Text in English with summaries in English, South Sotho and Xhosa / Bibliography: leaves 196-215 / This study explored the communicative strategies which were used by participants who were called in as witnesses before the Leon Commission and the Phumaphi Commission of Enquiry in Lesotho in 1998 and 2015 respectively. The study specifically looked into the types of communicative strategies employed, their linguistic realisations and their conversational effectiveness in providing required information to the commissions. It further compared the use of strategies by participants in both commissions. Data for this study was obtained from twenty-six audio recordings of twenty-six witnesses. The study established that participants used twelve types of communicative strategies which are classified under the following groups based on their functional characteristics: conversational category which includes strategies such as code-switching, fillers, vague language and circumlocution; a grammatical category that comprises personal pronouns, direct speech, passive voice and questioning; a sociocultural category that covers strategies such as figurative language, indirect communication, direct refusal and indirect criticism. The study established that communicative strategies such as code-switching, fillers, personal pronouns, and direct quoting were conversationally effective as participants strategically employed them to succinctly express themselves. However, strategies with concealing attributes such as those found under a sociocultural category and those under the grammatical category (passive voice and questioning) were considered conversationally ineffective as they withheld required information from the commissioners. The study further established that participants of the latter commission were even more unwilling to reveal information than those of the former, which suggests a growing unwillingness to share information to commissions of enquiry. / Phuputso ena e hlahlobile maano a puisano a neng a sebediswa ke dipaki ka pela Komishene ya Leon le Komishene ya Phumaphi ya dipatlisiso naheng ya Lesotho ka 1998 le 2015. Phuputso e nyebekollotse ka kotloloho mefuta ya maano a puisano a sebedisitsweng, tshebediso ya ona kahara puo le katleho kapa tshetiso ya ona ho fana ka tlhaiso-leseding e neng e hlokwa ke di Komishene. E boetse e bapisitse hore na dipaki dikomisheneng ka bobeli di sebedisitse maano ana jwang. Ditaba tsa boithuto bona di fumanwe ho tswa direkotong tse mashome a mabedi a metso e tsheletseng (26) tsa dipaki. Phuputso e netefaditse hore dipaki di sebedisitse mefuta e leshome le metso e mmedi (12) ya maano a puisano a arotsweng tlasa dihlopha tse latelang ho ipapisitswe le ditshobotsi tsa ona: sehlopha sa puisano se kenyelletsang maano a joalo ka tshebediso ya dipuo tse fetang bonngwe, ho kgitlela, puo e sa hlakang, le ho potoloha. Sehlopha se seng ke sa tlhophiso ya puo mme sona se na le maano a kang seemedi, puo e qotsitsweng, sehlwai-potoloho. Sehlopha sa setso sona se kenyeletsa maano a joalo ka mekgabo-puo, puo e potetseng, ho hana ka kotloloho, le nyefolo e kubutileng hlooho. Phuputso e netefaditse hore maano a puisano a joalo ka tshebediso ya dipuo tse fetang bonngwe, ho kgitlela, seemedi, le puo e qotsitsweng, di sebedisitswe hantle ka ha di atlehile ho thusa dipaki ho itlhalosa ka nepo le ho fana ka lesedi le hlakileng ditabeng tsa bona. Leha ho le joalo, maano a sa bueng puo-phara a kang a fumanwang tlasa sehlopha sa setso le a mang a sehlopha sa tlhophiso ya puo (a kang sehlwai-potoloho le dipotso), boithuto bona bo sibollotse hore a sebedisitswe ho sitisa tlhahiso-leseding e hlokwang ke bakomishenara. Phuputso e boetse e netefaditse hore dipaki tsa komishene ya morao-rao di ne di sa ikemisetsa ho fana ka tlhahiso leseding papisong le dipaki tsa komishene ya pele. Boithuto bona bo utullotse hore maikemisetso a ho fana ka tlhaiso-leseding ho dikomishene tsa dipatlisiso a qepha. / Esi sifundo sijonge ubuchule beendlela zonxebelelwano ezohlukileyo phakathi kwabantu ababemenyiwe ukuba bathathe inxaxheba njengamangqina kwiKhomishoni yoPhando KaLeon eyenzeka ngo1998 kunye neKhomishoni kaPhumaphi eyenzeka ngonyaka ka2015. Olu phando luye lwaqalasela ezindlela zokuqhakamishelana ezisetyenziswe apha, ukusetyenziswa kolwimi kunye nobuchule bokuthetha kula mangqina ngethuba enikeza ubungqina kwezi khomishoni. Olu phando luphinde lwathelekisa indlela amangqina asebenzise ngazo ezindlela zoqhakamishelwano kwezi khomishoni zombini. Ingqokelela-lwazi yolu phando ithathwe kumangqina angamashumi amabini anesithandathu apho kushicilelwe izimvo zawo kwezi khomishoni. Olu phando lufumanise ukuba la mangqina asebenzise ubuchule beendlela zonxebelelwano ezingamashumi amabini. Obu buchule beendlela zonxebebelwano ziqukwa ngokokusebenza kwazo ekuthetheni ngolu hlobo lulandelayo: ukuncokola okuquka ukuthetha iilwimi ezohlukeneyo ngexesha elinye, amazwi amafutshane angenantsingiselo asetyenziswa kwizimo ezinje ngokukhuza, ulwimi olungacacanga kunye nokusetyenziswa kolwimi ngendlela yokuba umntu athethe into inde apho ngeyethethe ngamagama ambalwa ukucacisa into afuna ukuyicacisa ngendlela engcono. Eyesibini yimo yokusetyensizwa kolwimi ngokuthetha nqo, ngokungathethi nqo kunye nokubanemibuzo. Eyesithathu kukujonga ulwimi nenkcubeko ngokuba kubukwe indlela abantu abasebenzisa ulwimi ngokweenkcubeko zabo apho bathetha besebenzisa iinkcazelo ezisuka kwiinckubeko zabo, ukungathethi nqo ngenxa yemo yabo yentlalo nokuthetha, ukungafuni ukuthetha ngenxa yezizimo zentlalo nenkcubeko kunye nokugxeka ngendlea ekwekwayo ngenxa yezizimo zentlalo nenkcubeko. Olu phando lubonise ukuba obu buchule beendlela zokuthetha lusetyenziswe ngamangqina ezi khomishoni luquke imo apho amangqina ebethetha iilwimi ezohlukeneyo ngexesha elinye, amangqina ayakwasebenzise amagama amafutshane angenantsingiselo asetyenziswa kwimo ezifana nokukhuza, aphinda acaphula. Ngowekenza ngolu hlobo, amanqina abanokalisile ukuba ezi ndlela zobuchule bokuthetha zincedisene nomsebenzi wezi khomishoni ngoba amangqina akwazile ukubangamaciko ekuchazeni izimvo zawo. Nangona kunjalo, ezinye iindlela zobuchule zoqhakamishelwano ezifana nezo zichaphazela inkcubeko nentlalo yabantu kunye nezokungathethi nqo, ziwachapahezele kakubi amangqina kuba zenze ukuba amangqina angakhululeki ekunikezeleni ubungqina apho kubonakale ukuba abakwazanga ukunikeza iinkcukaca ezibalulekileyo kwezi khomishoni ngenxa yoku. Olu phando luphinde lwabonakalisa ukuba amangqina weKhomishoni loPhando kaPhumaphi aye awodlula amangiqna weKhomishoni kaLeon ngokungafuni ukunikeza ngobungqina obuthile. Le nto ibirhanelisa ukuba bekukho umoya apha kwamangqina wokungafuni ncam ukunikeza ngobungqina kwezi khomishoni. / Linguistics and Modern Languages / D. Phil. (Languages, Linguistics and Literature)

The research in this dissertation of limited scope aimed to identify theories of education for effective teaching and learning when using Web2.0 technology in distance education. The rationale for such a study is based on the premise that, globally, the dawn of the Fourth Industrial Revolution is bringing about a rapid technological growth and innovative information communication technology (ICT) tools which are utilised in distance education. The increase in connections across the globe has also seen an increase in online learning as the barriers of time and space have been bridged. These advances in technology have a direct impact on the education system which needs to experience a similar exponential development in the guiding theories for universities offering distance learning using Web2.0 technology. Qualitative research methods were used to conduct an integrative literature review of the most utilised pedagogical theories over time. The pedagogical principles were applied to the requirements for effective online teaching and learning to develop a guideline to determine which pedagogical principles and combinations are therefore applicable to 21st century distance education. The finding is that no one pedagogical theory researched in this study can be isolated to be applied to online learning, but rather that a combination – in varying degrees – will support an effective online teaching and learning environment. A document analysis was conducted to understand the current guidelines provided for e-learning in selected South African universities. This analysis indicated that there is much room for development to separate the traditional classroom policies from the online learning policies at higher education institutions. Summaries of applications and tools for effective online learning were presented, along with recommendations for developments within the field and for further research. / Die navorsing in hierdie verhandeling van beperkte omvang, is uitgevoer om opvoedkundeteorieë vir doeltreffende onderrig en leer wanneer Web2.0-tegnologie in afstandsonderrig gebruik word, te identifiseer. Die beweegrede vir sodanige studie is gebaseer op die uitgangspunt dat die aanbreek van die Vierde Nywerheidsomwenteling wêreldwyd aanleiding gee tot snelle tegnologievooruitgang en innoverende hulpmiddele vir inligtings- en kommunikasietegnologie (IKT) wat in afstandsonderrig gebruik word. Die toename in verbindings oor die wêreld heen het ook ʼn toename in aanlynleer meegebring, aangesien hindernisse ten opsigte van tyd en ruimte oorbrug is. Hierdie vooruitgang in tegnologie het ʼn direkte impak op die opvoedingstelsel, wat soortgelyke eksponensiële ontwikkeling in die rigtinggewende teorieë vir universiteite wat afstandsleer deur middel van Web2.0-tegnologie aanbied, moet ervaar. Kwalitatiewe navorsingsmetodes is gebruik om ʼn geïntegreerde literatuuroorsig uit te voer van die pedagogiese teorieë wat oor tyd die meeste gebruik is. Die pedagogiese beginsels is toegepas op die vereistes vir doeltreffende aanlynonderrig en -leer om ʼn riglyn te ontwikkel ten einde te bepaal watter pedagogiese beginsels en kombinasies dus betrekking het op afstandsonderrig in die 21ste eeu. Die bevinding is dat geen pedagogiese teorie wat in hierdie studie ondersoek is, uitgesonder kan word vir toepassing op aanlynleer nie, maar eerder dat ʼn kombinasie – in wisselende mate – ʼn doeltreffende omgewing vir aanlynonderrig en -leer sal ondersteun. ʼn Dokumentontleding is gedoen om insig te verkry rakende die huidige riglyne vir e-leer wat by uitgesoekte Suid-Afrikaanse universiteite gegee word. Die ontleding het getoon dat daar baie ruimte vir ontwikkeling is om die tradisionele klaskamerbeleide te skei van die aanlynleerbeleide by hoëronderwysinstellings. Opsommings van aansoeke en hulpmiddele vir doeltreffende aanlynleer is voorgehou, sowel as aanbevelings vir ontwikkelings op die studieterrein en vir verdere navorsing. / Kolu phando lungenamhlaba ubanzi kakhulu kujoliswe ekufumaniseni iingcingane zemfundo zokufundisa nokufunda kwabo bafunda bekude besetyenzisa isixhobo sobuchwepheshe beintanethi esibizwa ngokuba yiWeb2.0. Intsusa yolu phando iphuma kuluvo lokuba iNguqukazi Yorhwebo Yesine, i-4IR idala ukukhula okungummangaliso kwimisebenzi yezobuchwepheshe kunye nokuqanjwa kwezixhobo zobuchwepheshe bonxibelelwano lolwazi ezisetyenziswa ngabafundi abafunda bekude. Likhulile inani labantu abaqhagamshelanayo kwihlabathi liphela kwaye oku kunyuse inani labafundi abafunda bekude besebenzisa i-intanethi, ngenxa yokuba iphelisiwe imida yexesha kunye nendawo yokufundela. Ezi ndlela zintsha ziqanjwayo kwezobuchwepheshe zinefuthe elithe ngqo kwinkqubo yezemfundo, nedinga ukukhuliswa kweengcingane zokufundisa kwiiyunivesithi ezifundisa abafundi abafunda bekude, besebenzisa ubuchwepheshe beWeb2.0. Kuye kwasetyenziswa indlela yophando ngokuzathuza (qualitative) ekuphengululeni uncwadi olungezona ngcingane zokufundisa zisetyenziswe kakhulu ngexesha elithile. Kusetyenziswe iinqobo zokufundisa eziyimfuneko ekufundeni nasekufundiseni ngeintanethi okusebenzayo, ukwenzela ukufumanisa ukuba zeziphi ezona zifanelekileyo kwimfundo yabakude kule nkulungwane yama-21. Kufunyaniswe ukuba akukho ngcingane yokufundisa inokusebenza yodwa ekufundiseni ngeintanethi, koko kunokusetyenziswa umxube – ngokushiyana kwemigangatho yawo – ukuze kuxhaswe imiba yokufundisa abafundi abahleli emakhaya bejongene neekhompyutha zabo. Kwenziwe uhlalutyo lwemibhalo ekhoyo ukuze kuqondisiswe ukuba zeziphi izikhokelo ezikhoyo zemfundo esebenzisa izixhobo zobuchwepheshe kwiiYunivevisithi ezichongiweyo zaseMzantsi Afrika. Olu hlalutyo lubonakalise ukuba usemninzi umhlaba ekufanele ukuba unyathelwe ukuze kwahlukaniswe imigaqo nkqubo yesiqhelo yokufundela egumbini lokufundela naleyo yokufunda ngeintanethi kumaziko emfundo ephakamileyo. Kuziswe ngaphambili izishwankathelo zeendlela zokusebenza kunye nezixhobo zokufunda okusebenzayo kubafundi abafunda bekude, kwacetyiswa kwakhona iindlela zokuphuhlisa neminye imiba ekusafanele ukuba kuphandwe ngayo. / Institute for Open and Distance Learning (IODL) / M. Ed. (Open and Distance Learning)

Abstracts in English, Zulu and Xhosa / The study developed a management model to address burnout among teaching staff at private universities in Uganda. It examined the causes of burnout among teaching staff; explored the effect of prolonged stressors on burnout; and investigated the impact of burnout on the performance of teaching staff. A qualitative research approach with a case study design was followed. Lecturers (50), senior lecturers (40), faculty deans (25), and directors of teaching and learning and academic registrars (5) from five private chartered universities in central Uganda participated in the study. Participants were purposively selected to constitute multiple case studies. This study was ethically cleared by the research ethics committees of the University of South Africa (Unisa) and Gulu University. The Uganda National Council for Science and Technology subsequently permitted the adoption of an inductive thematic synthesis to analyse the qualitative data. Empirical data revealed that burnout among teaching staff had institutional causes such as: • conflicting directives • teaching staff’s need to accomplish tasks by a known deadline • delays in the issuance of teaching staff contracts • job insecurity • teaching staff’s incompetence due to skills gaps • limited teaching staff support leading to inadequacy • students’ disruptive behaviour • workload Interpersonal causes were: • unresolved family challenges • being overly ambitious • failing to progress academically • financial obligations • limited resources The study indicated that prolonged stress, such as stress caused by being part of a sub-quality product or having limited authority, leads to emotional burnout. Prolonged stress also leads to physical burnout, as was evident in the panic that ensued when payments were delayed after examination results had been submitted. Prolonged stress results in emotional exhaustion and behavioural challenges in the work environment. Participants reported the following: • limited autonomy • overload and pressure arising from deadlines • teaching staff incompetence • conflicts of responsibilities Empirical data revealed that burnout led to the following: • cognitive workplace deficiencies • emotional detachment • employee turnover • ineffectiveness • poor relationships Psychological burnout among teaching staff presented as unfriendliness towards students and poor student performance. A burnout management model was developed based on the findings of the study to address burnout among teaching staff at private universities. The model emphasises individual and institutional management strategies. Suggestions for further research were made. / Lolu cwaningo lusungule isifanekiso sokuphathwa ukwethulwa inkulumo ngokutubeka phakathi kwabafundisi ezimfundweni eziphakeme ezizimele e-Uganda. Luhlole izimbangela zokutubeka phakathi kwabafundisi; luhlole umphumela ongapheli wabacindezeli ekutubekeni; futhi luphenye umthelela wokutubeka ekusebenzeni kwabafundisi. Indlela yocwaningo yokuqoqa nokuhlaziya ngokocwaningo oluhleliwe yalandelwa. Abafundisayo (50), abafundisayo abakhulu (40), abaphathi bezigaba zemfundo ezimfundweni eziphakeme (25), kanye nabaqondisi bokufundisa nokufunda kanye nababhalisi bezemfundo (5) kusukela ezimfundweni eziphakame ezinhlanu ezizimele ezingaphansi kwesivumelwano sikahulumeni wesifundazwe enkabeni yase-Uganda zibambe iqhaza kulolu cwaningo. Ababambe iqhaza bakhethwe ngokwenhloso ukuze bakhe ucwaningo oluningi. Lolu cwaningo lugunyazwe ngamakomidi okuziphatha ngokwezimiso aseMfundweni Ephakeme yaseNingizimu Afrika (Unisa), kanye neMfundo Ephakeme yaseGulu. Umkhandlu kaZwelonke wezeSayensi noBuchwepheshe e-Uganda kamuva uvumele ukwamukelwa kokungenisa kwenhlanganisela yendikimba ukuhlaziya kokuqoqwa komniningwano. Umniningwano wezobuciko wembule ukuthi ukutubeka phakathi kwabafundisi kube nezimbangela zesikhungo ezifana: • iziqondiso ezingqubuzanayo • izidingo zabafundisi ukufeza imisebenzi ngomnqamulajuqu owaziwayo • ukubambezeleka kokukhishwa kwezinkontileka zabafundisi • uvalo lokuphelelwa ngumsebenzi • Ukuhluleka kwabafundisi ngenxa yezikhala zamakhono • ukusekwa okulinganiselwe kwabafundisi okuholela kokungafanelekile • ukuziphatha okuphazamisayo kwabafundi • Izinga lomsebenzi izimbangela zokusebenzisana bekuyilezi: • izinselela zomndeni ezingaxazululwanga • ukuba ngovelele ngokweqile • ukwehluleka ukuqhubekela phambili ezifundweni • izibopho ngokwezimali • izinsiza ezilinganiselwe Ucwaningo lwakhombisa ukuthi ukucindezeleka okungapheli, okufana nokucindezeleka okubangelwa ukuba yingxenye yomkhiqizo engaphansi ngekhwalithi noma ekubeni negunya elilinganiselwe, kuholela ekutubekeni ngokozwelo. Ukucindezeleka okungapheli kuphinde kuholele ekutubekeni ngokomzimba, njengoba kwabonakala ovalweni olwalandela lapho izinkokhelo zabambezeleka emva kokuba imiphumela yokuhlolwa isithunyelwe. Ukucindezeleka okungapheli kubangela ukukhathala ngokozwelo nezinselela ekuziphatheni endaweni yomsebenzi. Ababambe iqhaza babike okulandelayo: • ukuzimela okulinganiselwe • umsebenzi omningi ngokweqile osuka kumnqamulajuqu • Ukungakwazi ukusebenza kwabafundisi • ukungqubuzana kwezibopho Umniningwano wezobuciko wembule ukuthi ukutubeka kwaholela kulokhu okulandelayo: • ukuntula kokuqonda endaweni yomsebenzi • ukuhlukanisa ngokozwelo • Inzuzo yomsebenzi • ukwehluleka • ubudlelwano obungebuhle Ukutubeka kwengqondo phakathi kwabafundisi kunikezwe njengokungabi nabungane maqondana nabafundi kanye nokungasebenzi kahle komfundi. Isifanekiso sokuphathwa sasungulwa ngokususelwe kokwatholakala kwesifundo ukwethula ukutubeka phakathi kwabafundisi ezimfundweni eziphakeme ezizimele. Isifanekiso sigcizelela amasu omuntu ngamunye nezikhungo zokuphathwa. Iziphakamiso zokuqhutshekiswa kocwaningo zenziwe. / Uphononongo lwavelisa imodeli yolawulo ukujongana nokudinwa phakathi kwabasebenzi abafundisayo kwiiyunivesithi zabucala eUganda. Luvavanye oonobangela bokudinwa phakathi kwabasebenzi abafundisayo; luvavanye impembelelo yezinto ezidala uxinzelelo lwexesha elide ekudinweni; kwaye iphande igalelo lokudinwa kwinkqubo yokusebenza kwabasebenzi abafundisayo. Inkqubo yophando esemgangathweni kunye noyilo lwezifundo lwalandelwa. Abahlohli (50), abahlohli abadala (40), iintloko zamasebe ezifundo (25), kunye nabalawuli bokufundisa nokufunda kunye nababhalisi bezemfundo (5) abavela kwiiyunivesithi ezintlanu zabucala ezinamalungelo kumbindi weUganda bathatha inxaxheba kolu phando. Abathathi-nxaxheba bakhethwa ngokwenjongo ukuba yinxalenye yezifundo zophando ezininzi. Olu phononongo lwacaciswa ngokusesikweni ziikomiti zokuziphatha zophando zeYunivesithi yoMzantsi Afrika (i-Unisa) kunye neYunivesithi yaseGulu. IBhunga leSizwe lase-Uganda lezeNzululwazi kunye neThekhnoloji kamva lavumela ukwamkelwa kwenkuthazo yokudityaniswa kwezihloko zokucalula idatha esemgangathweni. Idatha yangokwenene iveze ukuba ukudinwa phakathi kwabasebenzi abafundisayo (kwabafundisintsapho) kube ngoonobangela amaziko anje ngala: • izikhokelo eziphikisanayo • Iimfuno zabasebenzi abafundisayo ukugqiba imisebenzi ngomhla obekiweyo • Ukulibaziseka ekukhutshweni kweekhontrakthi zabafundisintsapho • Ukungaqiniseki ngomsebenzi • Ukungakwazi kwabasebenzi abafundisayo (abafundisi) ukufundisa ngenxa yezikhewu kwizakhono • Inkxaso engonelanga kubasebenzi abafundisayo ekukhokelela ekusileleni • Ukuziphatha okuphazamisayo kubafundi • ubungakanani bomsebenzi Oonabangela bonxibelelwano phakathi kwabantu ngaba: • iingxaki ezingasonjululwanga kusapho • ukuba namabhongo ngokugqithisileyo • ukungabi nankqubela phambili ngokwezemfundo • izibophelelo zemali • izixhobo ezingonelanga Uphononongo lubonise ukuba uxinzelelo oluthathe ixesha elide, olufana noxinzelelo olubangelwa kukuba yinxalenye yemveliso ekumgangatho ophantsi okanye ukuba negunya elilinganiselweyo, kukhokelela ekudinweni ngokweemvakalelo. Uxinzelelo lwexesha elide lukwakhokelela ekudinweni ngokwasemzimbeni, njengoko kwakubonakala kuloyiko olwalulapho xa kulibaziseka ukuhlawulwa emva kokungeniswa kweziphumo zoviwo. Uxinzelelo lwexesha elide luba neziphumo zokudinwa ngokweemvakalelo kunye nemicelimngeni yokuziphatha kwindawo yokusebenza. Abathathi-nxaxheba baxele oku kulandelayo: • Ukuzilawula okunyiniweyo • umsebenzi omninzi kunye noxinzelelo oluvela kwimihla emiselweyo yokungenisa • umsebenzi. • Ukungakwazi kwabasebenzi abafundisayo ukufundisa ngokupheleleyo • Ukungqubana koxanduva lwemisebenzi Idatha yokongokwenene iveze ukuba ukudinwa kukhokelele koku kulandelayo: • ukusilela kwengqondo emsebenzini • ukukhululeka ngokweemvakalelo • Ukutshintsha kwabaqeshwa • ukungasebenzi kakuhle • ubudlelwane obubi Ukudinwa kwengqondo phakathi kwabasebenzi abafundisayo (abafundisi) kuboniswe njengokungenabubele kubafundi kunye nokusebenza kakubi kwabo.Imodeli yokulawula ukudinwa yaphuhliswa ngokusekwe kwiziphumo zophando ukujongana nokudinwa phakathi kwabasebenzi abafundisayo kwiiyunivesithi zabucala. Imodeli igxininisa izicwangciso zolawulo lomntu ngamnye neziko. Iingcebiso zophando olunokuqhutyelwa phambili zenziwa. / Educational Management and Leadership / D. Ed. (Educational Leadership and Management)

One of the most critical challenges facing South Africa is the shortage of skills. The Financial Services Sector, of which banks form part, is also affected by this problem and this poses a risk in achieving the targeted Gross Domestic Product (GDP). The quality and level of education offered in South African Higher Education Institutions is perceived as being insufficient to that which is required in the industry and is a possible contributing factor towards the skills shortage problem. The study was motivated by the concerns raised by some scholars concerning the relevance of the management accounting syllabus as compared with the technical skills required in the banking industry. Investigating this is important as the Financial Services Sector, which includes the banking industry, is one of the largest employers of management accountants in South Africa and there is a paucity of research in this area. The aim of the study was to determine whether management accounting technical skills provided by an ODeL University in South Africa meet banking employers’ expectations. A qualitative research approach was used to conduct interviews with nineteen participants from three banks and ten academics from the ODeL University and includes a qualitative documentary analysis to review and analyse the study material for four management accounting modules and the mapping of the management accounting syllabus to the SAICA competency framework. The results reflect the data obtained from the interviews. The analysis of the interviews is organised under five main themes as follows: Function of management accounting within the banking sector; recruitment of graduates and development of management accounting technical skills; identified technical skills lacking in new graduates employed by banks; bank specific training at an ODeL institution (an academic perspective) and strategies to bridge the gap. The results of the analysis conducted on the management accounting study material from the ODeL University are presented in four categories; Costing, Financial Management, Accounting Data Processing and the SAICA Competency Framework. The results indicate that bank employers acknowledge the work achieved by higher education institutions in providing students with basic management accounting skills, which enable them to start working in management accounting positions in banks. However, bank participants were concerned with graduates’ inability to link theory with practical application and further confirmed that graduates lack a number of relevant technical skills. Academics confirmed that the management accounting syllabus does not give much attention to banks and other financial service industries; it is dominated by activities and case studies related to manufacturing industries. The analysis of the prescribed study material supports this and indicates that there are insufficient activities related to service companies and very few references to financial services sector entities. Several recommendations were made by participants which, inter alia include incorporating relevant activities and case studies into the management accounting syllabus and greater reciprocity between the banking industry and universities. This study contributes to the literature on management accounting technical skills’ relevance to banks and by extension, the financial services sector. It provides insights on the management accounting technical skills that are currently lacking in graduates. Additional areas warranting further research are also identified. / Omnye weyona micelimngeni enobuzaza ojongene noMzantsi Afrika kukunqongophala kwezakhono. ICandelo leeNkonzo zezeMali, apho iibhanki ziyinxalenye zalo, nalo liyachaphazeleka yile ngxaki kwaye oku kubeka umngcipheko ekuphumezeni iMveliso yeKhaya ePheleleyo (iGDP). Umgangatho nenqanaba lemfundo ezinikezelwa kumaZiko eMfundo ePhakamileyo aseMzantsi Afrika zibonwa njengezingonelanga kwinto efunekayo kushishino, kwaye ibonwa iyinto enempembelelo kwingxaki yokunqongophalo lwezakhono. Uphando lwakhuthazwa yinkxalabo ephakanyiswe zezinye izifundiswa malunga nokuhambelana kolawulo lwesilabhasi yobalo-mali (accounting) xa kuthelekiswa nezakhono zobugcisa ezifunekayo kushishino lwebhanki. Ukuphanda oku kubalulekile njengeCandelo leNkonzo yezeziMali, nelibandakanya ishishini lebhanki, elingelinye labaqeshi abakhulu labacubunguli bobalo-mali eMzantsi Afrika, kwaye kukho ubuncinane bophando kulo mcimbi. Injongo yophando yayikukufumanisa ukuba ingaba izakhono zobuchule bokuphatha ezobalo-mali ezinikezwa yiYunivesithi ye-ODeL eMzantsi Afrika ziyahlangabezana nokulindelwe ngabaqeshi beebhanki. Inkqubo yophando esemgangathweni yasetyenziswa ukwenza udliwanondlebe nabathathi-nxaxheba abalishumi elinesixhenxe abaphuma kwiibhanki ezintathu kunye nabafundisi/abahlohli abalishumi kwiYunivesithi ye-ODeL, kwaye ibandakanya nokucazulula idotyhumentari esemgangathweni ukwenza isincomo-gxeko nokucazulula izixhobo zokufunda kwiimodyuli ezine zolawulo lwezobalo-mali kunye nokuzoba isilabhasi yolawulo lwezibalo-mali kwisakhelo sesikhokelo sezakhono kwi-SAICA. Iziphumo zibonisa idatha efunyenwe kudliwanondlebe. Ucazululo lodliwanondlebe luhlelwe phantsi kwezihloko ezihlanu eziphambili ngolu hlobo lulandelayo: Umsebenzi wolawulo lwezibalo-mali ngaphakathi kwecandelo lokulondoloza(banking); ukufunwa kwabafundi abathweswe izidanga kunye nokuphuhliswa kwezakhono zobalo-mali; ukuchongwa kwezakhono zobugcisa ezinqongopheleyo kubafundi abatsha abaqashwe ziibhanki; uqeqesho olukhethekileyo lwebhanki kwiyunivesithi ye-ODeL (umbono wemfundo) kunye nezicwangciso zokuvala isikhewu. Iziphumo zohlalutyo olwenziweyo kwizixhobo zokufunda zolawulo lwezobalo-mali kwiYunivesithi ye-ODeL zivezwa ngokwamanqanaba amane; Ukubiza indleko, ukuPhathwa kwezeMali, ukuPhathwa kweDatha yezoBalo-mali (Accounting) kunye neSakhelo sezakhono ze-SAICA. Iziphumo zibonisa ukuba abaqeshi bebhanki bawunika ingqalelo umsebenzi owenziweyo ngamaziko emfundo ephakamileyo ekuboneleleni ngezakhono zolawulo lwezemali, into eyenza abafundi ukuba bakwazi ukuqalisa ukusebenza kwizikhundla zobalo-mali kwiibhanki. Nangona kunjalo, abathathi-nxaxheba bebhanki babenenkxalabo yokungakwazi kwabafundi ukudibanisa i-thiyori kunye nendlela yokusebenza kwaye baphinda baqinisekisa ukuba abafundi abaphumeleleyo bayasilela kwizakhono ezininzi zobugcisa ezifanelekileyo. Abahlohli baqinisekisile ukuba isilabhasi yolawulo lobalo-mali ayiniki ngqalelo enkulu kwiibhanki nakwamanye amashishini enkonzo yezemali; ilawulwa yimisebenzi kunye nezifundo ezinxulumene nemizimveliso. Uhlalutyo lwezixhobo zokufunda ezimiselweyo ziyakuxhasa oku kwaye zibonisa ukuba ayonelanga imizekeliso esetyenziswayo enxulumene neenkampani zenkonzo kunye nezalathiso ezimbalwa kakhulu kumacandelo enkonzo yezemali. Izindululo ezininzi zaye zenziwa ngabathathi-nxaxheba bathi, phakathi kwezinye izinto zibandakanya ukongezwa kwemizekelo efanelekileyo kunye nezifundo zokufundwa (case studies) kwisilabhasi yolawulo lobalo-mali kunye nokusebenzisana okukuko phakathi kweshishini lebhanki neeyunivesithi. Olu phando lunegalelo kuncwadi lolawulo lwezakhono zobuchule bobugcisa bobalo-mali obufanelekileyo kwiibhanki nakwicandelo leenkonzo zezezimali jikelele. Lunika ingcaciso kwizakhono zolawulo zobalo-mali ezisasilelayo okwangoku kwabo banezidanga. Iindawo ezongeziweyo ezisafuna uphando olongeziweyo nazo zikwachongiwe. / Ye nngwe ya ditlhohlo tše di nyakago tekolo ka tlhokomedišišo tše Afrika Borwa e lebanego natšo ke tlhokego ya bokgoni. Lekala la Ditirelo tša Ditšhelete, leo dipanka di lego karolo ya lona, le lona le angwa ke bothata bjo gomme se se hlola tšhošetšo ya go fihlelela palomoka ya ditšhelete tša dithoto le ditirelo tšeo di tšweleditšwego nageng (GDP). Boleng le boemo bja thuto yeo e rutwago ka go Diinstitušene tša Thuto ya Godingwana tša Afrika Borwa di tšewa go ba tšeo di sa kgotsofatšego go ena le tše di nyakegago diintastering gape ke ntlha yeo e ka hlolago bothata bja tlhaelo ya bokgoni. Thutelo ye e hlohleleditšwe ke dipelaelo tšeo di hlagišitšwego ke baithuti ba bangwe malebana le maleba a lenaneothuto la tshekatsheko ya matlotlo a kgwebo go thuša bolaodi go dira diphetho ge go bapetšwa le bokgoni le tsebo tšeo di nyakegago go phethagatša mešongwana ye e itšeng intasering ya go panka ditšhelete. Go nyakišiša se go bohlokwa ka ge Lekala la Ditirelo tša Ditšhelete, le le akaretšago intasteri ya go panka ditšhelete, e le ye nngwe ya bathapi ba bantšintši ba batho bao ba fago khamphani datha le tshedimošo ka ditšhelete gore di dirišwe kgodišong ya kgwebo ya yona ka Afrika Borwa efela go na le dinyakišišo tšeo di sego tše ntši go sehlogo se. Maikemišetšo a thutelo ye e be e le go šupa ge eba bokgoni le tsebo tšeo di nyakegago go phethagatša tshekatsheko ya matlotlo a kgwebo go thuša bolaodi go dira diphetho bjoo bo rutwago ke yunibesithi ya ODeL ka Afrika Borwa bo kgotsofatša ditetelo tša bathapi ba dipankeng. Mokgwatebelelo wa nyakišišo ka go utolla mokgwa wa bophelo bja setšhaba se itšeng o dirišitšwe go phethagatša ditherišano le batšeakarolo ba lesomesenyane go tšwa dipankeng tše tharo le dirutegi tše lesome go tša yunibesithing ya ODeL gomme o akaretša tshekatsheko ya kanegelo ya ditiragalo ya go kwešiša mabaka le dikgopolo go lebelela le go sekaseka ditlakelo tša thuto tša mebotšulo ya tshekatsheko ya matlotlo a kgwebo go thuša bolaodi go dira diphetho le go tswalanya lenaneothuto la tshekatsheko ya matlotlo a kgwebo go thuša bolaodi go dira diphetho le tlhako ya botsebi ya SAICA. Dipoelo di laeditše datha yeo e hweditšwego go tšwa ditherišanong. Tshekatsheko ya ditherišano e beakantšwe go ya ka merero ye mene ka mo go latelago: Tiro ya tshekatsheko ya matlotlo a kgwebo go thuša bolaodi go dira diphetho ka go lekala go panka ditšhelete; kalatšo ya dialoga le kgodišo ya bokgoni le tsebo tšeo di nyakegago go phethagatša tshekatsheko ya matlotlo a kgwebo go thuša bolaodi go dira diphetho; bokgoni le tsebo tšeo di nyakegago go phethagatša mešongwana ye e itšeng tšeo di šupilwego tšeo di se nago dialoga tše mpsha tšeo di thapilwego ke dipanka; tlhahlo ye e lebanego go tša dipanka institušeneng ya ODeL (tebelelo ya borutegi) le maano a go tswalela sekgala seo. Dipoelo tša tshekatsheko yeo e phethagaditšwego go ditlakelo tša thuto tša tshekatsheko ya matlotlo a kgwebo go thuša bolaodi go dira diphetho go tšwa yunibesithing ya ODeL di hlagišitšwe ka magoro a mane; Kakanyatshenyegelo, Bolaodi bja ditšhelete, Phetolelo ya datha go popego yeo e ka dirišwago ka go Tšhupamatlotlo le Tlhako ya Botsebi ya SAICA. Dipoelo di bontšha gore bathapi ba dipankeng ba amogela modiro wo o fihleletšwego ke diinstitušene tša thuto ya godingwana wa go fa baithuti bokgoni bja motheo bja tshekatsheko ya matlotlo a kgwebo go thuša bolaodi go dira diphetho bjoo bo ba kgontšhago go thoma go šoma maemong a tshekatsheko ya matlotlo a kgwebo go thuša bolaodi go dira diphetho dipankeng. Le ge go le bjalo, batšeakarolo dipankeng ba be ba tshwenywa ke go se kgone ga dialoga go tswalanya teori le tirišo ya ka mehla gape ba tiiša gore dialoga di hloka bokgoni le tsebo tšeo di nyakegago go phethagatša mešongwana ye e itšeng. Dirutegi di tiišitše gore lenaneothuto la tshekatsheko ya matlotlo a kgwebo go thuša bolaodi go dira diphetho ga e fe šedi ye ntši go dipanka le diintasteri tše dingwe tša tirelo ya ditšhelete; go go dirwago gagolo ke ditiro le dithutelo tša ditiragalo tše itšeng tšeo di sepelelanago le diintasteri tša tšweletšo. Tshekatsheko ya ditlakelo tša thuto tše di kgethetšwego baithuti di thekga ntlha ye le go šupa gore go na le ditiro tšeo e sego tše ntši tšeo di tswalanego le go direla dikhamphani le ditšhupetšo tše mmalwa go dipopego ka boikemelo bja tšona tša lekala la ditirelo tša ditšhelete. Batšeakarolo ba file ditšhišinyo tše mmalwa tšeo ka morago , gare ga tše dingwe, di akaretšago ditiro tša maleba le dithutelo go ditiragalo tše di bilego gona ka go lenaneothuto la tshekatsheko ya matlotlo a kgwebo go thuša bolaodi go dira diphetho le go fana ka bogolwane gare ga intasteri ya go panka le diyunibesithi. Thutelo ye e na le seabe go sengwalwa ka ga maleba a dipanka go bokgoni le tsebo tšeo di nyakegago go phethagatša mešongwana ye e itšeng tša tshekatsheko ya matlotlo a kgwebo go thuša bolaodi go dira diphetho gapegape le go Lekala la Ditirelo tša Ditšhelete. E fa tshedimošo ka ga bokgoni le tsebo tšeo di nyakegago go phethagatša tshekatsheko ya matlotlo a kgwebo go thuša bolaodi go dira diphetho tšeo di hlaelago go dialoga. Mafelo a tlaleletšo ao a hlokago dinyakišišo tše dingwe le ona a šupilwe. / Finance, Risk Management and Banking / M. Ph. (Accounting Sciences)