Wits Business School (ETDs)

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Afterschool remedial education service to address low literacy and numeracy levels in the Tshwane South District
(University of the Witwatersrand, Johannesburg, 2023) Machipi, Noko; Venter, Robert
A majority of grade four and five learners in South Africa do not have basic reading skills and perform poorly in mathematics. This is a complex challenge as the source of poor performance can be attributed to a combination of several factors which resulted in increasing enrolments in private schools and private tutoring services. The purpose of this research was to determine through quantitative methods, the viability of a remedial centre that addresses poor levels of literacy and numeracy in the Tshwane South District. Application of prior knowledge included resource-based view and the lean start-up approach as applicable management theories; analysis of stakeholders impacting viability of the proposed business venture; exploring challenges in implementing remedial education; exploring options for remedial interventions; and assessing the impact of digital technology in remedial education. The study revealed there is an interest in an afterschool supplementary service in Centurion. This interest is for learners requiring remedial, catch-up, maintaining grades or going beyond grade levels. This requires high quality service at affordable price, with an online option and a method with proven track record. Notwithstanding, real progress may take time with sustainable improvement in leaner academic outcomes and confidence. Therefore, a Kumon franchise is proposed to offer this service as it best meets customer needs through proven methods and curriculum, online service and confidence building service. The break-even point is at approximately 70 learners however the business aims to acquire 110 learners in year one. The target market has eight schools within a 7km radius in a district absorbing 10% to 13% new learners migrating into Gauteng annually. This represents a high growth potential business that scalable to a private remedial school later. The start-up funding requirement is R1,36 million comprising of 37% shareholder’s contribution and 63% loans from banks payable within 5 years. Therefore, this is therefore a viable business venture.
Antecedents of Social Networks and their Influence on the Propensity of Academic Entrepreneurs to Develop Successful Spin-Off Ventures
(University of the Witwatersrand, Johannesburg, 2023) Seely, Derek; Urban, Boris
There is an ongoing discussion about potentially commercialisable academic research not resulting in effective commercialisation in South Africa. This research adds to the body of knowledge by considering the role that an individual academic entrepreneur's social network plays in the spin-off process. The purpose of research is to improve our understanding of the social networks used by academic researchers that enable them to identify and commercialise their innovative research and commercialise it within the university context through the formation of an entrepreneurial spin-off. The study followed a quantitative methodological approach to establish the role of these networks in spin-off development and was actualised using a cross-sectional survey. Respondents were self-identified academic entrepreneurs, drawn from South African academic institutions. The research considered assumptions that research mobilisation, collaboration, unconventionality, university support, bureaucracy and the aspirations of the academic entrepreneur impact spin-off success. The study results provided a conceptual framework that integrates and enhances spin-off success using the academic entrepreneur's social network while enhancing entrepreneurial spin-off theory. The research showed that the existence of a triple helix is insufficient on its own to create a successful spin-off by providing insight on the networks needed for success. Further, the study clarified the importance of individual-level characteristics that are important for academic entrepreneurship to succeed. The outcomes highlighted that research mobilisation, collaboration, risk taking activities, bureaucracy and academic aspirations have significant implications for successful academic entrepreneurship. These findings are noteworthy as the research has been conducted across disciplines and universities with vastly different resource availabilities
Challenges faced by women in obtaining leadership roles in South African Higher Learning Institutions
(University of the Witwatersrand, Johannesburg, 2021) Qwelane, Nomsa; Koech, Roselyn
The role of women in leadership positions in the South African Higher Learning Institutions (HLI) is crucial. It is inclusive to women from different ethnic groups, ages, abilities, socioeconomic status, and various other women who face marginalization due to their different walks of life. South Africa is formed of diverse societies; hence, HLI should enrol women from diverse backgrounds; however, the policy is not inclusive of women’s leadership roles. This has a negative impact on their work performance. Therefore, this study is inquisitive to understand whether the barriers are identifiable in policies of HLI. This study aimed to identify and characterise opportunities for growth for women in higher education institutions. Eleven adult females in senior administrative positions between the ages of 25 and 65 participated in the study. A phenomenological approach, including The Glass Cliff Theory, was used to ground the study. Semi-structured interviews were used to collect data and further analysed thematically. Results showed that the executive management had played a pivotal role in implementing diversity policy, such as removing these barriers. However, the participants have noted the fundamental challenge of the policies was not its framework but rather the speed at which it was implemented.
Determining entrepreneurial intent among WBS MBA students post-Covid
(University of the Witwatersrand, Johannesburg, 2023) Nqoko, Vuyokazi S; Msimango-Galawe, Jabulile
The 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.
Dining Hall Facilities for Off-Campus Student Residents in Braamfontein, Johannesburg
(University of the Witwatersrand, Johannesburg, 2023) Mashele, Sinomncedi
In 2015 the world was shocked by the unbelievable scenes from the #FeesMustFall protests that rippled through South Africa. University students were demanding free higher education for all South Africans. Even though society had always viewed tertiary students as part of the privileged few, it gradually became apparent that these students were not as privileged as many people believed. One of the main struggles for students in higher education institutions is insufficient access to food, a phenomenon that has left them exposed to food insecurity. A global phenomenon, even amongst first world higher education students. Piaget’s theory of Cognitive Learning indicates that hunger, which may be caused by food insecurity, negatively affects academic performance. With the South African government having outlined in its National Development Plan the positive contribution high quality higher education outcomes can have on the country’s future success, equipping students with everything they need to increase their chances of excelling academically has never been more critical. In South Africa, there are various funders that financially support the needs of higher education students. Apart from paying for tuition and accommodation, they allocate funds for students to access food. Literature and the research conducted in this report have shown that students spend on more than just food and this contributes to them being left exposed to food insecurity. Literature and findings from the research done have shown that this negatively impacts the students’ wellbeing and academic performance. The research done showed that the funders are not fully aware of the situation, however, they are interested and highly motivated in ensuring their students’ well-being is taken care of. The proposed business venture, “The Digz Diner”, seeks to address this problem by offering off-campus dining hall facilities in Braamfontein, Johannesburg. Students that live in university on-campus accommodation have easy access to the on-campus dining halls that guarantee them access to food which off-campus students do not have. The business will use a subscription business model where funders can pay in advance for a pre-determined duration for their students to 6 access 3 meals a day, 7 days a week during academic calendar days. The dining hall facility will offer tasty and nutritionally valuable meals that can be eaten sitting at the well curated space at the facility with access to Wi-Fi or collected as a take- away option. This will give the funders an assurance that the funds they provide are indeed being used for what they are intended for. The students can also rest assured that no matter how busy their academic schedule is and even if they do not have money to spend, they will have food to eat to help them stay energised to perform at their best. In Braamfontein, the business will be competing with the Wits University dining halls that do offer meal packages for Wits’ students staying off-campus, fast-food take away chains, local spaza shops, and a Pick ‘n Pay supermarket that sells cooked meals and where students buy groceries to cook for themselves. The research conducted shows that the business has an opportunity to gain a sustainable competitive advantage over its competitors by offering quality food that will be prepared and served by highly competent staff using a subscription model as funders have shown a great interest in the offering. By securing endorsements and advertising platforms from the reputable universities, colleges, and trusted accommodation providers around Braamfontein, the business will be able to attract funders. Social media activity and involvement in youth TV and radio programmes will ensure current and potential students know about the offering. Using a best cost provider strategy and employing a combination of a cost- and value-driven cost structure, the business stands to do well. Five-year financial projections indicate that after the first year of running at a loss, the business will make profit for at least the next four years. With an indication that it will have enough working capital to meet its day-to-day obligations throughout the five years
E-learning as an innovative platform for medical doctors in South Africa
(2020) Pillay, Terence
E-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 Africa
Entrepreneurial traits among university students in South Africa
(University of the Witwatersrand, Johannesburg, 2021) Mhlanga, Sylvia Shingaidzo
At a time when South Africa critically needs businesses categorised as small and medium-scale enterprises (SMEs) to contribute meaningfully to the economy, there is a gap in research undertaken on the levels of personality trait among youths in South Africa, specifically focusing on their related impact on new venture formation and entrepreneurial success. Anchored on the Psychological Entrepreneurship Theory, the research was aimed at examining whether university students possess the personality traits that influence new venture formation, as well as one’s success as an entrepreneur. Through examining their entrepreneurial traits, the study evaluated whether entrepreneurship is a viable career option for undergraduate university students and identified if existing policy interventions are adequate in addressing any entrepreneurial personality gaps among university students. The literature review section was targeted at highlighting some of the existing key research work on the interrelatedness of personality traits and entrepreneurship, as well as how each of the personality traits in the Big Five Model influence entrepreneurship. Utilising a questionnaire design consistent with the Big Five Approach, data was collected from 62 undergraduate students at the University of Witwatersrand, to assess the levels of their entrepreneurial personality traits. The data was statistically analysed, using mean scores and frequency distributions, to assess the levels entrepreneurial traits among undergraduate students and the results presented, including all policy recommendations and conclusions. Results of the internal factor validity tests conducted on each of the entrepreneurial traits using the Cronbach’s alpha showed that although the factors used in the questionnaire were generally valid, the research instrument could be improved by replacing the factors that had lower scores. Results of the significance tests on the variables showed that there was strong evidence of relationships between the entrepreneurial traits and demographic variables among the undergraduate students. The results of the study also showed that although there is a high level of entrepreneurial traits among undergraduate university students, some personality traits were less developed and needed further strengthening
Establishing mathematics teaching and training institutes in South Africa
(University of the Witwatersrand, Johannesburg, 2020) Mashile, Mahlogonolo; Oba, Pius
This business venture proposal presents an idea that seeks to scale up an existing entrepreneurial idea that provides mathematics tutoring services and proposes the establishment of mathematics teaching and training institutes in South Africa. The business falls under the private tutor industry, which has a growing market size and an opportunity for the business to gain a significant share. The services offered will be mathematics teaching to high school students and training to both existing and new mathematics teachers (those who are entering the field of education). The project initially reviews literature to gain deep knowledge and understanding of the challenges experienced in the mathematics education of South Africa, and to acquire enabling data for managing a business of this nature. This enables us to design a business that will yield considerable profits and be sustained. South Africa produces poor mathematics results annually, which is very concerning for multiple stakeholders that depend on good performance in the subject. The government has used several strategies aimed at improving mathematics results in South Africa, but there has not been any improvement realised. This is very concerning for a country whose future depends on the success in technical subjects like mathematics. Studies conducted on mathematics performance indicated that South African students and teachers perform very poorly when compared to their peers in other countries (McCarthy & Oliphant, 2013). This project used the qualitative research method to gather data from the field to assist in understanding the market, its appetite and opportunities available. Data was collected from three provinces in South Africa: Limpopo, Mpumalanga and Gauteng. The results showed a low pass rate in mathematics, particularly in lower quintile schools, which constitute the highest number of schools and students in the country. Lower quintile areas are an untapped market because most mathematics tutoring services are based in big cities where the affordability is higher. The business will have partnerships with organisations that have corporate social responsibility to serve this market, while also serving the high- income market that pays tuition fees. The results from the survey conducted indicated an acknowledged gap in mathematics teaching. Most respondents noted that their students perform poorly in the subject, which they attributed to lack of student commitment and lack of workshops addressing challenging topics, among others. Over 92% of the respondents recommended consistent training for mathematics teachers. Several marketing strategies will be employed to introduce the mathematics services to our target market, grow the market share and increase the brand awareness. These include advertising on social media platforms, billboards and promotions. The business plans to establish institutions in Gauteng and Mpumalanga in the initial stages, and work towards increasing enrolments year on year. The business is expected to make a net profit of R2.6 million in year one, R5.8 million in year two and R7.5 million in year three. The business will be expanding into other provinces after the initial three years and work towards establishing mathematics, science and technology institutions in the future
Evaluating the impact of Fourth Industrial Revolution on Education in the rural areas in South Africa
(University of the Witwatersrand, Johannesburg, 2021) Chavalala, Miehleketo; Larbi, Lee
The purpose of this research study is to evaluate the impact of Fourth Industrial Revolution (4IR) on education in rural areas in South Africa. This research investigates the following objectives, which are: the impact of 4IR technologies on education and how these technologies can improve the education system in primary and secondary schools in South Africa; the quality of education system in South Africa and factors contributing to the poor education system; how to bridge the gap between the marginalised communities, rural public schools, and urban private schools. The study is focused on public schools in the rural areas in South Africa. Qualitative research strategy has been applied in this research study, interviews have been conducted to afford the researcher an opportunity to interact with stakeholders from the education sector and telecommunication industry. The sample and targeted population of the interviewees are educators from rural schools, former students from rural schools who are in the ICT sector, educators from higher education and 4IR committee member(s). The research strategy applied has been relevant and provided the researcher with a unique in-depth involvement and understanding of the issues contributing to poor education in South Africa. The literature conducted in this study research exhibit that the interview schedule was the most suitable instrument to use to collect data for this research study. One of the findings in this research study is that the powers of administering schools are invested in School Governing Bodies (SGBs) and School Management Teams (STMs). Many parents in rural schools who form part of these bodies are not well-educated and can hardly make an informed decision to benefit learners. Therefore, the adoption of 4IR will centralise the education system and provide equal benefits to learners across the country. The adoption of 4IR on education will have a positive impact and enhance learners’ development in rural areas through robotics concepts. The findings of this research study show that the Department of Basic Education and the South African government are not ready for Fourth Industrial Revolution. However, iv there are signs for opportunities. The findings show the obstacles that can delay the adoption of 4IR to facilitate teaching and learning in rural public schools to bridge the gap that exist between rural public schools and private schools in the cities. The findings show that 4IR can transform the South African education system to compete with the world by producing scholars that are innovative and creative. The findings indicate how communities can transform through digital infrastructure developments to accommodate 4IR in learning in rural schools. This research study’s findings indicate ways in which the South
An evaluation of teachers’ digital learning competencies to integrate technology-supported materials in the teachinglearning process
(2020) Naidoo, Tashlynne
There 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.
Exploring the digital readiness of Gauteng public school educators during COVID-19
(2023) Phorosi, Itumeleng
The 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.
Graduate Intrapreneurial Behaviour and University Background in South Africa
(University of the Witwatersrand, Johannesburg, 2023) Shongwe, Nokukhanya; Venter, Rob
The 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 targets
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, Elmada
Background – 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 context
The influence of entrepreneurial pedagogy on entrepreneurial intent among secondary school learners in Gauteng West District
(2020) Tyeda, Kedibone
The 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.
The influence of entrepreneurship education on business performance and entrepreneurial self- efficacy of township entrepreneurs in Gauteng, South Africa
(2020) Sontsele, Nonkululeko
South 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 process
Innovation capability building by the TVET sector for the Fourth Industrial Revolution in South Africa
(University of the Witwatersrand, Johannesburg, 2023) Mngomezulu, Thulani Proffessor
This 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 sector
Investability and the likelihood of graduation into emerging market status: a focus on developing economies
(University of the Witwatersrand, Johannesburg, 2021) Albert, Letting K.; Ojah, Kalu
Emerging market economies remain a valuable component for many investors due to existing diversification benefits within the risk-return framework. In return for their attractiveness, emerging market economies achieve affordable external financing which is critical for their growth. Most developing countries are trying to attract foreign investment because being deemed investable is analogous to be index-included. This paper sought to determine the stylized factors of investability in developing countries. The factors were estimated using a Logit model against 72 countries comprising of graduated countries appearing in the MSCI index and other economically similar countries, with potential for an upgrade. The study revealed that macroeconomic indicators such as GDP, taxation and unemployment rate were statistically significant while Government expenditure, inflation and trade openness had a negative impact on the probability of inclusion in the emerging market index. Government effectiveness, human capital development, production infrastructure and the level of private investment were found to positively impact investability. Institutional variables such as business climate, transparency and accountability, ease of doing business rank and depth of credit information were found to show a strong positive correlation to a country’s graduation into the index. It was observed that foreign investors prefer a large, transparent and liquid market wheresovereign credit ratings show the right signals. With respect to policy making, the arguments based on this study promote the view that index inclusion is a gradual process and is followed by increased investor awareness. The findings show that efforts by countries aiming for index inclusion can increase the likelihood by focusing on faster pace of fixing macroeconomic indicators. While efforts to improve on all fronts would be desirable, progress on physical infrastructure, human capital, financial market development, regulatory framework and political risk is likely to be gradual and not directly linked to macroeconomic policies. Simultaneously, a steady progress towards well-functioning financial markets and domestic policies is likely to have a greater impact on increasing the near-term investability
Investigating online learning and its role in addressing the cybersecurity skills shortage in South Africa
(University of the Witswatersrand, Johannesburg, 2023) Kgosiatsela, Lefa; Pillay, Kiru
This 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 form
Perceptions of blended teaching and training methods in trades education in South Africa
(University of the Witwatersrand, Johannesburg, 2023) Monareng, Morokomobe Semond; Pellissier, Rene
The 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.
Promoting digital skills development for South African incarcerated criminal offenders
(2021) Mohohlwane, Katlego
There 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 reintegration

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