Electronic Theses and Dissertations (Masters/MBA)

Permanent URI for this collectionhttps://hdl.handle.net/10539/37942

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The adoption of digital platforms for student services at the University of the Witwatersrand
(University of the Witwatersrand, Johannesburg, 2024) Khoetha, Katlego; Magida, Ayanda
Technology's rapid growth has transformed how universities interact with their students, prompting the implementation of cutting-edge strategies like digital platforms. This research focused on examining the use and acceptability of various digital platforms in the context of the University of the Witwatersrand, particularly for student services. The study incorporated key concepts of the Unified Theory of Acceptance and Use of Technology (UTAUT2) to determine the factors driving the adoption of digital platforms. A quantitative technique, the research asked undergraduate and graduate students enrolled at the University of the Witwatersrand to complete an online questionnaire using the Qualtrics software. Using this thorough approach, the data was directly analysed, looking at how the theoretical framework and actual examples interact. The analysis's findings identified the UTAUT2 constructs that have the biggest impact on individual readiness to accept and use digital platforms for student services. The findings also demonstrated the possibility of this study helping the University of the Witwatersrand obtain an in-depth understanding of the primary factors that influenced students' use of digital platforms. In the end, having this understanding will help to successfully incorporate the idea of digital platforms into the context of university student services. The University of the Witwatersrand will be able to make wise decisions on implementing and optimising digital platforms for improved student engagement and support as a result of this research, which is expected to provide useful insights. The results are anticipated to improve digitalization efforts inside higher education institutions and enable the delivery of more effective and efficient student services in the rapidly changing technology environment
Business Venture Proposal for an Educational Subscription Box Service in South Africa: Insights from Parental Perspectives
(University of the Witwatersrand, Johannesburg, 2024) Ngwarati, Kutlwano; Mzyece, Mjumo
South Africa faces significant challenges in its education system, characterised by low globalrankings and low critical thinking and problem-solving skills among children. However, amidstthese challenges, the emergence of educational subscription box services presents an excitingopportunity for academic improvement. These services offer hands-on activities that have thepotential to enhance learning outcomes and encourage a deeper engagement with educationalmaterials. Despite this potential, there remains a significant gap in research regarding thefeasibility and adoption of such services in the South African context.This report addresses this gap by examining the viability and potential impact of introducingKutamba, an innovative educational subscription box service, in South Africa. The researchmethodology includes a comprehensive analysis of the educational subscription industrylandscape, consumer behaviours, and market dynamics within the South African context.Through data collection, including qualitative research methodologies such as online semi-structured interviews with English-speaking parents residing in South Africa, supplemented bydata extraction from industry-leading educational subscription websites, the study aims to gaindeep insights into parental perspectives and preferences regarding educational subscription boxservices.The research findings reveal an understanding of parent preferences and market opportunities,identifying 14 emergent themes related to educational value, parental involvement, and productquality. Insights drawn from successful educational subscription services highlight theimportance of curriculum alignment, hands-on learning experiences, and effective customeracquisition strategies tailored to the South African market.Building upon these insights, the report presents a comprehensive business proposal forKutamba, outlining key features such as strategic milestones, marketing strategies, operationalplans, and financial projections. Kutamba aims to revolutionise early childhood education inSouth Africa by offering hands-on STEM (science, technology, engineering, and mathematics)projects aligned with local educational standards and delivered directly to children's homes.The proposed implementation plan outlines a phased approach to product development, marketentry, expansion, and scaling, emphasising continuous evaluation and adaptation based oncustomer feedback and market trends
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
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.
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
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
The influence of digital devices used by teachers on Grade 12 academic performance in Gauteng public schools
(University of the Witwatersrand, Johannesburg, 2023) Masiya, Nomthandazo; Magotsi, Keratiloe
Technology in education has become a norm in today’s teaching and learning environment. This has seen the Gauteng Department of Education allocating substantial budgets toward the e-Learning projects in the province. Since its implementation in 2015, limited research has been conducted to establish and link the extent of Information and Technology Communication (ICT) integration to academic performance. Grade 12 results are celebrated nationally and given that a greater part of the school funding is by the state, there is pressure from the public and media for policy-makers to demonstrate benefits and value for money. The research objective aimed to evaluate the extent of technology adoption, its impact on academic performance and further identify challenges in technology integration. This quantitative study evaluated the influence of digital devices used by teachers in Grade 12 academic performance in Gauteng public schools. The study is intended to influence a revision of policies and processes on the project to enable full effective roll out, while getting by in from stakeholders involved. 15 full ICT schools were purposefully selected and a sample of grade 12 teachers participated in the survey which was administered both manually and online. The results revealed that technology affects academic performance through the large extent of technology adoption in schools. Interestingly, challenges in integrating technology was not found to impact academic performance. In addition, historical data revealed that Grade 12 academic achievements prior and post technology were not consistent over the period. This suggests that other factors outside the scope of this study contribute to performance. Full integration of devices to allow online facilitation of lessons and assessments fell short which prevented teachers from using technology to its maximum. The Gauteng Department of Education should be prepared to modernise and integrate technology devices in order to align to new technological developments. In this regard, continuous upskilling of teachers will be critical as technology changes. There is a need for further research to explore the factors that have impact on academic achievements where technology exist.
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
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.
The implementation and adoption of information and communication technologies for remote learning within South African private schools
(University of the Witwatersrand, Johannesburg, 2022) Lekoto, Ntlabo Samuel; Sibanda, Tendaria
The COVID-19 pandemic has tremendously impacted the global economy including lockdown regulations which resulted in school closure across the world. Due to this, schools had to consider the alternative to provide primary education in-person. As a result of the pandemic, this study aims to investigate the implementation and adoption of information and communication technologies for remote learning within South African private schools. A qualitative research methodology was utilised in this study. This approach was used in an effort to gather the thoughts, opinions and experiences of the participant to deduce insightful findings through a case study research design. A purposive sampling was adopted with empirical information gained through interviews. The analysis of the data was conducted through a qualitative thematic analysis in an effort to generate common themes which can be grouped together. The study helps to bridge the gap of understanding the challenges which policy makers need to address to swiftly implement a successful integration of technology pedagogy. The findings of the study indicated there was lack of detailed policy during the implementation of remote learning during the pandemic. The importance of upskilling teachers not only technically, but also with the ability to understand the pedagogical approaches of integrating technology within a teaching and learning environment was also evident. Furthermore, the findings highlighted the technical, social and psychological challenges which may impact learners, teachers and parents during remote learning. The findings also indicated lack of social interaction as a concern during remote learning which can result in social anxiety for the learners. The results of the study indicated that policy makers need to develop a detailed policy which address some of the common problems relating to remote learning. Innovative ways on how to develop digital pedagogy were also highlighted as a result of the study

Electronic Theses and Dissertations (Masters/MBA)

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