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Browsing Wits Business School (ETDs) by SDG "SDG-4: Quality education"
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Item Determining entrepreneurial intent among WBS MBA students post-Covid(University of the Witwatersrand, Johannesburg, 2023) Nqoko, Vuyokazi S; Msimango-Galawe, JabulileThe study explored entrepreneurial intentions within the MBA cohort at WITS with a focus on the students of 2020 to 2022. The goal of the study was to determine if MBA students at Wits have the desire to launch a company and to ascertain if there are any barriers in their entrepreneurial purpose and its antecedents. These students were given the opportunity to gain experience about entrepreneurship. The study's contribution is to determine which variables are most important in predicting entrepreneurial intent among this cohort. The core data in this research study was gathered from WBS MBA students using a quantitative survey study approach. The main sections of the questionnaire were grouped to form five main variables by taking the means, and also the main variable personality trait was computed from the variables attitude and locus of control. This grouping was necessary to carry out the Pearson Correlation and Linear Regression Analysis and these test the influence of the independent variables and dependant variable. The study focused on the 2020,2021 and 2022 WBS MBA cohort and the results cannot be generalized for the rest of the university or the country. Based on the findings, there is a weak positive influence between entrepreneurial intent and attitude towards entrepreneurship among WBS MBA students post-Covid in South Africa and this result is not statistically significant. Further, there is a strong positive influence between entrepreneurial intent and perceived environmental support among WBS MBA students post-Covid in South Africa and this result is not statistically significant. In addition, there is a strong positive influence between entrepreneurial intent and perceived behaviour control among WBS MBA students post-Covid in South Africa. This result is statistically significant at a 5% level. Based on the findings, there is a strong positive influence between entrepreneurial intent and subjective norms among WBS MBA students post-Covid in South Africa. And, this result is statistically significant at a 5% level. Finally, there is a strong positive influence between personality traits and entrepreneurial intent among WBS MBA students post-Covid in South Africa and this result is not statistically significant.Item E-learning as an innovative platform for medical doctors in South Africa(2020) Pillay, TerenceE-learning could be an innovative continued medical education platform for medical doctors in South Africa, especially now with the COVID-19 pandemic and its effects on physical contact between pharmaceutical companies’ representatives and doctors. This study aimed to determine and develop a more effective way to reach and provide accurate, credible education for all doctors using an e-learning platform as an alternative to representative visits. This research involved a quantitative study, deploying a survey to a sample of 456 doctors in South Africa via an online platform. The results arising from the analyses to prove the three hypotheses were statistically significant, and all were accepted. In summary doctors in South Africa valued their relationships with medical representatives, but simultaneously questioned the credibility of the education received from the representatives. Many doctors accessed the internet for their own education as one of their channels of education. In view of the research findings, an innovative e-learning platform is proposed to deliver continued medical education to all doctors and to allow for best practices sharing across the medical fraternity in South AfricaItem An evaluation of teachers’ digital learning competencies to integrate technology-supported materials in the teachinglearning process(2020) Naidoo, TashlynneThere is a growing body of literature associated with teachers’ digital competency levels and their ability to integrate digital tools and resources to support the teaching and learning process in order to gain a comprehensive understanding of the benefit to teachers, learners, the education process, and system. An important component of research to add to this field is an in-depth evaluation of how digitally competent South African teachers are to successfully integrate technology-supported materials in the teaching and learning process, leading to positive educational outcomes. The aim of this research is to gain an understanding of South African teacher’s perceived or self-assessed competence on the curriculum focus competencies stipulated in the Department of Basic Educations Professional Development Framework. This thesis examines the digital learning competencies, specific to a curriculum focus, of inservice and pre-service teachers and their ability and readiness to explore the competencies gained through the curriculum delivery for learners. A quantitative approach was used to enable the collection of data for this study to be accomplished. A clearly structured survey was distributed through multiple approaches such as messaging and social media channels. Overall, the study found that most teachers feel comfortable with their acquired skills and competency levels to integrate digital methods in the classroom in order to facilitate learning. The data collected confirms that most teachers have a medium to high perceived competence level in relation to the digital learning competences stipulated under the curriculum focus in the Professional Development Framework. Teachers are somewhat comfortable and confident in integrating digital technology to enhance learning in classrooms whilst simultaneously using it to explore and experiment with all available teaching techniques. The findings of this study enable quicker transition and integration of digital resources in classrooms which will improve the teaching and learning experience. Hence, the initiatives to develop teachers in digital learning competencies are effective. Recommendations for future studies are also discussed in chapter 5. Future research that can be linked to this topic include studies that investigate if the integration of digital technologies in classroom learning impacts learning outcomes.Item Exploring the digital readiness of Gauteng public school educators during COVID-19(2023) Phorosi, ItumelengThe COVID-19 pandemic presented a new normal for the world in more ways than one. As many aspects of our lives were disrupted, so too was education and the way in which education was delivered. Schools were forced to implement a digital means of teaching and learning, to ensure that the curriculum for the year was not interrupted as far as possible. This required educators to use tools and platforms they might not have been familiar with, and this could present issues when trying to teach learners. This phenomenological research aimed to explore the digital readiness of educators by exploring the factors that promote or inhibit the use of technology in classrooms. Particularly in public schools located in the Gauteng Province of South Africa. The participants were high school educators, with 8 semistructured interviews being conducted online, using Microsoft Zoom and Google Meets. The findings suggest that several factors were present that acted as barriers to the successful integration of technology in their classrooms. These factors are lack of access to resources, proper infrastructure, training, and support. The digital competencies and skills possessed also emerged as a determinant of the readiness to use technology in the classroom. This tells us that educators were not entirely prepared, and their digital readiness was not at optimal level for them to continue efficiently and effectively teaching their learners during Covid19.Item Graduate Intrapreneurial Behaviour and University Background in South Africa(University of the Witwatersrand, Johannesburg, 2023) Shongwe, Nokukhanya; Venter, RobThe purpose of the study was to ascertain the effect of university background on graduates’ intrapreneurial behaviour and graduate success in South Africa and whether there was a difference between graduates from historically advantaged versus previously disadvantaged universities. The study focused on the intrapreneurial behaviour of university graduates from South African public tertiary institutions because a review of the literature indicated that minimal research had been ascribed to the study of intrapreneurial behaviour of this sector of the university population. A quantitative study was conducted on the effect of South African university background on graduates’ success on a sample of 74 respondents from 17 tertiary institutions, amidst the constraints of the prevailing Covid-19 pandemic at the time. A cross-sectional method was used to collect the data. The findings infer that university background is important in increasing graduates’ intrapreneurial behaviour and influences graduate success. Furthermore, there is no difference between graduates from historically advantaged and previously disadvantaged universities. The study confirmed that graduates tend to network with like-minded counterparts, resulting in knowledge exchange and innovative thinking in creating solutions to socio-economic problems. The findings contribute to the general theory of education and business organizational practice by confirming that university background is an important element underpinning graduate success, because the knowledge gained by university graduates can significantly contribute to addressing the challenges of poverty, inequality and unemployment in society. The study highlighted the need to create an enabling environment for entrepreneurship at university level to develop intrapreneurial behaviour and innovative outcomes in the broader society beyond study graduation phase. It is recommended that additional funding be allocated towards increasing university graduate output targetsItem Impact of “fee free tertiary education” on the perceived quality dimension of Student-Based Brand Equity of a South African Public Higher Education Institution(2021) Kemp, ElmadaBackground – To investigate the possible impact which the announcement of free Tertiary education for Undergraduate Students has on the Brand Equity of public Higher Education Institutions. Purpose – Concentrating on the Perceived Quality Dimension, this research will also indicate which other Consumers-based Brand Equity Dimensions the Marketing Department of University must concentrate on, to be able to mediate the effect that this announcement had on the Brand Equity of the HEI. Research Methodology – Quantitative Research approach was followed. The research was done by gathering survey data. Responses from nine hundred and thirty-three current university students were included in the sample. Confirmatory Factor Analysis and Structural equation modelling (SEM) analysis were used to confirm and analyse the data. Findings – Students in different tuition funding categories will have different perceptions of HEI's consumer-based brand equity. Research limitations –This study only included current students from one University in South Africa. The inclusion of Alumni, Staff and Prospective students in a follow-up study will allow the interpretation of the data of other important stakeholder groups in the HEI. Implications – The benefits derived from this study’s findings will enable Student Recruitment and Marketing departments to apply Brand building and Brand Management theory and refine their strategy to this niche market of Higher Education. Knowledge gained will also contribute to the understanding of Marketing Management in Higher Education Institutions in the African contextItem The influence of entrepreneurial pedagogy on entrepreneurial intent among secondary school learners in Gauteng West District(2020) Tyeda, KediboneThe purpose of this research was to investigate the influence of entrepreneurial pedagogy on entrepreneurial intention among Grade 12 learners of West District of Gauteng Province in South Africa. A sample of 169 learners participated in the survey. To collect primary data, the researcher used a quantitative method and handed self-administered questionnaires to respondents. Two constructs were analysed, entrepreneurial pedagogy and entrepreneurial intention. Correlation coefficient was used to determine the direction and strength of the relationship between entrepreneurial pedagogy and entrepreneurial intention, while the regression coefficient was used to determine the influence of entrepreneurial pedagogy on entrepreneurial intention. The findings concluded that entrepreneurial pedagogy does have a positive influence on entrepreneurial intentions among secondary school learners in the West District of Gauteng Province of South Africa.Item The influence of entrepreneurship education on business performance and entrepreneurial self- efficacy of township entrepreneurs in Gauteng, South Africa(2020) Sontsele, NonkululekoSouth Africa is faced with a high SMME failure rate, particularly those that have been functioning for fewer than 42 months, on the other hand, the rate of unemployment keeps rising, year on year, especially amongst the youth. Previous research in the field of entrepreneurship suggests that one of the primary reasons for the high failure rates of SMMEs in South Africa is a lack of access to entrepreneurship education. The purpose of this study is to investigate the influence of entrepreneurship education on business performance and entrepreneurial self-efficacy of township entrepreneurs in the Gauteng Province. Building from the existing body of literature on entrepreneurship education and business performance, the study further investigates the extent to which entrepreneurship education influences the entrepreneurial self-efficacy of the township entrepreneur. The study employs a cross-sectional quantitative methodology, which follows a post-positivist approach. Primary data, with a sample size of 150, was collected from SMMEs in the Gauteng townships through self- administered questionnaires. Data analysis included descriptive analysis, factor analysis, normality tests, correlations, and simple linear regression. Entrepreneurship education was the only predictor variable in the study, whilst business performance and entrepreneurial self-efficacy were the dependent variables. The results of the study found entrepreneurial education has a positive significant influence on business performance and entrepreneurial self-efficacy of the township entrepreneur. As the economic power hub of the country, Gauteng Provincial Government should apply a holistic view when formulating policies on business development support programmes in the future. This holistic view must include entrepreneurship education aimed at launching the entrepreneurial skills that will capacitate and equip new and existing SMMEs in the province to curb future failure rates. These skills should be tailor-made for existing businesses and should be inclusive of both business management skills and entrepreneurial skills. The study findings are pertinent as they could be used as a benchmark to guide this processItem Innovation capability building by the TVET sector for the Fourth Industrial Revolution in South Africa(University of the Witwatersrand, Johannesburg, 2023) Mngomezulu, Thulani ProffessorThis is a qualitative research report on Technical and Vocational Education and Training (TVET) system capability building for the fourth industrial revolution in South Africa. The study evaluated the level of complementarity amongst the main components and key role players within the Centres of Specialisation (CoS) program in relation to capability building. The foundational theories that guided this study include the Sectoral Systems of Innovation and Technological Relatedness. An embedded case study involving welding and boilermaking CoS cases was used. Data were collected through scholarly and grey literature review, semi- structured and unstructured interviews of participants representing colleges, employer-partners and students that were on the verge of completing their program. A thematic analysis approach was used for analyzing the collected data, with guiding themes emerging from both the literature survey and primary data. Despite employer-partners being one of the key role players for the learner development process, the study finds that past interventions and research efforts have largely been directed to colleges with little attention paid to industry firms. Even though some colleges have taken initial steps, none of the cases studied has fully integrated industry 4.0 (i4.0) technologies with their training programs. Employer-partners either are in the same position or have achieved partial integration. The study highlights complementarities that exists within the sector. Potential improvements are also outlined with regard to interaction and interdependency structures within the TVET sector. These offer possibilities for maximizing synergies among various 4IR capability building projects and capabilities that may exist within the whole TVET sectorItem Investigating online learning and its role in addressing the cybersecurity skills shortage in South Africa(University of the Witswatersrand, Johannesburg, 2023) Kgosiatsela, Lefa; Pillay, KiruThis study explores the pivotal role of online learning in addressing the shortage of cybersecurity skills within the South African financial services sector. The study investigates the preferred learning formats of cybersecurity professionals, scrutinizes the strengths and weaknesses of online learning, and evaluates its efficacy in imparting cybersecurity skills. Emphasis is placed on the principles of attention, retention, and motivation in cybersecurity training, focusing on their implications for different learning formats. The decision to use a qualitative approach was influenced by the research questions, data requirements, and theoretical framework. A cross-sectional research design was chosen for its suitability in answering the research questions efficiently, considering the time constraints and the need for broad coverage in the complex field of cybersecurity. The advantages of this design include speedy data collection, simplicity in analysis, and suitability for exploratory research. Semi-structured interviews, conducted through Microsoft Teams, were employed for data collection from a sample of ten cybersecurity professionals, selected through a combination of purposive and snowball sampling methods. The interviews, comprising 16 open ended questions organised into four sections, aimed to explore participant preferences, critical factors for successful online learning, and the efficacy of online learning in imparting cybersecurity skills. Thematic Content Analysis (TCA) was employed for data analysis, involving the organization of data, identification of common themes, and the interpretation of findings. Online learning emerges as a flexible and accessible avenue for acquiring cybersecurity skills and knowledge. Despite its advantages, careful attention must be given to addressing potential drawbacks stemming from the absence of physical interaction and engagement. Instructors play a pivotal role in mitigating these challenges by incorporating interactive discussions, offering timely feedback, and fostering a sense of community among learners. The evaluation of online learning effectiveness should prioritize factors such as retention and practical skill application. Online platforms can contribute to this by providing diverse resources and tools. Success in online learning hinges on self-regulation iv and time management skills, underscoring the importance of adequate support and tools within the online learning environment. In essence, online learning holds the potential to motivate cybersecurity professionals, fostering not only skill development but also a lasting enthusiasm for lifelong learning. The research revealed distinct impacts of various training formats—physical on- the-job training, physical classroom training, and online training—on attention and engagement levels. Participants exhibited diverse preferences, with the majority favouring online self-paced and physical classroom training. Moreover, the study underscored the critical role of retention in cybersecurity training, emphasising the necessity for professionals to retain and recall knowledge and skills for effective application, necessitating continuous training to match the rapidly evolving nature of the field. Finally, the principle of motivation emerged as a key factor, indicating that participants driven to learn and apply their skills are more likely to excel in the cybersecurity field, as evidenced by their active participation in multiple training programs and specific formItem Perceptions of blended teaching and training methods in trades education in South Africa(University of the Witwatersrand, Johannesburg, 2023) Monareng, Morokomobe Semond; Pellissier, ReneThe evolution of technology has transformed the education space, allowing online learning together with mainstream pedagogy. The purpose of blended learning is to combine online learning platforms with existing traditional face-to-face teaching methods. The aim of this study is to understand the perceptions of blended teaching and training methods in trades education in South Africa. The Covid-19 pandemic forced the education sector to investigate other learning methodologies that can be integrated into the delivery of education. Preceding the pandemic, accredited Skills Development Providers in trades education were not ready for blended teaching and training. The conceptual framework guides the entire study and confirms findings from the literature and from participants, to the effect that blended teaching can be achieved when research objectives are addressed by the Skills Development Providers. The framework also illustrations relationships between various objectives. Qualitative design was utilized to understand the perceptions of Skills Development Providers regarding teaching and training methods, Data was collected by interviewing ten participants who are subject matter experts and directly involved in the delivery of trades education. Interpretation of key findings was undertaken via thematic analysis, generated codes classifications and the tracing of patterns. Findings demonstrated various issues that affect the full implementation of blended teaching. These started with the proper understanding of the blended learning approach, barriers that influence the adoption of blended learning, and the availability of technologies for deployment in blended learning. This study proves that blended learning can be used in trades education, which relies on the accessibility of technological infrastructure and online learning platforms that integrate trades curricula. In this process, facilitators and learners interact either in a physical workshop or by using an online platform to achieve the exit level outcomes required for a trade. Extended reality is seen as a solution to the implementation of blended learning in trades education.Item Promoting digital skills development for South African incarcerated criminal offenders(2021) Mohohlwane, KatlegoThere is a high rate of recidivism in South Africa which can largely be linked to a lack of access to formal employment and unsuccessful social reintegration following incarceration. This status-quo is, in the context of the 21st century, exacerbated by the obviation of digital skills development by the Department of Correctional Services (DCS) during the ‘rehabilitation’ of incarcerated persons. This study seeks to investigate the socioeconomic benefits that may be realised through developing digital skills for incarcerated persons thereby promoting the need to include these in the DCS’ institutional rehabilitation programmes. To explore why digital skills should be developed within correctional facilities, a qualitative research methodology was applied for collecting, analysing and interpreting language data to identify common themes among various categories of responses and produce findings. Data was collected from a small group of respondents from the financial, retail, manufacturing, social science, and social entrepreneurship sectors and then analysed using a thematic analysis method with an inductive orientation to provide exploratory insights into the kinds of digital skills required for incarcerated persons to achieve economic entry and successful social reintegration as deemed necessary by the respondents in this research. The digital skills composition is categorised as per the Digital Skills Framework One (DSFOne) (van Greunen et al., 2015), and the conceptual framework is based on an adaptation of the New Skills Now Taxonomy (Accenture, 2017) and the Technology Acceptance Model (TAM) (Legris et al., 2003). This study finds that considering the excessive barriers to formal employment for ex-offenders, predominantly perpetuated by public perception, lack of stakeholder management on the part of the DCS, and skills development for incarcerated persons, ICT practitioner and advanced digital skills may very well be the skills category that could position previously incarcerated persons favourably for formal economic inclusion. Further, the development of digital literacy skills is materially important for the reintegration of incarcerated persons into the digital society. Lastly, the digital leadership capacity of the DCS needs to be developed to 3 meet the requirement of effectively building digital strategies that would enable the development of requisite digital skills for incarcerated persons and leverage digital platforms to facilitate social reintegrationItem The Impact of Digital Technology on Education in South Africa(University of the Witwatersrand, Johannesburg, 2022) Gupta, ShikhaThis study sought to determine the effect that digital technology would have on South Africa's educational system. The use of technology in educational settings may change how teaching and learning are carried out. Learning is made possible by technology, which can significantly reduce the growing gap in inequality and disparity and enhance the status of the economy. The research method used for this study is qualitative. To understand the motivations and behaviours of the target audience, the qualitative technique involves gathering perceptions and having faith in people's responses. Qualitative research aims to offer a more in-depth understanding of the problems. The following key themes emerged: Digital Technology, Willingness for Acceptance, Willingness for Implementation, Issues that Digital Technology Can Solve, and Advantages that Digital Technology Can Have. The results of technology in education spaces can have a profound impact and the findings are in closing the skills gap of the country, creating a more interconnected world, and giving access to educational resources, to mention a fewItem The influence of digital literacy initiatives in South Africa : a Nemisa case study(2022) Moleko, Letlotlo KennethThe aim of the study the Influence of digital literacy initiatives in South Africa. The study focuses on the National Electronic Media Institute of South Africa (NEMISA which was initiated in 1998 with the core purpose of being an education, learning and technical skills centre for the Television, Radio and Broadcasting industries. Studies on the influence of digital literacy initiatives in South Africa are limited. Therefore, a need exists for a thorough understanding of these digital literacy initiatives' influence in improving economic and job opportunities for the target user groups. A qualitative case study research methodology was used to establish deeper insights and perspectives from multiple stakeholders to ensure a holistic and in depth view of these initiatives within their natural context. 14 individuals were interviewed and 6 of the of the respondents were current and former students of NEMISA. The research study adopted the Multiliteracies framework as a means for understanding how the evolution of technology impacts the learning context and identify ways to improve digital literacy in the cultural context of South Africa. The research study uncovered six key themes which comprised namely accessibility, e-learning, economic viability, future Skills, lifelong learning and partnerships. The results from this research revealed that digital literacy training provided by NEMISA improved the opportunity to gain job opportunities for students, improved access to institutions of further learning, and aided in motivating lifelong learning. The researcher recommends digital literacy to be introduced at basic, secondary and tertiary education levelsItem The integration of virtual labs into science education in Gauteng(2023) Nhauro, GodwinResearch has shown that emerging digital technology-based innovations in education, including the integration of virtual labs in science education, have brought a significant paradigm shift in instructional delivery, providing farreaching value and benefits regarding improving learning outcomes while providing learners with an excellent learning experience. The study investigated the extent of integration of virtual labs by teachers in supporting science education in selected South African public schools in Gauteng Province for improved learning outcomes. A quantitative survey was used to collect nominal and ordinal data from primary and secondary public school science teachers. Of the 207 (10% of Gauteng public schools) sampled schools, 135 responded. Nonparametric tests were used to analyse the data. The results show that the extent of integration of virtual labs in supporting science education is extremely low in terms of the percentage of teachers using the virtual lab in science pedagogy and the frequency of use. The results also show that the extent of use of virtual labs in teaching and learning differs according to the socioeconomic status of the community in which the school is located (school quintile ranking); thus, a higher percentage of teachers who use virtual labs were from affluent schools compared to under-resourced schools. In terms of improvement of the learning outcomes, the results of this study revealed a general improvement in the acquisition and long-term retention of science facts, skills, and knowledge; improved learning experience and learner achievements; and an improvement in learner interest in science, with the use of virtual labs.Item The Resource Curse and Tertiary Education Sector in Angola(University of the Witwatersrand, Johannesburg, 2022) Carrilho, VanessaResource Curse is a much-debated phenomenon that affects countries with natural resources wealth. Considering the contributions of past studies and accepting that Angola exhibits the malady, the present research seeks to understand how the problem had impacted the country’s higher education. The theoretical framework sought to understand the Resource Curse theory and its impacts on Education as well the background for the selection of study variables. Given the limitation of existing literature concerning tertiary education, a new conceptual framework was adopted to study the interconnection between variables. Similarly to most Resource Curse studies, a qualitative research method was embraced and data collection was done in two phases, sourcing primary data in the form of interviews and secondary data in form of documental analysis. The study concludes that the Resource Curse had a negative effect on tertiary education, in which the association between Resource Curse and education variables resulted in four main clusters: colonialism, civil war and institutions, weak governance and weak economy, attesting that these dimensions had impacted the higher education quality. Evidence from the results show that in the period under study (2002-2019) weak governance played a crucial role in perpetuating the deleterious effect of the previous periods by widening the gap between those with and without access to socioeconomic opportunities and welfare, including educational prospects. Strong institutions, political will and better investments are required to meet the needs of the underfunded and neglected education system and boost the quality of the education being provided if economic development is to be achieved