a public TVET College in South Africa? The study was conducted according to a design science paradigm. Design science is underpinned by a pragmatic philosophical paradigm which considers thought as a tool for prediction, problem solving and action. The Design Science Research Process (DSRP) model informed the research process utilised to develop the artefact for this problem centred initiated study. The iterated activities of the DSRP model which include: design, demonstrate, evaluate and and communicate, contributed to the refinement of the methodology (artefact). The artefact mainly underwent experimental evaluation to demonstrate its applicability. The methodology (artefact) was empirically evaluated at three cluster-random selected public TVET Colleges after all colleges, with similar MIS maturity levels, were clustered into groups.The study contributed to the extant knowledge base of: theory building, on different levels. The main theoretical contribution is the final evaluated methodology (DSR artefact) which enables IT practitioners and MIS managers at public TVET Colleges in South Africa to evaluate their MISs on a regular basis. The methodology (artefact) presents a theory for design and action which satisfies the conditions of importance, parsimony and novelty on a micro-level. The study furthermore contributed to the extant literature on the theory of MIS success evaluation by contributing to theory on the measurement of MIS success constructs and measuring of the relationships between the constructs. Another theoretical contribution is the innovative evidence-based method by which the public TVET Colleges were clustered. The clustering method was used to ensure a more rigorous sample selection technique than purposive or convenient sample selection of cases and is generalisable to other knowledge domain contexts. The research study furthermore produced results of interest to both technology-focused and management-focused audiences. For technology-focused audiences the processes by which the artefact was constructed and evaluated are described, thus establishing repeatability of the study and building the knowledge base for further research extensions by future design science researchers. The rigour of the artefact design process was complemented by a thorough presentation of the experimental design of the artefact’s field test in three public TVET College environments which provides sufficient detail for management audiences to determine if sufficient organisational resources exist for utilisation of the artefact. / Information Science / Ph. D. (Information Systems)

The support and promotion of public Technical and Vocational Education and Training (TVET) Colleges is fundamental in addressing South Africa’s intermediate-level and artisanal skills as shortages in these areas contribute to considerable unemployment in South Africa. These institutions have been earmarked by the South African government for extensive growth. Therefore, efficient and effective management and accurate decision-making within these institutions are essential. The evaluation of the management information systems (MISs) within these institutions, which provide data and information to inform institutional short-term and long-term management decision-making and day-to-day operations, should take place on a regular basis to so enhance the reliability and accuracy of the data and information. The problem is that no evidence of a methodology (artefact) for the evaluation of MISs at public TVET Colleges in South Africa could be found in the literature. Therefore, the rationale for this study is to develop a methodology for the evaluation of MISs at public TVET Colleges in South Africa. Hence the main research question for the study was formulated as: What are the components that constitute a methodology for the evaluation of a MIS at a public TVET College in South Africa? The study was conducted according to a design science paradigm. Design science is underpinned by a pragmatic philosophical paradigm which considers thought as a tool for prediction, problem solving and action. The Design Science Research Process (DSRP) model informed the research process utilised to develop the artefact for this problem centred initiated study. The iterated activities of the DSRP model which include: design, demonstrate, evaluate and communicate, contributed to the refinement of the methodology (artefact). The artefact mainly underwent experimental evaluation to demonstrate its applicability. The methodology (artefact) was empirically evaluated at three cluster-random selected public TVET Colleges after all colleges, with similar MIS maturity levels, were clustered into groups. The study contributed to the extant knowledge base of: theory building, on different levels. The main theoretical contribution is the final evaluated methodology (DSR artefact) which enables IT practitioners and MIS managers at public TVET Colleges in South Africa to evaluate their MISs on a regular basis. The methodology (artefact) presents a theory for design and action which satisfies the conditions of importance, parsimony and novelty on a micro-level. The study furthermore contributed to the extant literature on the theory of MIS success evaluation by contributing to theory on the measurement of MIS success constructs and measuring of the relationships between the constructs. Another theoretical contribution is the innovative evidence-based method by which the public TVET Colleges were clustered. The clustering method was used to ensure a more rigorous sample selection technique than purposive or convenient sample selection of cases and is generalisable to other knowledge domain contexts. The research study furthermore produced results of interest to both technology-focused and management-focused audiences. For technology-focused audiences the processes by which the artefact was constructed and evaluated are described, thus establishing repeatability of the study and building the knowledge base for further research extensions by future design science researchers. The rigour of the artefact design process was complemented by a thorough presentation of the experimental design of the artefact’s field test in three public TVET College environments which provides sufficient detail for management audiences to determine if sufficient organisational resources exist for utilisation of the artefact. / Information Science / Ph. D. (Information Systems)

Computing / M. Sc. (Information Systems)