School of Management, IT and Governance

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Enhancing management and leadership systems in technical vocational education and training at selected colleges in KwaZulu-Natal.
(2024) Sithole, Mandisa Dargricia.; Wissink, Henry Frank.
The Technical Vocational Education and Training (TVET) sector in South Africa faces systemic challenges that undermine its ability to produce a highly skilled workforce, implement effective management practices, and position itself as the preferred choice for students pursuing technical and vocational careers. The governance structures of the country’s 50 public TVET colleges are characterised by inefficiencies, inadequate resource allocation, and limited institutional capacity, impeding their ability to fulfil the National Development Plan (NDP) objective of enrolling 2.5 million students by 2030. These deficiencies further weaken the sector’s capacity to mitigate critical socio-economic challenges, including unemployment, inequality, and poverty. This study critically examines the management and leadership structures of three selected TVET colleges in KwaZulu-Natal, Coastal TVET, Umfolozi TVET, and Mnambithi TVET. To identify strategies for improving institutional efficiency and governance. Anchored in an interpretative research paradigm and employing a phenomenological research strategy, the study adopts a qualitative methodological approach. Data were collected through semistructured interviews, focus group discussions, and direct observations, with a purposive and convenience sample of 41 participants, including senior managers, college council members, and student representatives. Findings reveal systemic deficiencies within TVET colleges, including inadequate infrastructure, constrained resources, weak industry linkages, limited stakeholder engagement, insufficient technological integration, governance challenges, and ineffective student support services. These barriers significantly impede institutional performance and the sector’s contribution to national development objectives. The findings reveal structural deficiencies, including inadequate infrastructure, financial and human resource constraints, weak industry partnerships, limited stakeholder engagement, insufficient technological integration, governance challenges, and ineffective student support services. These impediments significantly compromise institutional performance and the sector’s contribution to national development imperatives. To address these challenges, the study proposes an Integrated Management and Leadership Model designed to enhance governance, foster collaboration, strengthen accountability mechanisms, and promote transformational leadership within the TVET sector. This model advocates for strategic coordination, operational efficiency, and continuous institutional improvement. Its implementation would enable TVET colleges to improve governance, enhance educational outcomes, and increase graduate employability. Strengthening leadership and management structures within the TVET sector is imperative for advancing national workforce development, fostering economic growth, and promoting social equity in South Africa.
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.
Expanding entrepreneurship education to boost students' innovation in South African universities = Ukwandisa izifundo zokuzisungulela amabhizinisi ukufukula imizamokwenza emanyuvesi aseNingizimu Afrikha.
(2024) Mtshali, Thabo Wonder.; Gamede, Vangeli Wiseman.; Mashau, Pfano.
The COVID-19 pandemic caused strain on businesses, some have suffered resulting in downsizing staff or closing permanently. The South African unemployment rate currently is at 32.9%. The labour market in South Africa is struggling to create opportunities and failing to counteract unemployment with relevant skills. The pandemic resulted in more people losing jobs which then contributed to the increase in unemployment. The country should reduce poverty by developing innovative entrepreneurs at a tertiary level. These difficulties indicate that people are facing challenges in getting decent jobs due to a lack of skills. Universities have a responsibility to operate entrepreneurially since they are affected by the reduction of public funds, educational market competence, and economic and social changes. Hence, the study focus is expanding entrepreneurship education in South African universities to strengthen the economy and create job opportunities in the country. Entrepreneurship education plays a significant role in educating people about business development and reducing poverty while creating job opportunities using innovation. The aim is to expand university entrepreneurship education by adding entrepreneurship education across all qualifications to help students develop entrepreneurial intention and a positive mindset towards business start-ups. The research focuses on the University of KwaZulu-Natal and the University of Zululand, both located in KwaZulu-Natal Province. The research followed a mixed method. Qualitative data were collected using interviews with academic staff and were analysed using NVIVO thematic analysis programmes. The quantitative data were collected using questionnaires on students and were analysed using SPSS's latest version. The sample size was made up of 371 students and 4 academic staff from the University of KwaZulu-Natal, and 348 students and 4 academic staff from the University of Zululand. The researcher got a 99.3 percent response rate from students and staff from both universities. The findings obtained reveal that expanding entrepreneurship education can help stimulate an entrepreneurial mindset and innovation in students. More than 88% of students agree that adding entrepreneurship education to the curriculum will help them stimulate an entrepreneurial mindset. However, students said, “universities do not have adequate infrastructure to support innovation and entrepreneurship education”. Academic staff members believe that higher education must have an active role in introducing and promoting entrepreneurship education because they have strong guiding policies and ideas but unsatisfactory implementation strategies. The research could help develop a curriculum that will stimulate an entrepreneurial mindset in students while exposing the university to industry and other external sponsors. The entrepreneurial spirit needs to be revived amongst students by restructuring various degrees, enhancing entrepreneurial thinking, developing student entrepreneurship programmes, and supporting venture creation. The study recommends expanding entrepreneurship education to give students more career options and employment opportunities. This could give students equal business opportunities and teach students that entrepreneurship can be taken as a career. Iqoqa. Izinga labangasebenzi eNingizimu-Afrika onyakeni wezi-2024 liku-32.wamaphesenti. Imakethe yezabasebenzi idonsa kanzima ukudala amathuba okulwa nokuntuleka kwemisebenzi. Abantu emuva kobhubhane lokhuvethe kubonakala basadonsa kanzima ukuthola imisebenzi, nokho izwe kufanele liqhamuke namasu okunciphisa ububha nokuntuleka kwemisebenzi. Amanyuvesi anesibopho sokusebenza kwezamabhizinisi njengoba ethintwa ukuncishiswa kwezimali zomphakathi, ikhono lemakethe yezemfundo, kanye nezinguquko emphakathini. Imfundo yezamabhizinisi idlala indima enkulu ekufundiseni abantu ngokuthuthukiswa kwebhizinisi nokudala amathuba emisebenzi kusetshenziswa amasu amasha. Inhloso ukukhulisa imfundo yezamabhizinisi kuzona zonke iziqu ukuze kusizwe abafundi bathuthukise inhloso yezamabhizinisi kanye nengqondo eyakhayo mayelana nokuqala amabhizinisi. Ucwaningo lugxile eNyuvesi yaKwaZulu-Natali kanye naseNyuvesi yaKwaZulu. Ucwaningo lulandele indlela exubile. Imiphumela yocwaningo oluyikhwalithethivu yakhiqizwa kusetshenziswa izingxoxo futhi yahlaziywa kusetshenziswa izinhlelo ze-NVIVO kulandelwa indlela yokuhlaziya ngokwezindikimba. Imininingo yobuningi ikhiqizwe kusetshenziswa uhlu lwemibuzo futhi yahlaziywa kusetshenziswa indlela yakamuva ye-SPSS. Isampula yakhiwe ngabafundi abangama-371 kanye nabasebenzi bezemfundo abane baseNyuvesi yaKwaZulu-Natali, abafundi abangama-348 kanye nabasebenzi bezemfundo abane baseNyuvesi yaKwaZulu. Umcwaningi uthole izinga lokuphendula elingamaphesenti angama-99.3 kuzona zombili izingxenye zabafundi nabasebenzi. Imiphumela etholakele iveza ukuthi ukukhulisa imfundo yezamabhizinisi kungasiza ukuvuselela ulwazi lwezamabhizinisi kanye nokusungula izinto ezintsha kubafundi. Abafundi abangaphezu kwamaphesenti angama-88 bayavuma ukuthi ukufaka imfundo yezamabhizinisi ohlelweni lwezifundo kuzobasiza babe nolwazi ngezamabhizinisi. Kodwa-ke, abafundi bathe amanyuvesi awanayo ingqalasizinda eyanele yokweseka amasu amasha kanye nemfundo yezamabhizinisi. Abasebenzi bezemfundo bakholelwa ukuthi imfundo ephakeme kufanele ibe neqhaza elikhulu ekwethuleni nasekukhuthazeni imfundo yezamabhizinisi ngoba banemigomo nemibono eqinile eyisiqondiso kodwa amasu okusebenza awagculisi. Lolu cwaningo lungasiza ekusunguleni uhlelo lwezifundo oluzovuselela ulwazi ngamabhizinisi futhi lusize amanyuvesi, abezimboni nabanye abaxhasi bangaphandle. Umoya wezamabhizinisi udinga ukuvuselelwa kubafundi ngokuhlela kabusha iziqu ezahlukene, ukuthuthukisa ukucabanga kwezamabhizinisi, ukuthuthukisa izinhlelo zezamabhizinisi zabafundi, kanye nokweseka ukusungulwa kwebhizinisi. Ucwaningo luncoma ukuthi kwandiswe imfundo yezamabhizinisi ukuze kunikezwe abafundi amathuba emisebenzi eyongeziwe kanye namathuba omsebenzi. Lokhu kunganikeza abafundi amathuba alinganayo ebhizinisi futhi kufundise abafundi ukuthi ukuhweba kungathathwa njengomsebenzi.
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.
Genetic algorithm based prediction of students' course performance using learning analytics = I-Genetic algorithm esekelwe ukubikezela kokusebenza kwesifundo sabafundi kusetshenziswa ukuhlaziya kokufunda.
(2024) Raghavjee, Rushil.; Subramaniam, Prabhakar Rontala.; Govender, Irene.
Learning Analytics (LA) can play a key role in understanding students’ learning and academic performance. By identifying poorly performing students early, LA can also be used to identify students who are at risk of dropping out of programmes. This enables academic advisors to intervene early and provide help to ensure students stay on track and succeed in their studies. Hence, LA is becoming a common trend in education particularly in higher education. Previous studies of LA have not dealt with specific courses in information systems and information technology. Therefore, the aim of this study was to develop a model for the application of LA to different courses with the discipline of Information Systems and Technology using various data sources. This study used the design science research approach to help towards solving the problem of understanding students’ learning and performance in Higher Education Institutions (HEIs). Multiple data sources were used. The data that was obtained was pre-processed using MS Excel. Thereafter, the WEKA tool was used in the analysis of the data and prediction of performance. Decision tree, Random Forest and genetic-based algorithms were used to develop prediction models for each of the courses in the discipline of Information Systems and Technology at the University of KwaZulu-Natal. The study also resulted in the development of an integrated dataset for the discipline of Information Systems and Technology in higher education and a process model for the implementation of LA in a specific discipline. The involvedness of the data allows future researchers to continuously improve/evolve the area of LA. This study should, therefore, be of value to LA practitioners wishing to implement LA to courses within other disciplines as well. Iqoqa. I-Learning Analytics (LA) ingadlala indima ebalulekile ekuqondeni ukufunda kwabafundi nokusebenza kwezemfundo. Ngokuhlonza abafundi abangenzi kahle kusenesikhathi, i-LA ingasetshenziswa futhi ukuhlonza abafundi abasengozini yokuyeka izinhlelo zokufunda. Lokhu kwenza abeluleki bezemfundo bakwazi ukungenelela kusenesikhathi futhi banikeze usizo lokuqinisekisa ukuthi abafundi bahlala besendleleni futhi bayaphumelela ezifundweni zabo. Ngakho-ke, i-LA isiba umkhuba ojwayelekile kwezemfundo ikakhulukazi emfundweni ephakeme. Izifundo zangaphambilini ze-LA azizange zibhekane nezifundo ezithile ezinhlelweni zolwazi nobuchwepheshe bolwazi. Ngakho-ke, inhloso yalolu cwaningo bekuwukusungula imodeli yokusetshenziswa kwe-LA ezifundweni ezihlukene ngokuqeqeshwa Kwezinhlelo Zolwazi Nobuchwepheshe kusetshenziswa imithombo yedatha eyahlukene. Lolu cwaningo lusebenzise indlela yocwaningo lwesayensi yokuklama ukusiza ekuxazululeni inkinga yokuqonda ukufunda nokusebenza kwabafundi ezikhungweni zemfundo ephakeme (HEIs). Kusetshenziswe imithombo yedatha eminingi. Idatha etholiwe yacutshungulwa ngaphambilini kusetshenziswa i-MS Excel. Ngemva kwalokho, ithuluzi le-WEKA lasetshenziswa ekuhlaziyeni idatha nokubikezela kokusebenza. Isihlahla sezinqumo, Ihlathi Elingahleliwe kanye nama-algorithms asekelwe ofuzweni kwasetshenziswa ukuthuthukisa amamodeli okuqagela esifundweni ngasinye somkhakha Wezinhlelo Zolwazi Nobuchwepheshe eNyuvesi yaKwaZulu-Natali. Ucwaningo luphinde lwaholela ekwakhiweni kwedathasethi edidiyelwe yokuqeqeshwa Kwezinhlelo Zolwazi Nobuchwepheshe emfundweni ephakeme kanye nemodeli yenqubo yokuqaliswa kwe-LA emkhakheni othile. Ukubandakanyeka kwedatha kuvumela abacwaningi bakusasa ukuthi baqhubeke bethuthukisa/baguqule indawo ye-LA. Ngakho-ke, lolu cwaningo kufanele lube wusizo kubasebenzi be-LA abafisa ukusebenzisa i-LA ezifundweni ezikweminye imikhakha futhi.
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.
Public procurement system challenges at selected higher education institutions in KwaZulu-Natal, South Africa.
(2023) Gurayah, Jayrusha Ramasamy.; Naude, Micheline Juliana Alberta.; Mbhele, Thokozani Patmond.
Over the last decade in South Africa, public procurement has evolved significantly and attracted much scholarly research interest. There are challenges that exist in public procurement from provincial to national levels, these challenges are a combination of various areas of concern in the public sector. The researcher has unpacked these challenges into clear study constructs. The key procurement challenges resonate with the quality of PEOPLE, PROCESS and TECHNOLOGY amassed by the individual higher education institutions. In this study three higher education institutions were selected. The procurement policies and principles that entrench the higher education institutions (HEIs) in terms of delivering high levels of service and maintaining financially viable institution. Universities as institutions of higher learning have a mandate in ensuring that efficient and effective public procurement occurs at all levels. Against this backdrop, this study explored and identified the public procurement challenges at higher education institutions in KwaZulu-Natal (KZN). The procurement system in these institutions exposed a gap on qualified and capable talent, in accord processes and the dearth of adoption emerging technology to achieve efficiency and effectiveness of procurement systems. The findings of study revealed the challenges, inefficiencies and technological barriers in the procurement systems. To model a financially and operationally feasible, 4 IR technological driven procurement system, a conceptual model was created with an agile and resilient procurement system's potential in consideration, with a focus on building adaptability and demand responsiveness. The main aim of this study is to identify the public procurement challenges of the selected HEIs and to detail the public procurement system by focusing on the main constructs of the study: people, process and technology. This study made use of an exploratory and descriptive qualitative research approach. The research setting will be the campuses of the selected HEIs. The gathering of primary data via semi-structured in-depth interviews were collected. A sample size of thirty procurement employees and management of the three HEIs were interviewed. Thematic analysis was used as the data analysis technique. The qualitative data was analysed and processed by NVivo.20 software.
The acceptance of chatbot technology to support academic activity at the University of KwaZulu-Natal.
(2023) Johnson, Ebunoluwa Ehikowoicho.; Ranjeeth, Sanjay.
Abstract available in PDF.
Using educational data mining to predict sub-Saharan African science, technology, engineering, and mathematics students’ academic performance: a systematic review.
(2023) Mhlongo, Langelihle Lucky.; Govender, Irene.; Quilling, Rosemary Diane.
Abstract available in PDF.

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