Faculty of Commerce, Law and Management (ETDs)

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Motivations for alumni gifting to their alma mater in two South African universities
(University of the Witwatersrand, Johannesburg, 2024) Nemakhavhani, Kesaobaka Dephney; Mati, Jacob Mwathi
There is a growing expectation that South African universities should actively seek new income streams, one of these being alumni gifts. However, there is insufficient understanding of what motivates alumni to give to their alma mater. Guided by social identity theory, this study investigated the motivations for alumni gifting to contribute to the knowledge that could assist South African universities in developing evidence- based resource mobilisation strategies that incorporate alumni gifting. The study applied a quantitative research methodology – specifically a survey – in examining variables that motivate alumni gifting at two South African universities. Particularly, the study sought alumni views, opinions, attitudes and behaviours to test whether the social identity ethos of Ubuntu guides alumni gifting in two South African universities. The study found that while gender, social identity, convenience, and social responsibility in the form of active citizenship are important factors explaining the future intention to give, solicitation is the strongest predictor for alumni gifting to their alma mater in the two South African universities. Furthermore, the findings suggest that alumni, in their capacity as active citizens, exhibit a heightened sense of social responsibility which influences their gifting behaviour. The findings of this study are important for South African universities. Universities may consider implementing some recommendations to boost their fundraising appeals to their alumni. Based on the study results, the development and alumni practitioners could garner alumni support by strengthening their solicitation plan and implementing convenient systems and processes for alumni gifting. In addition, segmenting potential alumni donors by gender could help universities better target their solicitation efforts. Universities could further consider implementing social impact programmes that capacitate their students (pre-alumni) to be active citizens pre- and post-graduation. This suggests that alumni's past experience as students may impact their future intention to give. Future research can expand on this topic and other African gifting practices and behaviours
Investigation of the Adoption and Implementation of the e-Education Policy in the Gauteng Provincial Government
(University of the Witwatersrand, Johannesburg, 2023) Mulaudzi, Rofhiwa; Karuri-Sebina, Geci
Several studies have shown that school leadership plays an important role in the implementation and adoption of ICT policies in schools by creating and aligning the school vision with the policy objectives and leading change in the school. In South Africa, and Gauteng in particular, it has been found that ICT plays an important role in improving learner performance and enhancing changes in the methods of teaching and learning. It has also been evident that school leaders face different challenges during the implementation and adoption of ICT policies, such as lack of resources, bureaucracy, and resistance from the staff. The purpose of this study is therefore to investigate the adoption and implementation of the White Paper on e-Education policy in the context of teaching and learning. A qualitative approach, and in particular, the phenomenology qualitative research design, was used in this study in order to investigate the experiences of school leaders in relation to the adoption and implementation of the White Paper on e-Education within secondary schools in Gauteng province. Twenty-one school leaders were selected through convenience and purposeful non-probability sampling and requested to participate in the study. Data was collected using semi-structured interviews and analysed using the qualitative content analysis method. The following themes emerged from the study: a) participants' knowledge and understanding of the e-Education policy and application of the framework in achieving the policy goals; b) roles of participants in implementing and adopting the policy; c) school leaders’ attitude towards the policy; d) challenges faced by school leaders. The findings revealed that leaders are responsible for creating and aligning the vision of the school with policy objectives and also leading change in schools. The findings further suggested that school leaders have a common understanding of the policy and their roles in implementing and adopting it; however, they are poorly equipped for the task of implementing and adopting national policies. The study concluded by making recommendations including consideration being given to including school leadership in policy formulation processes and other stages of policy formulation and implementation in order to improve their knowledge and understanding
Evaluation of factors that hinder the implementation and effectiveness of e-education in Mpumalanga
(University of the Witwatersrand, Johannesburg, 2023) Mnisi, Anita
In South Africa, the concept of e-Education revolves around the use of information and communication technologies (ICTs) to accelerate the achievement of national education goals. The concept of e-Education is about connecting learners and teachers, as well as providing professional support services and learning platforms. It will connect learners and teachers to better information, ideas, and one another in support of educational reform by combining effective pedagogy and technology. It advocates for broader systemic, pedagogical, curricular, and assessment reforms to improve education and the use of educational resources like ICT, which aligns it to the communications definition, which defines e-Learning as "learning administered through the use of electronic devices and materials that includes collaboration, such as online interactions between the teacher and the learners or amongst learners. Incorporating technology into learning and teaching activities requires the use of information and communication technologies. Which allows for learning to take place either remotely or online with the assistance of technological tools. ICTs include, but are not limited to, hardware and computer programs (software) for storing, accessing, organising, and retrieving information, computers, scanners, digital cameras and database programmes according to the e-Education policy. The goal of the e-Education policy was to increase access to high-quality education in order to advance society and the economy, while also addressing issues caused by the ICT revolution in education, which has an impact on curriculum development issues such as participation in the information society. It affects the integration of ICT into learning and teaching, as well as access, costs, and educational quality. It is just as important to ensure that learners can use ICTs creatively and actively participate in the information society as it is to bridge the digital divide by looking beyond connectivity and infrastructure. The difficulties in implementing e-Learning in South Africa and Africa are attributed to a lack of appropriate infrastructure, stable connectivity, and skills, which led to the closure of schools during the COVID-19 pandemic. In other nations, e-Learning succeeded as a substitute for conventional instruction, particularly during the COVID-19 pandemic, when education was carried out through online platforms. Governments v across the world have put policy plans in place with regards to the implementation of e- Learning and plans on how to successfully achieve the goals set out in the policies. The purpose of this study was to identify barriers to effective e-Education implementation at the district level. The study investigated the difficulties associated with integrating ICTs into teaching and learning activities at the district level, including whether there is access to technological devices, connectivity, infrastructure, skills, and the necessary district support to implement the e-Education Policy. The study also assessed why teachers do not use ICTs in the classroom despite the fact that the Professional Development Framework for Digital Learning and Guidelines for Teacher Training and Professional Development are in place to equip them and provide guidelines for their development, particularly in terms of ICT integration. Mixed methods were used to collect and analyse data in order to gain a better understanding of why ICTs have not been fully integrated, with the goal of gaining more knowledge and sharing that knowledge in order to improve understanding of the challenges associated with ICT integration in rural schools. The findings of the study confirmed that the lack of access to ICT tools, internet connectivity, skills and ICT infrastructure hinders the implementation of the e-Education policy. Provision of ICT systems and capable teachers enhances the integration of ICT systems into teaching and learning. As the results show that teachers are willing to use ICTs even though they generally prefer traditional methods, they would use ICTs together with traditional methods if they were available. This would ultimately result in a blended learning approach which is good for transitioning into e-Learning from the classroom. The findings confirmed that teachers require training in order to integrate ICTs into teaching and learning activities, and they also highlight the government support that is required to achieve this. This would allow the Department of Basic Education (DBE) to meet its goal of having ICT-capable learners who can use technology for personal development and eventually become participants in the information society, and thus use e-government systems. It would also enable the DBE to close the digital divide.
An analysis of Tuition Policy Discourses in Historically Black and White South African Tertiary Institutions
(University of the Witwatersrand, Johannesburg, 2024) Maseko, Nokwazi Jacquiline; Chikane, Rekgotsofetse
This paper analyses the discourses around tuition policies in Historically Black and Historically White Institutions. This was motivated by the move towards incorporating discourse analysis into policy studies, contributing to the literature regarding discourse in higher education tuition policies, and understanding how discourse affects policy decisions. All these are aimed at addressing the shortfalls in tuition policy which contribute to issues such as the ongoing student protests. Semi structured interviews were conducted with 11 participants and were analysed using the Critical Discourse Analysis tools provided by Machin and Mayr (2012). The analysis showed that the historical discourses and personal ideologies held by those in power influence policy decisions. The study concluded that a reflexive and discourse orientated approach in the policies of HBIs and HWIs would promote policy solutions that are tailored for each institutional type, and this may ultimately decrease the frequency of tuition related protests
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

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