ResearchSpace
ResearchSpace is the institutional repository of the University of KwaZulu-Natal, unlocking knowledge, empowering impact, and preserving UKZN's research legacy.
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Recent Submissions
The role of “izinduna” and “amakhosi” in eradicating domestic violence and gender-based violence.
(2024) Bhengu, Ntombizakithi Nto'mpela.; Sibisi, Siyabonga.; Khumalo, Khulekani.
No abstract provided.
The importance of assessing supplier performance to achieve value for money and satisfied customers at the University of KwaZulu Natal.
(2024) Kunene, Khumbuzile Zazile.; Ngwenya, Charles Tony Simphiwe.
The study investigates the importance of supplier performance in achieving value for money and satisfied customers at the University of KwaZulu Natal, identifying challenges and recommending strategic improvements. The research objectives are to determine the Impact of supplier performance focusing on the quality of service, to evaluate service quality and consistency components, to assess the effectiveness of current procurement policies in the appointment of a suitable supplier, to assess the supplier's contribution to establishing a competitive advantage through effective selection and performance management processes. The study reveals critical challenges of ineffective procurement policies, inadequate supplier evaluation, and limited technology integration. The study proposes a centralized supplier management system, automated supplier database management, performance tracking and evaluation metrics, collaborative partnerships with suppliers, and a computerized supplier engagement platform. The qualitative method approach helps the study investigate the current state of supplier performance management at UKZN, revealing significant challenges that hinder effective service delivery. The study’s key findings indicate ineffective procurement policies and procedures, inadequate supplier evaluation and selection processes, limited technology integration and automation, insufficient performance tracking and evaluation metrics, and inadequate supplier collaboration. The study proposes a robust framework for enhancing supplier management, including developing centralized supplier management systems, implementing automated supplier database management, establishing performance tracking and evaluation metrics, fostering collaborative partnerships with suppliers, and integrating technology-enabled supplier engagement platforms. Effectively implementing this strategy will enhance supplier relationships, improve procurement efficiency, reduce supply chain risks, and increase competitiveness. This study contributes to the body of knowledge on supplier management, providing actionable insights for UKZN and similar organizations seeking to optimize their procurement processes and improve service quality. UKZN’s procurement department should develop and implement a centralized supplier management system; management should conduct regular training and capacity-building programs for procurement staff and foster a collaborative
relationship with suppliers.
Investigating business strategies and practices of small to medium size legal firms to survive in Durban, South Africa.
(2024) Khanyile, Nonduduzo Samukelisiwe.; Kanyangale, MacDonald.
This qualitative study explores the business strategies and practices employed by small to medium-sized legal firms to survive in Durban, South Africa. Utilising a qualitative methodology, the study used purposive sampling to select participants in leadership or management positions within firms with fewer than 50 employees based in Durban In-depth semi-structured interviews were conducted with leaders, owners, and managers of selected legal firms to gather in-depth insights into business level strategies and how their businesses were surviving in the markets. Data were analysed using thematic analysis. The research identified 6 themes which depict business level strategies used by small to medium-sized legal firms in Durban. The business strategies identified are: (1) operational efficiency through technology adoption, (2) client engagement and retention via personalised services and transparent pricing, (3) adaptation to market changes by diversifying into niche legal areas, (4) strategic marketing efforts, (5) developing specialised market segments and (6) collaboration and partnerships. For small to medium-sized legal firms in Durban to survive, they need to invest in targeted training for both firm leaders and their employees, enhance technology adoption, focus on client-centric pricing strategies, strengthen knowledge-sharing and cross-functional collaboration, leverage partnerships, and foster a sustainability-oriented organisational culture to compete and survive in the market. These recommendations are pivotal if small to mediumsized legal firms are to overcome challenges, enhance resilience, and achieve sustainable growth. The exclusive focus on firm leaders and use of interview data only are limitations of this study. Overall, this research contributes valuable insights to the discourse on business level strategies of small to medium-sized legal firms to survive in the market.
Enhancing collaboration between academic and professional services staff at the College of Agriculture, Engineering, and Science, University of KwaZulu-Natal.
(2024) Mathimba, Nokubonga.; Chummun, Bibi Zaheenah.
The study investigated the collaboration between academic and professional services staff at the University of KwaZulu-Natal (UKZN) within the College of Agriculture, Engineering and Science (CAES). It has been motivated by the recognition that effective collaboration is a critical enabler of the university's success. The main aim of this research was to determine the key facilitators and obstacles to collaboration and develop recommendations that may serve to support the improvement of working relationships between these two groups. The specific problem was less than adequate collaboration that might restrict operational effectiveness at the University. A quantitative research design was followed, and data were collected through an online questionnaire sent to both the academic and professional services staff within UKZN CAES. This study was analysed using the Statistical Package for the Social Sciences (SPSS), where the sample size was 84 respondents: 43 academic staff, 39 professional services staff, and 2 combining these roles. The results showed some variables facilitating collaboration-a shared commitment to the university mission of advancing knowledge, together with societal impact through excellence in teaching, learning, and research. On the other hand, it also found that potential challenges to the collaboration include differences in working styles, limited interaction opportunities, and a perceived disconnect between the two groups. The study recommended targeted interventions at the individual and organizational levels, which included developing more forums where individuals can interact with one another and developing reward systems that will provide incentives for collaborative behaviours. These strategies were supposed to help enhance working relationships and strengthen the capacity of the university to realize its strategic goals. It is thus obvious that the lessons learned through this study would help university leaders create a culture of collaboration and tap into the combined talents of both academic and professional services staff in developing institutional success.
Narratives of novice teachers’ personal and professional development through professional learning communities (plcs)
(2024) Harripersadh, Pranav.; Pillay, Daisy.
This study, "Narratives of Novice Teachers’ Personal and Professional Development through Professional Learning Communities (PLCs)”, explores the ways in which early career teachers' personal and professional development is facilitated by their involvement in PLCs. Three questions guide the research: 1. What are novice teachers’ stories of participation in PLCs? 2. How does novice teachers' participation in PLCs enhance their early personal and professional learning? 3. What personal and professional learning happens for novice teachers’ development through PLCs? The theoretical underpinning for this study is derived from Illeris's (2009) theory of learning. It focuses on three main learning dimensions: content (knowledge gained), incentive (intrinsic motivation to learn), and interaction (social components of learning). This framework aids in understanding how early career teachers develop professionally and personally in PLCs. The study uses memory drawings, object inquiries, and unstructured interviews to examine the experiences of three early career teachers: Mr Ross, Ms Priya, and Mr Carson. Through these data generation methods, participants could share past, present, and future memories and personal stories of their early professional experiences. The written narratives were then subjected to meaning-making and analysis
to open up different ideas, concepts, and insights. The study shows that PLCs serve as a critical social space assisting early career teachers by developing collaborative relationships, mentorship opportunities, identity construction and reflective practices. The participants' stories highlight the different approaches and ways that PLCs enable tackling the complexities of learning to teach the early professional years - like cultivating ideas and practices for connecting theory and practice and fostering a feeling of belonging in the teaching community as professionals. Participating in a PLC gave me a deeper insight into early career teachers’ lived experiences and how they were developing new perspectives, different teaching methods, and the emotional confidence and attitudes to become researchers, mentors, and life-long learners. The study found that PLCs are potent sites for ECT’s personal-professional transformation. The study concludes with practical suggestions for improving teacher induction programs and developing supportive PLCs in a variety of educational settings. This study contributes to the growing body of research on early career teachers' early professional years by elevating their voices and highlighting PLCs as a forum for sharing their professional challenges and ideas, as well as the embodied knowledges they draw on and the competencies that these teachers bring with them.