Faculty of Commerce, Law and Management (ETDs)

Permanent URI for this communityhttps://hdl.handle.net/10539/37778

For queries relating to content and technical issues, please contact IR specialists via this email address : openscholarship.library@wits.ac.za, Tel: 011 717 4652 or 011 717 1954

Browse

Search Results

Now showing 1 - 10 of 11

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
Evaluating the impact of Fourth Industrial Revolution on Education in the rural areas in South Africa
(University of the Witwatersrand, Johannesburg, 2021) Chavalala, Miehleketo; Larbi, Lee
The purpose of this research study is to evaluate the impact of Fourth Industrial Revolution (4IR) on education in rural areas in South Africa. This research investigates the following objectives, which are: the impact of 4IR technologies on education and how these technologies can improve the education system in primary and secondary schools in South Africa; the quality of education system in South Africa and factors contributing to the poor education system; how to bridge the gap between the marginalised communities, rural public schools, and urban private schools. The study is focused on public schools in the rural areas in South Africa. Qualitative research strategy has been applied in this research study, interviews have been conducted to afford the researcher an opportunity to interact with stakeholders from the education sector and telecommunication industry. The sample and targeted population of the interviewees are educators from rural schools, former students from rural schools who are in the ICT sector, educators from higher education and 4IR committee member(s). The research strategy applied has been relevant and provided the researcher with a unique in-depth involvement and understanding of the issues contributing to poor education in South Africa. The literature conducted in this study research exhibit that the interview schedule was the most suitable instrument to use to collect data for this research study. One of the findings in this research study is that the powers of administering schools are invested in School Governing Bodies (SGBs) and School Management Teams (STMs). Many parents in rural schools who form part of these bodies are not well-educated and can hardly make an informed decision to benefit learners. Therefore, the adoption of 4IR will centralise the education system and provide equal benefits to learners across the country. The adoption of 4IR on education will have a positive impact and enhance learners’ development in rural areas through robotics concepts. The findings of this research study show that the Department of Basic Education and the South African government are not ready for Fourth Industrial Revolution. However, iv there are signs for opportunities. The findings show the obstacles that can delay the adoption of 4IR to facilitate teaching and learning in rural public schools to bridge the gap that exist between rural public schools and private schools in the cities. The findings show that 4IR can transform the South African education system to compete with the world by producing scholars that are innovative and creative. The findings indicate how communities can transform through digital infrastructure developments to accommodate 4IR in learning in rural schools. This research study’s findings indicate ways in which the South
Evaluation process use in the University Capacity Development Programme at Walter Sisulu University
(2021) Mantshongo, Mandla
The study investigated the effect of evaluation process use as a mechanism in the performance of the University Capacity Development Grant at Walter Sisulu University (WSU). The significance of the study was to enlighten the project leaders who participated in the evaluation process to acknowledge the changes that have arose, and the learning associated with that the process. Literature identified the lack of clearly defined measures of the process changes with regards to the performance of projects in the context of higher education and further understanding of the effectiveness of the involvement or engagement of stakeholders in the process of evaluation. This research adopted the qualitative approach as the method that was utilised in collecting the data. Both primary and secondary data collection methods were used to undertake this study in the form of semi-structured interviews through Microsoft Teams adopted due to the COVID-19 restrictions, focus groups, and document review in the form of progress reports and assessment reports. Fifteen participants participated in the data collection with seven individual semistructured interviews and two focus groups each made up of four participants. The findings of the study demonstrated that: (1) individual thinking or behavioural change cannot be solely attributable to process use as there are other factors that contribute to change, (2) the change and performance could be measured or viewed differently at different levels such as at individual, institutional, evaluators and funders/DHET level, (3) Learning is inevitable to the stakeholders involved in the process, however, the skill transfer to other members who did not participate in the process is lacking, (4) non-conceptualised and non-researched interventions and (6) no convergence in findings for implementation that influences the change of institutional culture. Overall, at individual and project level there are glaring changes in implementation of a project rather than on the performance of UCDG.
Promoting digital skills development for South African incarcerated criminal offenders
(2021) Mohohlwane, Katlego
There is a high rate of recidivism in South Africa which can largely be linked to a lack of access to formal employment and unsuccessful social reintegration following incarceration. This status-quo is, in the context of the 21st century, exacerbated by the obviation of digital skills development by the Department of Correctional Services (DCS) during the ‘rehabilitation’ of incarcerated persons. This study seeks to investigate the socioeconomic benefits that may be realised through developing digital skills for incarcerated persons thereby promoting the need to include these in the DCS’ institutional rehabilitation programmes. To explore why digital skills should be developed within correctional facilities, a qualitative research methodology was applied for collecting, analysing and interpreting language data to identify common themes among various categories of responses and produce findings. Data was collected from a small group of respondents from the financial, retail, manufacturing, social science, and social entrepreneurship sectors and then analysed using a thematic analysis method with an inductive orientation to provide exploratory insights into the kinds of digital skills required for incarcerated persons to achieve economic entry and successful social reintegration as deemed necessary by the respondents in this research. The digital skills composition is categorised as per the Digital Skills Framework One (DSFOne) (van Greunen et al., 2015), and the conceptual framework is based on an adaptation of the New Skills Now Taxonomy (Accenture, 2017) and the Technology Acceptance Model (TAM) (Legris et al., 2003). This study finds that considering the excessive barriers to formal employment for ex-offenders, predominantly perpetuated by public perception, lack of stakeholder management on the part of the DCS, and skills development for incarcerated persons, ICT practitioner and advanced digital skills may very well be the skills category that could position previously incarcerated persons favourably for formal economic inclusion. Further, the development of digital literacy skills is materially important for the reintegration of incarcerated persons into the digital society. Lastly, the digital leadership capacity of the DCS needs to be developed to 3 meet the requirement of effectively building digital strategies that would enable the development of requisite digital skills for incarcerated persons and leverage digital platforms to facilitate social reintegration
Impact of “fee free tertiary education” on the perceived quality dimension of Student-Based Brand Equity of a South African Public Higher Education Institution
(2021) Kemp, Elmada
Background – To investigate the possible impact which the announcement of free Tertiary education for Undergraduate Students has on the Brand Equity of public Higher Education Institutions. Purpose – Concentrating on the Perceived Quality Dimension, this research will also indicate which other Consumers-based Brand Equity Dimensions the Marketing Department of University must concentrate on, to be able to mediate the effect that this announcement had on the Brand Equity of the HEI. Research Methodology – Quantitative Research approach was followed. The research was done by gathering survey data. Responses from nine hundred and thirty-three current university students were included in the sample. Confirmatory Factor Analysis and Structural equation modelling (SEM) analysis were used to confirm and analyse the data. Findings – Students in different tuition funding categories will have different perceptions of HEI's consumer-based brand equity. Research limitations –This study only included current students from one University in South Africa. The inclusion of Alumni, Staff and Prospective students in a follow-up study will allow the interpretation of the data of other important stakeholder groups in the HEI. Implications – The benefits derived from this study’s findings will enable Student Recruitment and Marketing departments to apply Brand building and Brand Management theory and refine their strategy to this niche market of Higher Education. Knowledge gained will also contribute to the understanding of Marketing Management in Higher Education Institutions in the African context
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

Faculty of Commerce, Law and Management (ETDs)

Browse

Filters

Settings

Sort By

Results per page

Search Results