Management

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Entrepreneurship education and students’ entrepreneurial intentions at selected tertiary institutions in Durban=Imfundo Yezamabhizinisi kanye Nezinhloso Zabafundi Zosomabhizinisi Ezikhungweni zemfundo ephakeme ezikhethiwe eThekwini.
(2023) Chasaya, Wimbayi.; Phiri, Maxwell Agabu.
Abstract Entrepreneurship continues to receive much recognition worldwide from both the academic and corporate ends. High unemployment and failing economies amongst other factors have resulted in various stakeholders supporting the promotion of entrepreneurship. Educational institutions have since taken a leading role in promoting entrepreneurship. Entrepreneurship courses have been introduced in universities to prepare students for entrepreneurship, institutions in South Africa have played their role in this regard. Emphasis has however been placed on the implementation of interventions that promote entrepreneurial development. Targeted interventions must be implemented to promote entrepreneurship behaviour. This study sought to determine the extent to which entrepreneurship education can enhance entrepreneurial activity as the researcher proposes entrepreneurship education as a key determinant of entrepreneurship intention. The results of the study were intended to benefit formal entrepreneurship education curriculum development towards the promotion of entrepreneurial intention and behaviour. The study followed a quantitative research approach and a survey research design. A sample of 280 students was selected from 1 000 undergraduate students enrolled for entrepreneurship courses in two public Universities in Durban: University of KwaZulu-Natal and Durban University of Technology. Using a self-administered structured questionnaire which was electronically distributed, data was collected from 197 students and analysed using SPSS version 27. The findings of the study concluded that there was a positive significant relationship between entrepreneurship education and students’ entrepreneurial intentions (r= .79, p< 0.01). The results of the regression analysis however indicated that the best predictor of entrepreneurship education was subjective norms (B= .347; t= 3.783, p< 0.01). Results from T-tests analysis indicated that students who attended extracurricular (workshops, conferences, seminars) entrepreneurship programs offered on campus (M= 59.44, SD= 15.603) differed significantly with those who did not (M= 52.53, SD= 16.654). Students’ verbal responses indicated that entrepreneurial education must be augmented with practical education and extra-curricular entrepreneurship activities. The study provides recommendations to university education curriculum developers, policy makers and university management on the successful implementation of entrepreneurship education. Formal entrepreneurship education should be augmented with extra-curricular entrepreneurship activities such as business plan competitions, business workshops, entrepreneurship seminars and coaching sessions with industry experts and entrepreneurs. Iqoqa Ezamabhizinisi ezivela emibuthwaneni yezemfundo nezinkampani ziyaqhubeka nokuqashelwa kakhulu emhlabeni wonke. Ukuntuleka okuphezulu kwemisebenzi kanye nokuwohloka komnotho phakathi kwezinye izinto kuholele ekutheni ababambiqhaza abehlukene basekele ukugqugquzelwa kwezamabhizinisi. Izikhungo zemfundo selokhu zabamba iqhaza elikhulu ekuthuthukiseni amabhizinisi. Kwethulwe izifundo zezamabhizinisi emanyuvesi ukuze kulungiselelwe abafundi ukuthi bangene kwezamabhizinisi. Nokho kugcizelelwe ukuqaliswa kokungenelela okugqugquzela ukuziphatha kosomabhizinisi. Lolucwaningo belufuna ukuphenya umthelela wemfundo yezamabhizinisi ezinhlosweni zabafundi bamanyuvesi kwezamabhizinisi. Inhloso yahlonzwa ngeTheory of Planned Behavior njengesibikezelo esihle sokuziphatha. Imiphumela yalolucwaningo bekuhloswe ngayo ukuhlomulisa ukuthuthukiswa kwekharikhulamu yemfundo yezamabhizinisi, ukuthuthukisa ikharikhulamu ethuthukisa inhloso nokuziphatha kwezamabhizinisi. Ucwaningo lulandele indlela yocwaningo lobuningi kanye nomklamo wocwaningo lwenhlolovo. Kwakhethwa isampula labafundi abangu-280 kubafundi abayi-1000 ababhalisele izifundo zezamabhizinisi emaNyuvesi amabili omphakathi aseThekwini: iNyuvesi yaKwaZulu-Natal neDurban University of Technology. Kusetshenziswa uhlu lwemibuzo oluhlelekile oluzilawula ngokwalo olwasatshalaliswa nge-elekthronikhi, idatha yaqoqwa kubafundi abangu-197 futhi yahlaziywa kusetshenziswa inguqulo ye-SPSS 27. Okutholwe kulolu cwaningo kuveze ubudlelwano obuhle obubalulekile phakathi kwemfundo yezamabhizinisi kanye nezinjongo zabafundi zezamabhizinisi (r= .79, p<0.01). Imiphumela yokuhlaziya ukwehla nokho yabonisa ukuthi isibikezelo esingcono kakhulu semfundo yezamabhizinisi kwakuyizinkambiso ezizimele (B= .347; t= 3.783, p<0.01). Imiphumela evela ekuhlaziyweni kwe-T-test ibonise ukuthi abafundi abahambele izifundo zangaphandle (ama-workshops, izingqungquthela) ezinhlelweni zamabhizinisi ezihlinzekwa ekhampasini (M= 59.44, SD= 15.603) bahluke kakhulu kulabo abangazange (M= 52.53, SD= 16.654). Izimpendulo zabafundi ziveze ukuthi imfundo yezamabhizinisi kumele yengezwe ngemfundo eyenziwayo kanye nemisebenzi yamabhizinisi angemva kwezifundo. Lolucwaningo luhlinzeka ngezincomo kubathuthukisi bohlelo lokufunda enyuvesi, abenzi bezinqubomgomo kanye nabaphathi bamanyuvesi mayelana nokuklanywa kwemfundo yezamabhizinisi. Imfundo yezamabhizinisi ehlelekile kufanele yengezwe ngemisebenzi yezamabhizinisi yangemva kwezifundo efana nemiqhudelwano yezinhlelo zebhizinisi, imihlangano yokucobelelana ngolwazi yezamabhizinisi, izingqungquthela zamabhizinisi kanye nezikhathi zokuqeqesha nochwepheshe bezimboni nosomabhizinisi. Osomabhizinisi abangabafundi kufanele bathole ukwesekwa okwanele kubabambiqhaza abahlukene abafana nabafundisi, amanyuvesi, imiphakathi, osomabhizinisi kanye nohulumeni, ngaleyo ndlela bakhe uhlelo lwezamabhizinisi.
Exploring the efficacy of digital marketing to promote higher education using social media platforms.
(2022) Surujpal, Vidata.; Oodith, Devina.
In recent years, businesses have adopted different marketing strategies and digital marketing has become a frequent way that businesses connect with their customers. This research aimed to explore if digital marketing is an effective method of promoting higher education using social media platforms. The study was conducted within a private tertiary institution in KwaZulu-Natal. 224 students completed the online questionnaire comprising 5 sections. Section A was based on the biographical particulars of respondents, while sections B to E were related to questions dealing with the sub-dimensions of the study. The sampling method adopted in this study was non-probability sampling. The Validity and Reliability of the questionnaire were evaluated using Factor Analysis and Cronbach’s Coefficient Alpha respectively. Descriptive and Inferential Statistics were implemented to initiate the results of this study. The empirical findings of this study indicate that there is a positive relationship between the effectiveness of digital marketing, the impact of digital marketing in higher education through social media, the effectiveness of social media and prevalence, frequency, and purpose of social media in promoting higher education. There were no significant differences in biographical profiles (gender, age, race, programme of study, and level of study) regarding each dimension of the study except for the level of study at the 1% level of significance. A framework with recommendations for improving efficacy has been developed based on the key dimensions of the study. It is recommended that future research investigate the efficacy of other social media platforms in higher education and increase the scope and exposure to include a broader spectrum of tertiary institutions to gain a broader perspective.
Exploring the role of pedagogical practices in the brand identity formation of selected Gambian universities = Ukuhlola indima yezinqubo zokufundisa ekwakhekeni kobunikazi bomkhiqizo bamanyuvesi akhethiwe aseGambia.
(2022) Ikonne, Ozioma.; Arbee, Aradhna.
This study sought to facilitate insight into the potential role of pedagogy in the brand identity formation of higher education institutions (HEIs), through a study of selected HEIs in The Gambia. Specifically, the study sought to address the following research question: What role do pedagogical practices play in building the brand identity of selected universities in The Gambia? The study was underpinned by an interpretivist philosophy and the intra-paradigm qualitative mixed method of data collection (O'Reilly, Kiyimba & Drewett 2020). This facilitated a preliminary analysis of the contents of institutional documents and social media postings. This was followed by telephonic and virtually mediated in-depth interviews in which the interactionist interpretations, recollections, experiences, and opinions of 54 participants (students and staff) were explored on the themes of institutional brand management practices, institutional pedagogical practices, institutional brand identity, and the links between pedagogical practices and institutional brand identity. The study used the Corporate Brand Identity Matrix (Urde 2013) as a supporting framework of analysis. The findings indicate that the HEIs recognise the emerging trend of competition in Gambia’s higher education sector as a consequence of government’s liberalisation policy. However, there is no evidence of the majority of them responding to emerging competition using strategic marketing and branding. The evidence suggests that the HEIs use hardly differentiated, production-style portfolios of academic courses to pursue largely unengaged students, prospective students and other stakeholders. Further findings indicate that academic staff use a narrow variety of pedagogical approaches, with the teacher centered, lecturing method emerging as dominant. This insight emerged against the background of the evidence which indicates a link between pedagogy policy and practices and stakeholder impressions. A synthesis of these findings culminated in the emergence of the pedagogy-based higher education brand identity matrix (P-HEBIM), which this study proposes as a novel framework for the branding of HEIs. Drawing on this, the study sets out a practitioner guide for the use of the P-HEBIM, making specific recommedations for the brand management roles of different HE stakeholders in The Gambia. Iqoqa. Lolu cwaningo belufuna ukusiza ukuqonda ngeqhaza elingase libe khona lokufundisa ekusungulweni kobunikazi bezikhungo zemfundo ephakeme (ama-HEI), ngocwaningo lwama-HEI akhethiwe eGambia. Ikakhulukazi, ucwaningo belufuna ukubhekana nombuzo wocwaningo olandelayo: Iyiphi indima edlalwa izinqubo zokufundisa ekwakheni ubunikazi bamanyuvesi akhethiwe eGambia? Ucwaningo lwesekelwe ifilosofi yokutolika kanye nendlela ye-intra-paradigm qualitative mixed yokuqoqwa kwedatha (O'Reilly, Kiyimba & Drewett 2020). Lokhu kusize ukuhlaziya kokuqala kokuqukethwe kwemibhalo yesikhungo kanye nokuthunyelwe ezinkundleni zokuxhumana. Lokhu kwalandelwa yizingxoxo zocingo nezixoxisanayo ezijulile lapho ukutolikwa, izinkumbulo, ulwazi kanye nemibono yabahlanganyeli abangama-54 (abafundi nabasebenzi) kwacutshungulwa ngezindikimba zezinqubo zokuphathwa komkhiqizo wesikhungo, izinqubo zokufundisa zesikhungo, ukuhlonza uphawu lwesikhungo, kanye nezixhumanisi phakathi kwemikhuba yokufundisa kanye nobunikazi bomkhiqizo wesikhungo. Ucwaningo lusebenzise i-Corporate Brand Identity Matrix (Urde 2013) njengohlaka olusekelayo lokuhlaziya. Okutholakele kukhomba ukuthi ama-HEI abona ukuthambekela okuvelayo kokuncintisana emkhakheni wezemfundo ephakeme waseGambia njengomphumela wenqubomgomo kahulumeni yokukhulula. Kodwa-ke, abukho ubufakazi bokuthi iningi labo lisabela emqhudelwaneni osafufusa lisebenzisa amasu okumaketha kanye nokukhangisa. Ubufakazi buphakamisa ukuthi ama-HEI asebenzisa iphothifoliyo engahlukanisiwe, yesitayela sokukhiqiza yezifundo zemfundo ukuze aphishekele ikakhulukazi abafundi abangabambisene nabo, abazoba abafundi kanye nabanye ababambiqhaza. Okunye okutholakele kukhombisa ukuthi izisebenzi zezemfundo zisebenzisa izinhlobonhlobo zezindlela zokufundisa, ezigxile kuthisha, indlela yokufundisa ivela njengehamba phambili. Lokhu kuqonda kwavela ngokumelene nesizinda sobufakazi obukhomba ukuxhumana phakathi kwenqubomgomo yokufundisa kanye nezinqubo kanye nokuvela kwababambiqhaza. Ukuhlanganiswa kwalokhu okutholakele kufinyelele ovuthwandabeni ekuveleni kwe-matrix ye-brand identity (P-HEBIM) esekwe emfundweni ephakeme (P-HEBIM), lolu cwaningo oluyiphakamisa njengohlaka olusha lokufakwa kwebhrendi kwama-HEI. Kususelwa kulokhu, ucwaningo lubeka umhlahlandlela womsebenzi wokusetshenziswa kwe-P-HEBIM, okwenza izincomo ezithile zeqhaza lokuphatha umkhiqizo wababambe iqhaza abahlukene be-HE eGambia.
Integrated marketing communications’ influence on student attitudes towards Zimbabwean polytechnics: the case of Mutare Polytechnic.
(2024) Makanza, Chido.; Arbee, Aradhna.
This thesis explored the influence of integrated marketing communications (IMC) on student attitudes towards Zimbabwean polytechnics. It aimed to understand the influence of selected IMC tools (advertising, personal selling, direct marketing, public relations, and digital marketing) on student attitudes (beliefs, feelings, and intentions) towards polytechnics in Zimbabwe, with the intention of proposing an IMC model for such institutions. The conceptual framework drew on the response hierarchy models, focusing on the hierarchy of effects model of Lavidge and Steiner, as well as on IMC tools and attitudes. The research employed a cross-sectional, exploratory, case study design and qualitative approach. Convenience sampling was used to select 48 registered first-year students (35 of whom ultimately participated) from all six divisions at Mutare Polytechnic, and five staff members from the Marketing department. Data was collected remotely, using Zoom to conduct focus groups with students and interviews with staff. The institution‘s marketing communications and institutional documents were also examined. Data from focus groups and interviews was analysed using thematic analysis, and content analysis was used to analyse the secondary data. The findings suggest that Mutare Polytechnic is increasingly adopting IMC to change the negative attitudes that students have towards polytechnics. Mutare Polytechnic is using several promotional tools (advertising, personal selling, direct marketing, public relations, and digital marketing), combined in such a way that they present messages that are consistent and unified, which in turn influenced the participants‘ attitudes positively. The findings also revealed that a more strategic coordination of the selected IMC elements and media should be adopted. Furthermore, it emerged that for an IMC programme to be successful, it must consider the marketing tools, message content, coverage, reach and accessibility, and marketing participants. A framework incorporating these aspects was presented. The study concluded that a deeper understanding of student attitudes towards Mutare Polytechnic will result in the institution developing more successful IMC strategies and an understanding of the role that different IMC tools play in moulding these attitudes.

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