4. Electronic Theses and Dissertations (ETDs) - Faculties submissions

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A critical review of academic practice and integrated edtech use at a South African University: The ‘real’ level
(University of the Witwatersrand, Johannesburg, 2023-06) Hoosen, Nazira; Agherdien, Najma; Abrahams, Lucienne
This study aimed to investigate and understand how academics’ digital competence and critical digital pedagogy (CDP) knowledge shaped pedagogical practice. Freire (1970), Bhaskar (1978), Archer (1995) and Shulman (1987) were the main authors drawn upon in the literature. A qualitative research paradigm and a multiple case study methodology were employed by drawing on critical realism (CR) and social realism (SR) as a theoretical analytical framework. This entailed exploring structural, cultural and agential emergent properties to examine how each construct developed over time prior to synthesis. The analysis demonstrated that the form of agential mediation to which academics were exposed explained why some of them in the same social structures and culture enacted CDP practices, while others did not. Consequently, three crucial dimensions of CDP knowledge and enactment were made visible through this study’s data and theoretical analytical framework, namely digitally-enabling structures, digitally-informed cultures and digitally-capable agency. From a pragmatic perspective, to enact CDP practice, academics need to connect the digital reality to knowledge work and epistemic practice. In this process, academic agency and digital agency would intersect, requiring reflexive and reflective practice. However, while reflection assists in recognising the need for CDP knowledge and enactment, it is insufficient on its own: embodied action and mindful critique of the world are required. From a theoretical perspective, the concept of ‘critical’, in the literature, is related mainly to the level of social relations. This study demonstrated that there is a socio-cultural stratum and a psychological-cognitive stratum. Both these strata need to be considered as mechanisms that interact with each other to produce the outcomes of CDP practice within a digital reality. Collectively, these contributions do not translate to accepting the digital reality as a predestination. Instead, it highlighted that academics functioned in a layered HE system that required, not a singular, but a unified and pluralistic (collective) vision. Individuals and institutions are limited in their capacity to respond proactively to external change and internal complexity. Therefore, the HE system requires a rerouting from the traditional path, critically reframing learning and teaching through transformative foresight, where all parts within the system work co-terminously. One significant outcome of this study is a developmental higher education systems thinking framework focusing on the promotion of CDP practices.
A Deep Divide in South African Art Music: Locating the Voice of the Performer
(University of the Witwatersrand, Johannesburg, 2023-07) Nay, Malcom; Olwage, Grant
This essay traces the origins of a “deep divide” (Fokkens 2014: 8) that developed between two central figures in the South African compositional world, originally in the 1980s around accusations of the cultural appropriation of African music. The conflict became entrenched amongst composers, musicologists and performers and has pervaded much of the research and dialogue that has taken place in the intervening years. This came to a head when a selection of South African composers was selected to present works to be performed at a concert at the Juilliard School in New York in 2014. The ensuing fallout characterised the vicious nature of the musical aspersions that eventually degenerated into direct personal conflict. My role as a performer, during this time, had to take into account this unpleasant environment as I had direct interactions with many of the figures involved, often working towards performances and recordings of their music. In more recent times, support for the arts in South Africa has declined significantly serving to intensify the struggle for access to funding, resources, and performance opportunities, exacerbated by a diminishing government mandate for general arts support and the devastating impact of Covid-19. The essay recounts an in-depth personal narrative and performance analysis of my experience when preparing Jeanne Zaidel-Rudolph’s Pendulum for Piano and Orchestra (2010). It finds that while an ideal philosophical approach to preparing a performance is commendable, it is not always achievable when confronted with the practical realities of a musical performance.
A Digital Capability Framework for Academic Continuity amongst South African Higher Education Students
(University of the Witswatersrand, Johannesburg, 2023) Makgopela, Reitumetse Ogorogile; Mayayise, Thembekile
E-learning has been designated as a solution to academic continuity as a response to the COVID-19 pandemic, which has resulted in the closure of institutions such as Higher Education Institutions (HEIs). The use of e- learning by Higher Education (HE) students in developing countries have been extensively studied; however, studies on e-learning use, more specifically effective use for academic continuity in the context of unprecedented circumstances such as natural disasters and pandemics remain scarce. Understanding the effective use of e- learning during such times is a vital step in enabling South African HE students to attain their educational achievements. The definition of e-learning used in this paper was consistent with the one provided by Rosenberg (2001) who refers to e-learning as a learning platform accessed by students and instructors, specifically via the internet. The purpose of this study was to explore and describe the effective use of e-learning during unprecedented circumstances to conceptualise a digital capability framework for academic continuity amongst South African HE students. This was an interpretivist study which employed qualitative methods consisting of semi-structured interviews for data collection and thematic analysis for data analysis of the data extracted from 12 students, both undergraduate and postgraduate, registered in any South African HE who used e-learning as the primary method for education where traditional face-to-face classroom learning was not available. The conceptual research framework presented in this paper was an adaptation of Sen’s Capability Approach and expands on personal, social and environmental conversion factors by introducing a fourth category extracted from the results from the systematic literature review findings referred to as “technological conversion factors”; which brought a new and exciting contribution to the theory itself. Finally, the outcome of the study was a conceptualised digital capability framework for academic continuity amongst South African HE students in the context of similar circumstances, which can be used to describe how students can use e-learning effectively in terms of resources, e-learning systems, information delivered and location. It further detailed the enablers and hinderances to the effective use thereof. The framework can also be used in practice by HEIs, students, policy makers, e-learning vendors, and developers as a checklist of key elements which need to be considered in e- learning strategies, programmes and development.
A Happier Life Through Sad Mode - Designing Automated Players for Single Player Games
(University of the Witwatersrand, Johannesburg, 2023-06) Chola, Saili; Reid, Kieran; Du Preez, Kirsten
Solo games are a keystone of tabletop board gaming for players and designers alike. While they are numerous and enjoyed by many members of the community, there is a noticeable lack of clarity and exploration of what principles make these games uniquely interactive and enjoyable experiences for players. This project responds to this inadequacy through the development of a playable game and a research report. The game demonstrates and tests the virtues of solo game play mechanics while the report expands and discusses the interpretable results and qualities of said solo game mechanics.
A social realist perspective of academic advising in a South African higher education context: a study of practices and practitioners
(University of the Witwatersrand, Johannesburg, 2023) De Klerk, Danie
The South African higher education sector has numerous challenges to contend with. Students' prospects of success are often vulnerable to uneven secondary schooling, structural and material constraints, massification of the sector, and a range of other factors. In this thesis, I argue that academic advising has the potential to help find responsive and sustainable solutions to address these challenges. Academic advising is well established in the global north. In contrast, it remains an emerging field of practice in South Africa, with a dearth of literature about how advising is developed and practiced within the country’s unique higher education context. This thesis aims to contribute to the limited knowledge base about advising as a practice and the work of academic advisors as practitioners in South Africa. The study provides a social realist perspective of the emergence of advising within a South African higher education context. It draws on Margaret Archer’s work on structure, culture, and agency, the morphogenetic approach, and the notion of stratified layers of social reality to analyse data, make inferences, and draw conclusions. This is a qualitative study that adopts a mixed methods approach. The research paradigm is phenomenological, while phenomenographic principles are used selectively to advance the objectives of the study. The data that informs the study consists of a quantitative baseline dataset and qualitative data collected through semi structured interviews with 15 academic advisors working at the University of the Witwatersrand. As this is a PhD by publication, the thesis consists of four interconnected papers (i.e., chapters), bookended by introduction and conclusion chapters. The first paper provides insights about advising as gleaned from the baseline data, while the second draws on the same data to highlight the impact of students’ structural and material constraints on the work of academic advisors. Papers three and four use interview data to glean academic advisor insights about advising prior to and during the COVID-19 pandemic, respectively. The thesis concludes by highlighting the transformative potential of academic advising for South African higher education yet cautions that a major shift in the way advising is perceived and practiced is required for its potential to be realized.
A survey of current practice in anaesthesia for caesarean delivery in a Department of Anaesthesiology
(2024) Watermeyer, Benjamin David
South Africa has an increasing caesarean delivery (CD) rate and as such anaesthesia for CD has become a fundamental skill for all levels of anaesthetists. The Essential Steps in the Management of Obstetric Emergencies (ESMOE) guidelines provide a framework for practitioners with specific focus on dosage in neuraxial anaesthesia, perioperative fluids and management of hypotension. Aims The aim of this study was to describe the current practices of anaesthesia for patients requiring CD, including the management practices of common complications, within the University of the Witwatersrand Department of Anaesthesiology. Methods: A prospective, contextual and descriptive study design was followed using an anonymous, self-administered online questionnaire. Descriptive statistics were used to assess adherence to guidelines and comparison made between senior and junior anaesthetist’s practices. Results: Junior anaesthetists performed significantly more CD anaesthetics per month and had more training in ESMOE guidelines compared to senior anaesthetists. Senior anaesthetists were more likely to use a higher dose of bupivacaine. Phenylephrine as a first line anti-hypotensive agent was used by 99.4% of participants. The considered safe minimum platelet count for spinal anaesthesia was 75 x 10^9/l by 61.3% of participants. A significant difference between junior and senior anaesthetists was found where senior anaesthetists were more likely to accept a lower platelet count. A sensory level post administration of spinal anaesthetic was assessed by all participants with 53.1% using an ice brick and 35.0% requesting the surgeon to pinch the patient. Conclusion: In the Witwatersrand Department of Anaesthesiology anaesthetists do follow the ESMOE guidelines of clinical practice for CD. While there are some differences in practice approaches, these were found to be within internationally accepted practice. There would be a benefit of improved awareness of the ESMOE guidelines within the department as well as further training on the different approaches to CD anaesthesia.
Academic anxiety and a micro-online intervention for enhancing psychological capital
(University of the Witwatersrand, Johannesburg, 2022-06) Rambau, Karabo Fellicia; Siemers, Ian
This study investigates the effectiveness of a Psychological Capital (PsyCap) intervention in reducing students’ levels of academic anxiety. In essence, the current study focuses on academic anxiety with the aim of investigating whether a PsyCap intervention is able to reduce students’ perceptions of academic anxiety. Regarding this, the current study also aims to enhance students’ levels of PsyCap so that students can be able to cope with academic anxiety. This study also utilised the Conservation of Resources (CoR) model to frame the relationship between PsyCap and academic anxiety by arguing that the accumulation of personal resources (i.e., PsyCap) could act as a buffer and reduce the experience of academic anxiety among students. It is of paramount importance that students are equipped with the necessary resources or skills that are needed in order to survive and excel within higher education. This is because being a university student can come with countless challenges that are sometimes unbearable. Regarding this, Rehman (2016) have argued that students entering the higher education system often come across numerous issues such as, academic anxiety, academic stress, academic depression, as well as socio-economic hardships. The lack of research regarding enhancing students’ PsyCap in order to help them cope with academic anxiety has motivated the researcher to engage in this topic. In engaging in this topic, the current study adopted a positive psychology approach which focuses on individual’s strengths and capabilities. This study employed a quantitative quasi-experimental research design. Additionally, a non-probability, convenience sampling technique was utilised. Data was collected using a questionnaire, the questionnaire consisted of a self-developed demographic questionnaire, the Psychological Capital Questionnaire (PCQ) (Luthans, Avolio, Avey, & Norman, 2007; Luthans, Youssef, & Avolio, 2007), and the Academic Anxiety Scale (AAS) (Cassady, Pierson & Starling, 2019). The final sample (N=110) consisted of first year Psychology students from the University of the Witwatersrand, Johannesburg, in South Africa. Results of the current study confirm the effectiveness of the PsyCap intervention in enhancing students’ level of PsyCap. This implies that the intervention was effective in enhancing students’ PsyCap. Nonetheless, the intervention was not effective in reducing students’ levels of academic anxiety. The results of the current study also indicated that PsyCap and academic anxiety are related. In this case, a significant, negative relationship was found between PsyCap overall and academic anxiety, in Time 0, Time 1, and in Time 2. The results of the current study were discussed in relation to previous literature and previous research.
Adequacy of availability of antidotes for common and critical drug poisonings and doctors’ perspectives thereof: a study in teaching hospitals in the Southern Gauteng City-Region
(2024) Fitchett, Margaret Penelope
Background: Drug poisoning is an important area of study in South Africa (SA) as a treatable cause of mortality. While research has been conducted on poisoning, there is a paucity of literature on the availability of antidotes in SA. Objectives: To assess the availability of antidotes in selected teaching hospitals in the Southern Gauteng City-Region and to explore doctors’ experiences of antidote supply. Methods: A data sheet assessing the availability of antidotes in the Emergency Departments (EDs) and pharmacies was completed in person at each of the teaching hospitals. A questionnaire exploring experiences of antidote supply was distributed to 126 doctors working in the EDs. Results: N-acetylcysteine, atropine, diazepam, clonazepam, sodium bicarbonate, vitamin K, calcium gluconate, naloxone, ethanol and pyridoxine were present in all EDs. Doctors reported organophosphate poisoning and paracetamol overdose as the most common drug poisonings (81.7% and 14.3% of 126 respondents respectively). Most doctors experienced no supply issues for N-acetylcysteine, calcium gluconate, sodium bicarbonate or pyridoxine (85.7%, 83.3%, 87.3% and 75.4% of 126 respondents respectively). Conclusion: The antidotes to the most common poisonings reported by doctors were present in all EDs. However, concerns were raised about consistency of supply which will be an important avenue for further research.
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.
An impact evaluation of the School of Specialisation program at Curtis Nkondo Secondary school for the period 2016-2020
(University of the Witwatersrand, Johannesburg, 2023) Zambara, Nicholas
This study investigates the impact of the School of Specialisation program at Curtis Nkondo Secondary School in Soweto. It explores the nature of STEM education, identifies the pillars underpinning a STEM curriculum then compares outcomes from a STEM school with those of an ordinary school. This mixed methods study collects data from both the experimental group and the control group. Quantitative data is in the form of test scores over the period 2016 to 2020. Qualitative data obtained from key informant in-depth interviews is used to gain contextual understanding of the study. This report presents result based on the learners at Curtis Nkondo and Freedom Park Secondary Schools. Mathematics and Science results of the 2016 Cohorts before and after the intervention were captured and documented. The intervention was mainly through the School of Specialisation program offered at Curtis Nkondo secondary school. This is based on content delivery focused on the eight pillars of a STEM school namely interactive content, design pedagogy, authentic experiences, student engagement, creative problem solving, innovation and communication and collaboration. Baseline assessment was conducted to show that both Curtis Nkondo and Freedom Park Secondary schools were similar and that the only significant difference being the intervention. Analysis of results obtained showed that there was a significant difference between educational outcomes in Mathematics and Science for learners who went to the School of Specialisation program at Curtis Nkondo. The Implication here being that using the STEM education framework for teaching mathematics and Science works to improve the outcomes in the subjects. Some investigations for further study were suggested.
An investigation of challenges experienced by Physical Sciences novice teachers when teaching Electric circuits in Grade 10 science classrooms: A case of Johannesburg North District schools
(University of the Witwatersrand, Johannesburg, 2023-10) Nkuna, Hlayisani Tracy; Stephen, Mmapaseka; Mushayikwa, Emmanuel
The National Senior Certificate (NSC) diagnostic reports over the years have shown that learners perform poorly in electric circuits in the Grade 12 Physical sciences final examinations. This has raised concerns to identify the underlying reasons behind this. The learners’ performance is often linked to the teachers’ content knowledge and pedagogical knowledge. This study sought to understand the challenges that physical sciences novice teachers experience when teaching electric circuits in Grade 10 as well as the factors that contribute to these challenges. In understanding the challenges experienced by the novice teachers, this study was underpinned by Bhaskar’s (1978) theory on Critical Realism as a theoretical framework to reveal the teachers’ challenges in relation to their content and pedagogical knowledge. In conjunction to this, the study was guided by Archers’ (1995) constructs of the Social Realist Theory. The two theoretical frameworks were used to analyse the data, using stratified levels of reality from critical realism and analytical dualism from the social realist theory as an analytical tool. Employed in this study was the qualitative case study research design. The data was collected through twenty online questionnaires and five individual online semi-structured interviews with physical sciences novice teachers from the schools in the Johannesburg North district. These instruments were used to provide an in-depth account of the challenges experienced by the novice teachers and their contributing factors. The study found that the novice teachers experienced challenges with the lack of specialized resources such as fully functional laboratories and content related challenges, such as misconceptions, gate-keeping concepts and teacher centred approaches. The findings also revealed that despite being technologically oriented themselves. The findings also revealed that the novice teachers experienced challenges with the use of ICT in their teaching of electric circuits, owing to a variety of reasons related to the context of the school, their pre-service training as well as general beliefs about ICT. The study recommends that teacher training programmes should perhaps look into firstly, teaching the pre-service teachers more on how to improvise, given that most schools lack resources and secondly, the methodology courses need to consider focusing on how to equip the teachers with the correct conceptions of the main concepts of electric circuits in order to minimise the misconception perpetuated by the novice teachers as well as build they confidence in the instruction of electric circuits. The rationale for this study was on the grounds that there is not much physical science education research clearly accounting for the challenges experienced by the novice teachers post the millennial generation and the COVID-19 pandemic. This study provides ground for other researchers to explore the nature of science teaching with this current generation (generation Z). The findings from the research study reveal that the current generation experience challenges beyond content knowledge, such as a short attention span. In light of this finding, this study suggests that future research should be aimed at incorporating the technological aspect of teaching in science topics in order to make the science topics interesting and relevant to the learners.
An investigation of Grade 6 learners’ conceptual understanding of task words and subject terminology in Natural Science and Technology formative assessments on the topic ‘Electric circuits’
(University of the Witwatersrand, Johannesburg, 2023-09) Soloman, Bridgette; Padayachee, Kershree; Mandikonza, Caleb
The purpose of this study was to gain insights into grade 6 learners conceptual understanding of the task words (used in Bloom’s taxonomy) and key words (subject terminology) in the subject Natural Science and Technology (NST). This study was motivated by wanting to understand whether the possible cause of learners’ poor performance in assessments was due to their lack of understanding of assessment questions. This was investigated through a case study conducted on 101 grade six learners at a South African primary school. Learners wrote a written test on the topic: electric circuits which was subsequently marked using a memo. Based on their scores obtained 14 learners were selected and grouped into 4 focus groups based on high, average, low scores, and a mixed group. The focus group discussions explore what were learners interpretations of the task words and subject terminology used in formative assessments. The transcripts were analysed both deductively and inductively. The data analysis revealed that grade 6 learners do not conceptually understand the task words and subject terminology used in NST formative assessments. The findings revealed that learners’ interpretations depended on their understanding of either the task word or subject terminology, that the different meanings of words in colloquial English compared to academic language influenced their understanding of words, and that learners did not know how to approach assessment questions. The implication of this study is that NST teachers need to both tap into learner prior knowledge and collaborate with English teachers to assist learners understand assessment questions. The recommendation is that more time needs to be allocated for teaching task words and subject terminologies.
An investigation of how a lecturer uses discussion to promote meaning making during the teaching of the topic of Excretion to 3rd year preservice Life Sciences teachers
(University of the Witwatersrand, Johannesburg, 2023-10) Nyaloku, Malebo; Mandikonza, Caleb
This study seeks to investigate how a lecturer uses discussion to promote meaning making during the teaching of the topic of Excretion to 3rd year preservice Life Sciences teacher. The process of meaning making includes how people understand and make sense of the content. Qualitative research was conducted to investigate how a lecturer uses discussion to promote meaning making. In this study, I used an interview and observations of video-recorded lectures on Excretion. The participant in this study is a Life Sciences lecturer at the university of the Witwatersrand. Data analysis involved watching the video-recorded lectures, transcribing them and coding transcripts to identify how discussion was used to promote meaning making and having a semi-structured interview with the lecturer responsible for teaching Excretion to 3rd year preservice teachers. The findings from this study shows that discussion promotes meaning making when students engage with the lecturer, the teaching and learning materials and with other students, which allows them to share ideas and make meaning of the intended knowledge.
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
Articulating Embedded Choreographies: Implicit Knowledges As/And Choreographic Strategies
(University of the Witwatersrand, Johannesburg, 2023-08) Snyman, Johannes Hendrik Bailey; Ravengai, Samuel
This thesis ‘looks back’ to ‘look forward’. I start with the assertion that there is a deficiency of choreographers documenting their processes that emerge in the laboratory. Using mixed methods this thesis focuses on embodied autoethnography to find a means to document and articulate my research and creative process. The first part of this research contextualises choreographic research in South Africa, choreography and embodiment and finally a conceptualisation of my understanding of choreographic strategies. The second part focuses on the embodiment philosophy of Michael Polanyi and articulates a third dimension of knowledge that exists in the gap between tacit and explicit knowledge: embedded-implicit knowledge. A clear correlation is established between embedded-implicit knowledge or ‘knowing’ and intuition. I then crafted Harald Grimen’s (1991) four interpretations of Michael Polanyi’s (1958) ‘tacit knowledge’ into choreographic strategies and used each as an approach in the development of specific creative tasks for the creation of an original choreography: L.I.F.E a history of distance (2017). My inspirations and musings became an invaluable part of this research through articulating my own interpretations of Grimen and my personal history as a source in developing a narrative structure for the work. Finally using a multi-modal reflection framework, developed from various reflexive practices, I reflected on the research and processes to answer the research question: How can Harald Grimen’s four interpretations of Michael Polanyi’s philosophy of tacit knowledge be interpreted as choreographic strategies to articulate the embedded-implicit knowledge within the process of documenting an embedded choreographic practice?
Challenges faced by professional accountants in maintaining their professional competency requirements
(2021) Mashile, Relebogile
The purpose of this study was to investigate the challenges encountered by professional accountants in maintaining their professional competency requirements as provided by IES 7. The investigation was motivated by identified gaps in academic research on Continuing Professional Development of professional accountants and the implementation of IES 7 in a South African context. A survey study of 121 respondents was conducted which highlights the attitudes and perceptions of professional accountants on the effectiveness of CPD practices in South Africa and the extent to which CPD contributes towards maintaining the competence of professional accountants. The survey study further draws attention to major challenges encountered by professional accountants in their pursuit of fulfilling CPD requirements. This research finds that professional accountants in South Africa perceive CPD practices and the implementation of IES 7 provisions positively. The quality of CPD practices was perceived to influence the competency and development of professional accountants. Predominantly, existing CPD regulations were appropriate for meeting competency requirements of professional accountants in South Africa except for negative responses received towards CPD participation being a mandatory condition for membership in their respective professional bodies. Major challenges encountered in meeting CPD requirements were the cost, time and location constraints. The value of this research contributes to the body of knowledge on CPD for professional accountants, lifelong learning, the implementation of IES 7and in the establishment of challenges in the implementation of CPD in South Africa
Dante: Traces of the Prophetic
(University of the Witwatersrand, Johannesburg, 2023-06) Mfenyana, Deneo Thabisa; Houliston, Victor
The purpose of this project is the scrutiny of the vocational claims that Dante makes throughout his Commedia. Engaging the prophet-poet dichotomy through gradations of authorial authority, I place Dante within many vocations from prophet to poet, including mystic, philosopher and theologian, settling ultimately on Dante as a sort of seer, one who communicates parables as The Christ is known to do, but, making it expressly clear that his theological inaccuracies place him beneath biblical prophets in authority. The conscious strategies that Dante employs to secure auctoritas for his poem such as employing the biblical mystical senses, and resting on the shoulders of Virgil his philosophical and poetic auctor will be examined, showing intent in Dante to induce suspension of disbelief in his readers pertaining his vocational claims.
Determinants of evaluation use within the South African education sector
(2020) Zuma, Thabisile Amanda
Central to the discipline of monitoring and evaluation (M&E) is the issue of evaluation use. This preoccupation with evaluation use is due to the fact that whether you are a commissioner of evaluation or an evaluator, there is an expectation that evaluations will lead to use. The purpose of this research was to understand what evaluation use is and what its determinants are, based on the perspectives of three organisations in the education sector. The findings revealed and the factors that influence evaluation use can be categorised into two groups, namely characteristics related to the evaluation, and characteristics that are related to the organisational setting where findings are expected to be used. While there may be multiple stakeholders in an evaluation, the responsibility to ensure use lies mostly with the commissioners and the evaluators. Each of these key stakeholders has specific responsibilities that create a conducive environment for evaluations to be used
Determining a Relationship Between Attitude Towards E Learning and Academic Stress Levels in Higher Education Students
(University of the Witwatersrand, Johannesburg, 2023-08) Persello, Byron Franco; Pitman, Michael
E-learning has become more prevalent in higher education institutes, partly due to the COVID-19 pandemic that necessitated social distancing as well as the rise in technology application to education. With stress being an important factor in the academic experience, this research report explores the relationship between the experience of stress and attitudes towards e-learning factors in students. The sample was 79 undergraduate students from the University of Witwatersrand who had undergone e-learning during the 2021 academic year. To gather the data, the Student-life Stress Inventory and Scale of Student Attitude towards E-learning was used. The results showed there was no correlation between experienced stress and attitudes towards the e-learning factors, results r = -.178, n = 75, p = .317. Descriptive analysis of the two measure’s items indicates that participants recognised the benefits of e-learning but challenges using the e-learning medium were still relevant to their experience. The overall stress was beyond normal management for 86.11% of the participants, even though social support appeared available.
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.

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