Faculty of Commerce, Law and Management (ETDs)

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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.
Management of teaching and learning material in no-fee schools: The case of Ekangala Township in Tshwane Municipality
(University of the Witwatersrand, Johannesburg, 2021) Maimela, Joyce Matome; Wotela, Kambidima
The gist of this quantitative study was to empirically establish how no-fee schools manage their teaching and learning material (TLM), employing the case of Ekangala Township in Tshwane municipality. To accomplish this, the study seeks to empirically determine the functionality of financial resources, human resources, and procurement processes of TLM in no-fee schools. A cross-sectional design was adopted. A combination of purposive and stratified random sampling techniques was used to draw HODs, Deputy Principals, Principals, SGBs, educators and administrative officers, yielding a total sample of 101 respondents. Data was collected using a questionnaire and inferential statistics were used to establish validity. The study was framed on the general systems theory, and the programme theory, used for converting research results to research findings. The preliminary findings revealed a linear relationship between effective management and budget processes of TLM, although not strong. However, there was no statistically significant linear relationship between management and procurement processes. The results concluded that there is ineffective management of TLM in no-fee schools in Ekangala Township. The researcher recommends that periodic audits be conducted when required, to ensure appropriate application and compliance with the policy. A further recommendation is the use of a Resource Management System (RMS), a web-based system designed to facilitate planning, online procurement, inventory updates and budget tracking of all TLM at schools at both district and provincial levels
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
The role of the South African council for educators in regulating the teaching profession
(University of the Witwatersrand, Johannesburg, 2021) Mokgalane, Mapula Ella; Mapitsa, Caitlin; Poltera, Jacqui
As a professional self-regulatory body, the South African Council for Educators (SACE) has a responsibility to set, protect and maintain ethical standards in the teaching profession. In doing so, it ought to safeguard the interests, rights and welfare of the public and children alike. Nevertheless, numerous studies, the public, media and parliament’s Portfolio Committee on Basic Education criticised SACE for its dependency, as well as incoherent, overlapping and multiple systems and processes in its endeavour to regulate the teaching profession through the enforcement of the code of professional ethics in Gauteng. Equally, past and recent studies have failed to understand the dynamics and complexities in professional regulation discipline when enforcing the code of professional ethics in the teaching profession. To investigate SACE’s enforcement regulatory role in Gauteng, a qualitative approach has been followed to collect data through semi-structured interviews with 15 participants representing SACE and Gauteng stakeholders in the basic education sector, and the teaching profession. The study findings revealed complexities and a paradox in SACE’s regulation of the teaching profession in Gauteng, based on identified regulatory enforcement enablers, as well as internal and external barriers. Some of the enablers identified included SACE’s legal regulatory framework, its establishment as professional self-regulatory body, compliance monitoring processes, and existence of the legislated administrative and punitive sanctions. On the other hand, the identified internal barriers were: limited enforcement scope and jurisdiction; ineffective sanctioning; insufficient financial and human resources; and contraventions to principles of good governance, good regulation and enforcement. Additionally, external barriers identified were: weak institutional arrangements and network in enforcing the code; and multiple regulatory processes and overlaps
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
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
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.

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