ResearchSpace

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An afrocentric exploration of the Western Knowledge Systems over the African Indigenous Knowledge Systems: the case study of the African community in Edendale.
(2026) Obaje, Ojochogwu Joy.; Hlela, Zamo Augustine.; Harley, Anne.; Reddy, Sarasvathie.
This study examines the historical and ongoing influence of Western Knowledge Systems (WKS) on African Indigenous Knowledge Systems (AIKS) in Edendale, a peri-urban community in Pietermaritzburg, KwaZulu-Natal, South Africa. While Edendale’s land was collectively purchased in 1851 by African Christian converts (amakholwa) under missionary guidance, this research demonstrates that Edendale's enduring epistemic resilience derives not from these settlers, whose prior missionary enculturation had already ruptured direct intergenerational transmission of precolonial knowledge, but from Indigenous inhabitants whose families occupied the Msunduzi valley before colonial settlement and who moved to Edendale subsequently, maintaining AIKS continuity alongside mission control through oral transmission, ritual practice, and communal memory. Framed within an Afrocentric paradigm, the research employs an exploratory case study design that combines archival analysis with participatory methods, including oral history interviews, a transect walk, and a River of Life workshop, with ten knowledge holders from Edendale, all rooted in these Indigenous lineages.The study introduces the Learning–Unlearning–Relearning Analytical Model as an Afrocentric learning theory to interpret how communities navigate epistemic disruption. Findings reveal that Edendale was a site of precolonial African sovereignty, later reshaped but never erased by colonial education and land dispossession. Despite socio-cultural fragmentation and internalised epistemic alienation, AIKS persist through adaptive re-centring of African cosmologies rather than cultural purity. Crucially, the research distinguishes between agency within rupture (the amakholwa's constrained negotiation within already-transformed frameworks) and continuity despite displacement (Indigenous inhabitants' preservation of precolonial epistemic traditions). The study contributes theoretically by advancing the Learning–Unlearning–Relearning triad as an Afrocentric framework for analysing epistemic transformation. tracing temporal transformation across these simultaneously operating dimensions, avoiding the category error of conflating spatial layers with temporal sequence.
An exploration of the theological concept of shalom in the curriculum of the Evangelical Seminary of Southern Africa, 1980-1992.
(2026) Brook, Carl Ivor.; Harley, Anne.; Pitikoe, Selloane Florence.
This study seeks to demonstrate the presence of a shalom motif in ESSA's early curriculum during the founding couple's tenure, Phil and Carmena Capp. The influence of this concept is explored in the seminary's training program by examining its place across the Intended, Enacted, Experienced, and Hidden curricula. In some part, the study is also a history of the seminary during its formative years – a story that has not yet been told. Using document analysis and semi-structured interviews, it is discovered that while there is no explicit mention of shalom in the Intended curricula, the concept was Experienced by both faculty and students in profound ways.
Exploring the implementation of blended learning approaches in a selected university in the Western Cape province.
(2026) Khumalo, Tolle Grace.; Mbatha, Lynette Lulama.; Zungu, Zolile Nicholas.
The central phenomenon of this study is the institutional planning and implementation of blended learning. The broader debates underpinning the research centre on the relationship between institutional support structures and individual adoption processes, the benefits and challenges of integrating blended learning, and the categorisation of blended learning approaches into low, medium, and high impact. The theoretical framework guiding the analysis of the adoption and implementation process draws on the following theories: Diffusion of Innovations, the Concerns-Based Adoption Model, and the Technology Acceptance Model. To anchor the research empirically, a case study was conducted at a university of technology, where purposive sampling was employed. The key findings highlight the interrelationships among the university of technology’s blended learning practices, decision-making processes, implementation strategies, and pedagogical outcomes. The central argument of the study is that robust institutional support is essential for the successful implementation of blended learning. Strong institutional backing facilitates ease of adoption, builds confidence among academic stakeholders, and enables the sustainable integration of digital transformation initiatives. The findings further reveal that within the educational ecosystem, a significant gap persists between structural adoption, such as deploying platforms, uploading materials, and completing training, and genuine pedagogical transformation, which involves redesigning curricula, rethinking assessment strategies, and fostering student-centred digital learning experiences. This gap represents a critical area identified and documented by the study.
The relationship between emotional intelligence and transformational leadership at Nedbank.
(2026) Odayan, Heirwin.; Gamede, Vangeli Wiseman.
Objective: The purpose of this study was to explore the relationship between emotional intelligence competencies in leaders and its perceived influence on transformational leadership. Background: Emotional intelligence has developed considerably from both a research and academic perspective. This could be driven by the data and studies that allude to the notion that a high degree of emotional intelligence can lead to enhanced thinking and behaviour. The study of emotional intelligence and its relative linkage to the discipline of leadership debate not only the corroboration of the evidence around the predictive power of emotional intelligence for workplace results, but also tests the validity of the construct, its measurement capability and the value of emotional intelligence (Dasborough et al., 2022, p.2). Transformational leadership embodies charisma and relates to the feeling of moods, and attitudes that acts as a catalyst to accelerate change in the organisation (Shrestha, 2020, p.112). The literature identifies the transformational leadership concepts in the four categories of Intellectual stimulation, Individualised consideration, Idealised influence (Charisma) and Inspirational motivation. (Bradberry & Greaves, 2009, p.5) deduced that emotional intelligence is rooted in elements of human behaviour and is distinctly separate from intellectual ability. They go on to further articulate that these set of skills can through practice be acquired and improved on (Bradberry & Greaves, 2009, p.19). It was thus necessary to pursue an empirical study to investigate and better understand the phenomena termed emotional intelligence in relation to transformational leadership and to broaden the knowledge gap to include a more informed and tangible link between the construct’s theory and practice. Methods: Included in this study are three main aspects that help elucidate the relationships among emotional intelligence and transformational leadership competencies. Chapter two covers the theoretical aspects from current literature that addresses leadership, its traits and styles as well as emotions, emotional intelligence and transformational leadership characteristics. Chapter three introduces a framework of the research methodology and the data collection. Primary data was gathered using a quantitative study that was aimed at exploring the relationship between emotional intelligence and transformational leadership. Emotional Intelligence was measured using the using the Emotional Intelligence Questionnaire (EIQ). This questionnaire covered five fundamental areas on emotional intelligence namely selfawareness, managing emotions, motivating oneself, empathy and social skills. Transformational leadership was tested using the Multifactor Leadership Questionnaire (MLQ) which covered three leadership styles and their dimensions. Chapter four explained the twopronged study that addressed the research questions and the hypothesis relationship between EI and TL, its analysis and discussion. Chapter five presents the concluding remarks related to the objectives of the study and the recommendations for future research. Results: This study investigated and analysed the relationship between the overall emotional intelligence (EI) components and transformational leadership (TL). The results indicated that there was a relationship between empathy as an inherent factor of EI on TL. The study also revealed the relationship between leaders' EI abilities and their TL style and demonstrated that leaders with high emotional intelligence are more likely to be attentive to their own and others' needs and knowledgeable of how to make the best judgments possible to meet the requirements of all parties involved. The favorable connections across EI components and TL further support the findings of earlier research that revealed positive correlations between EI and idealised influence, inspiring motivation and individualized consideration which were all components of TL. The results indicate that the emotional intelligence and its related constructs will positively relate to transformational leadership. Conclusion: This study analysed the significance of emotional intelligence on transformational leadership for managers in Nedbank. The paper empirically studied the five constructs that influenced emotional intelligence namely (self-awareness, self-regulation, motivation, empathy and social skills). In addition, the research also addressed transformational leadership (inspirational motivation, idealised influence, intellectual stimulation and individualized consideration). Multiple regression and correlation analysis were performed that tested the relationship between emotional intelligence and the transformational leadership style. The research supports further consideration of including EI in team training programmes to enhance the work environment.
Assessing the effectiveness of oversight and accountability on municipal finance management : a case of Dr A.B. Xuma Local Municipality.
(2025) Skampula, Sebe.; Mkhize, Bongani Obed.; Gamede, Vangeli Wiseman.
Municipalities in South Africa have been a subject of criticism, particularly for the widespread reports of maladministration and poor financial management, which in turn severely affect service delivery. Part of the challenges faced by municipalities can be attributed to a lack of effective oversight and accountability. In addition to the financial management challenges faced by municipalities, the municipal council structures, which are by law entrusted with oversight responsibilities, are also struggling to carry out their duties effectively. The primary objective of this study was to assess the effectiveness of oversight and accountability at the DR A.B. Xuma Local Municipality. This study utilised a mixed-methods approach. For quantitative data collection, a census approach was employed, targeting the entire population of 57 councillors and managers in aggregate. A purposive sampling methodology was utilised to select only a few councillors and officials. The quantitative findings revealed that oversight and accountability are effective in this municipality. However, there are areas needing improvement, particularly the need to enhance the technical understanding of financial management among the oversight committees. The qualitative findings agreed to some extent with the outcomes of the quantitative approach, but expressed strong criticism regarding the lack of capacity in the oversight committees. Both components of the study also agreed that oversight committees face challenges, in varying degrees, and that interventions are urgently needed to improve oversight and accountability. Interventions proposed range from training and development programmes to the need to assist councillors in obtaining some form of academic qualifications to improve their financial literacy.