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

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    Fostering the retention of talented and skilled employees by understanding the motivators of employee turnover intention from a South African SMME perspective
    (University of the Witwatersrand, Johannesburg, 2024) Edayi, Juliet; Venter, Robert
    Current small, micro and medium-sized enterprises (SMMEs) are concerned about understanding the preliminary factors that prompt employees to leave their organisation (i.e., labour turnover intention) rather than to wait, only to be left to deal with the disruptive and costly consequences of actual employee turnover. The extant literature has widely provided evidence to justify that employee turnover is very destructive and presents many costs for organisations due to its counterproductive nature. South African small and micro businesses constantly endure high rates of employee turnover as other businesses (especially big companies) are frequently poaching highly skilled workers. This burden has made it increasingly challenging for SMMEs to keep, particularly highly skilled and high-performing employees, whose talents are highly sought after and are paramount to their firm’s overall success and sustainability. Therefore, this study was conducted from an SMME context so as to equip small and micro business employers with fresh insights on how proactively adjust their employee retention strategies and foster their continued survival and long-term growth. Moreover, the South African labour market has a limited number of high-performing and brilliant employees who eventually become assets to the business once hired, thus creating a need to retain such talented personnel. The shortage of skilled labour coupled with the high costs of attracting, hiring and training new employees proffers a compelling need for scholars to actively direct their research attention to unravelling this phenomenon of labour turnover intention. Research outputs will positively equip SMME practitioners with the relevant and proven information for them to devise well-informed retention strategies before employees’ intention to quit the organisation manifests itself into an actual turnover. This study sought to achieve a meaningful understanding of the interplay between the complex relationships that exist between the selected variables and to establish how this comprehension can aid SMME practitioners in effectively reducing employee turnover rate to a reasonable proportion. For this study to establish this ultimate goal, an empirical investigation was done amongst employees in selected SMMEs in Gauteng province of South Africa. A conceptual framework that depicted all the relationships was developed and several hypotheses were formulated based on the evidence from the extant literature. This study utilised a cross-sectional research design through a quantitative-based method. A structured questionnaire was formulated and was administered in-person, and additionally distributed via emails. Data was gathered through non-probability convenience sampling, whereby 338 valid responses were received from employees across the selected SMMEs in Gauteng. iv Descriptive statistics (e.g., item analysis, Cronbach’s alpha computation) and bivariate correlation analysis were analysed using SPSS v 28 and inferential statistics were analysed through Structural Equation Modeling was undertaken using AMOS v 28. While the findings of this study corroborated the outcomes that were submitted by earlier scholars, some fresh and exciting directions in the associations between specific variables were established. This study eventually submitted a unique conceptual model that depicts the validated interactions between the study variables. It is believed that the confirmed associations detailed in the conceptual model will be used as guidelines for small and micro business practitioners to meaningfully and effectively manage employee turnover intentions while simultaneously fostering the retention of talented and high-performing workers. This investigation concluded by recommending that a similar study must be replicated using a mixed-method approach that applies probability sampling and longitudinal research design so as to address the methodological shortcomings that characterised this study.
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    Assessing the inter-annual and inter-seasonal climate-induced variation in caseload of respiratory diseases
    (University of the Witwatersrand, Johannesburg, 2024-06) Motlogeloa, Ogone
    In South Africa, acute upper respiratory diseases pose a significant public health challenge, influenced heavily by climatic factors. Recognizing the critical need for detailed seasonal analysis. This thesis delves into the inter-annual and inter-seasonal impacts of climate on disease caseloads, offering four pivotal contributions to health biometeorology. The first contribution refines the understanding of the acute upper respiratory disease season in South Africa, previously recognized as the winter months of May to September. This research provides a more granular analysis by pinpointing specific onset timings and fluctuations within the season that are crucial for optimizing healthcare responses, particularly in vaccination schedules. The second contribution is an in-depth analysis of climatic variables affecting acute upper respiratory disease prevalence. Utilizing Spearman's correlation analyses and the Distributed Lag Non-linear Model across Johannesburg, Cape Town, and Gqeberha, this study identifies negative correlations between temperature and disease cases, pinpointing significant risk thresholds most prevalent during the winter peak. The third contribution investigates the impact of extreme climate events (ECEs) over twelve years, elucidating how, while individual ECEs influence medical aid claims and disease incidence, it is the broader seasonal patterns that predominantly dictate acute upper respiratory disease prevalence. The fourth contribution offers a nuanced exploration of the climate-health nexus, demonstrating that routine weather variations play a more significant role in the peak transmission of acute upper respiratory viruses than extreme events. This thesis elucidates the substantial yet nuanced influence of climate on respiratory health in South Africa. By specifying the disease season with greater precision and clarifying the relationship between temperature variations and disease prevalence, the research provides essential data for health practitioners to plan targeted interventions. This study moves beyond the focus on extreme weather events to expose the subtler, yet more consistent, impact of seasonal climate shifts on health outcomes, enriching our understanding and serving as a vital reference for enhancing disease preparedness in an era marked by climatic uncertainty.
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    Examining the Effect of Women’s Empowerment on Multidimensional Poverty: Case of South Africa
    (University of the Witwatersrand, Johannesburg, 2024) Ratshivhand, Thonifho; Benhura, Miracle
    This study examines the levels and correlations of individual women’s empowerment and household level multidimensional poverty in South Africa, overall and by rural/ urban location. The Alkire-Foster (2011) techniques is employed for the construction of the Women Empowerment Index (WEI) and Multidimensional Poverty Index (MPI), and a logistic regression analysis is employed to ascertain whether women’s empowerment is negatively correlated to multidimensional poverty. The study uses the 2016 South African Demographic and Health Survey (DHS) dataset and estimates that 3.2% of South African households are multidimensionally poor, with a higher prevalence in rural areas. In both rural and urban areas, the standard of living dimension contributed most to MPI. Regarding WEI, women residing in urban areas (67.3%) are more empowered compared to those residing in rural areas (53.9%), with attitude towards domestic violence dimension contributing most to women’s empowerment. Findings from logistic regressions show that women’s empowerment is negatively associated with multidimensional poverty in South Africa. Women in older age groups and better paid occupations are associated with lower multidimensional poverty, also non-Black/African women and those residing in urban areas have a lower chance of experiencing multidimensional poverty, than Black/African women and those residing in urban areas. Overall, this study highlights the importance of addressing women's empowerment as a key strategy for poverty reduction in South Africa. The results suggest a need for customised strategies to improve women’s empowerment and reduce multidimensional poverty in South Africa's rural and urban areas.
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    Exploring the reporting lag among JSE-listed entities
    (University of the Witwatersrand, Johannesburg, 2024) Ritzlmayr, Matthew Andreas; Maroun, Warren; Ecim, Dusan
    This thesis investigates how variations in “inherent”, “control” and “detection risk” may account for reporting lags for entities listed on the Johannesburg Stock Exchange (JSE) from 2017 to 2021. The reporting lag is the time between the financial year-end and the date of the audit report. Seven hypotheses are tested using panel regression and a sample of 100 companies listed on the JSE from 2017 to 2021. The regression analysis was performed to identify if client factors (classified as sources of inherent and control risk) or auditor characteristics (classified as sources of detection risk) may impact the reporting lag. A battery of sensitivity tests is used to confirm the findings. The model developed using inherent, control and detection risk, was able to explain the reporting lag. Entities characterised by higher levels of inherent and control risk show an increase in the reporting lag. An increase in detection risk also leads to an increase in the reporting lag. The article proposes a novel conceptual model for classifying client and auditor characteristics in terms of the risk which material misstatements in financial statements go undetected. The inherent, control and detection risk framework provides a comprehensive assessment of reporting lag determinants grounded in a well-established risk and assurance discourse which resonates with both academics and practitioners. Findings complement a relatively large body of work on reporting lags which prioritise developed economies. The results offer one of the first accounts of the reporting lags from a key African economy while controlling for the effects of pre-and post-COVID impacts.
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    Limitations of litigation as a tool for achieving social change: A perspective on South African and Zimbabwean litigation environment
    (University of the Witwatersrand, Johannesburg, 2024) Sigwegwe, Dumolwethu; Samtani, Sanya
    This research report seeks to investigate and analyse the limitations of using litigation as a tool for achieving social change in the legal environments of South Africa and Zimbabwe, with a particular focus on relevant provisions in the Constitutional framework. In other words, I consider how litigation related to socioeconomic rights, with a particular focus on the right to healthcare, has been limited in its capacity to bringing about societal transformation. Juxtaposing these legal systems should highlight the opportunities and challenges of utilising litigation. In South Africa the 1996 Constitution, and in Zimbabwe the 2013 Constitution play a significant role in shaping socio-economic rights, enhancing access to justice, and promoting social transformation. Further, the Bill of Rights and the Constitutional Court all contribute to the potential effectiveness of litigation. Relying on the Constitutional framework, literature concerning the effectiveness and critique of litigation, and case studies from South Africa and Zimbabwe the article illustrates the potential and shortfalls of litigation in advancing socio- economic rights. The argument highlights that litigation has made substantial advancements in effecting systemic and policy changes, as well as in holding governments accountable. However, it also emphasizes the existence of potential obstacles, such as the failure to implement court orders, institutional barriers, and structural or procedural issues that require addressing in the pursuit of societal transformation. The research report concludes that whilst litigation can be seen as just one tactic in the repertoire for challenging societal and systemic injustices, it must however, be complemented with a broad range of strategies that include advocacy, grassroots movements, and policy reform, to address the complex underlying causes of social issues effect social change in South Africa and Zimbabwe
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    Intimate partner killings, criminal defences and the law
    (University of the Witwatersrand, Johannesburg, 2024) Sithole, Patience Thandeka
    The Constitution of the Republic of South Africa, 1996 in section 9 resoundingly guarantees the ‘equal protection and benefit of the law’ to all who are within the Republic. This undertaking is a crucial part of the South African democracy, and it is a manifestation of the law’s progression from being grossly and arbitrarily discriminatory, to becoming more inclusive and considerate of people from all walks of life. Contrarily though, a close analysis of some aspects of the law as it currently exists, shows that equality before the law is more aspirational than it is a reality. Women, in particular, are often overlooked and subjected to unfairness by the same law that, in theory, vows to protect them. The lack of accommodation of abused women who kill, by the private defence ground of justification, under criminal law is an apt example of the law’s marginalisation of women. This marginalisation manifests itself in the rigid approaches to cases of abused women who kill. The typical approach is the objective ‘reasonable person’ standard which is effective in most instances but has fallen short in cases of abuse, as such cases require consideration of the abused woman’s unique set of circumstances. This calls for a closer exploration of the specific and subjective factors of women’s experiences in order to comprehend the nature and extent of the abuse. Although expert witness evidence is admissible in these cases, the weight placed on such evidence is minimal, often leading to a miscarriage of justice. In view of that, this paper serves to play a dual role of re-identifying the inadequacies that continue to exist under the private defence laws in South Africa, while simultaneously providing recommendations on how the law can be developed to successfully address these inadequacies.
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    Teachers' Discourse, Language, Genetics, Life Sciences, South Africa, classrooms
    (University of the Witwatersrand, Johannesburg, 2024) Mupfawa, Shungu
    South Africa has consistently ranked close to the bottom in international studies on the quality of mathematics and science education. This poor performance portrays a negative picture of the quality of teaching and learning science and mathematics in the country. Local reports such as the South African National Diagnostic Report on grade 12 performance attest to this as it shows that the quality of passes in life sciences at the matric level is low. As a result, fewer matriculants enrol for life sciences-related careers at higher institutions of learning. The overall quality of passes in life sciences could be aggravated by the poor performance of learners in genetics-related questions which make a substantial contribution to scores in the Life Sciences examination. Literature on the teaching and learning of genetics also points to difficulty with the teaching and learning of this topic, including the use of language by the teachers. This thesis reports on a case study in which I investigated the classroom Discourse of four life sciences teachers while teaching basic genetics to grade 12 learners. The study aimed to characterise the teachers’ Discourse during the teaching of basic genetics. In this study, my conception of Discourse was influenced by Gee’s Theory of Discourse which makes a distinction between Discourse with an upper-case ‘D’ denoting language and other factors associated with it and discourse with a lower-case ‘d’ as referring to language. Therefore, in this study, the teachers’ Discourse ‘D’ was conceptualised in terms of language ‘d’ (the language of science) and context which entailed Discourse strategies, interaction patterns, teacher Discourse moves, and multimodal representations. This study drew on literature and research from the fields of Discourse analysis, language, teacher talk, science teaching, and classroom Discourse to develop a complex picture of the classroom. A case study was conducted in three high schools in Johannesburg, South Africa. Data was collected from four teachers each of whom was observed three times, and video recorded while teaching basic genetics concepts to grade 12 learners. A follow-up interview was conducted with each teacher. These post-observation interviews together with field notes were added for data triangulation purposes. The interviews helped me to access teachers’ rationale for taking certain actions during the observed lessons. Moreover, the interviews enhanced the trustworthiness of my analysis. The lesson observation transcripts were analysed using Lemke’s Thematic Analysis merged with Mortimer and Scott’s Communicative Approaches and Discourse patterns. This study unveiled two major types of Discourse of teachers who followed an examination based approach and teachers whose Discourse followed a conceptual approach. This led to the development of a Discourse Teaching Strategy Model which portrays teachers as being either conceptually or assessment focused. My Discourse Teaching Strategy Model shows that amongst other characteristics, conceptually focused teachers used higher-order questions to build conceptual understanding and logical exposition for consolidation. Further, the model shows that logical exposition was sometimes replaced by selective summary where the teachers justified the curriculum. Teachers adopting a conceptual focused strategy used controlling pacing and marking importance as pedagogical measures and admonition for maintaining discipline. This study contributes to the effective teaching of genetics by offering the Discourse Teaching Strategy Model as a model to guide thinking about the planning and development of science teaching as well as a tool for reflection upon one’s teaching strategies. Thus, this model can be used to expand self-development or in-service development especially if one is to teach for ii conceptual understanding. Researchers can use the model as an analytical tool for identifying a particular teacher’s Discourse practices.
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    An investigation of quality assurance practices and teaching in a higher learning institution in Johannesburg South Africa
    (University of the Witwatersrand, Johannesburg, 2024) Dlodlo, Khanyisa
    Higher education institutions (HEIs) in developing countries are increasingly focusing on quality assurance, as indicated by their development of relevant policies, structures, and procedures. This study aims to examine the quality control measures within HEIs and assess lecturers' knowledge of these measures. Institutional and national policy documents related to quality were analyzed to understand the regulatory framework for lecturers. Categories of Quality Practices in Teaching, such as assessment, curriculum, and teaching strategies, were established for data analysis. Using an interpretative paradigm and qualitative techniques, the study involved interviews with three lecturers and a quality assurance (QA) manager. This approach helped gain insights into how quality measures are implemented and how lecturers utilize them to improve teaching. The study categorized and compared lecturers' practices with institutional and national policy documents to evaluate their alignment. Findings revealed that lecturers have limited knowledge about the institution's QA measures. Their practices often do not align with the institution’s QA policies, partly due to their lack of awareness of these policies. Although the institution has QA measures, many are adopted from national documents, but there is insufficient emphasis on these measures at both institutional and national levels. The study recommends that lecturers should be involved in the creation, review, and evaluation of QA policies to enhance their engagement and understanding. Additionally, peer and student evaluations should be mandatory and conducted more frequently than the current three-year cycle. Finally, having teaching qualifications as a requirement for employment is suggested to improve QA in teaching.
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    Investigating the experiences of female Heads of Departments leading at an Independent High School in South Africa
    (University of the Witwatersrand, Johannesburg, 2024) Reddy, Leslie Cheston Nicholas; Fleisch, Brahm
    Throughout history, women have faced various challenges because of their gender. With society developing and people becoming more aware of gender diversity and equality, organisations still have not purposefully remedied how women are seen in society. More specifically, schools, particularly primary schools, have long been the domain of women due to the stereotypical notions that women are natural caregivers and there to nurture children. However, leadership and management positions within schools have traditionally been dominated by men as many independent schools in South Africa were developed during the apartheid administration, which disadvantaged people of colour, more specifically women of colour. This research report investigated the experiences of female heads of departments (HODs) leading at an independent school in South Africa. Through the use of transformative leadership as the theoretical framework for this study, it became apparent that women's experiences are unique to their gender and often shared with other women. This study used a qualitative research design by looking at seven HODs. Data was obtained through semi-structured interviews and observations. With this, central themes of their experiences, challenges, and strategies used by female HODs in independent schools were collated thematically. This study revealed that gender-biased perceptions of women leaders exist in several forms of discrimination even though they are in leadership positions. Additionally, the challenges these female HODs faced were aspects that dealt with society's beliefs impacting their ability to lead confidently. These women also have perceptions of male privilege, the demands of working in an independent school, the need to prove themselves as a leader and gender-pay discrepancies. The women in this study also gave insight into their perceptions of male arrogance, recognising a gender shift in school leadership and examining the role of school existence and traditionalism in their role as leaders. The study revealed that the women in this independent school feel better equipped and are better managers than their male counterparts. The women leaders recognised the value of emotional intelligence and also strived to implement various strategies in how they led to ensure that they could manage their positions effectively. These strategies included building relationships with colleagues, students and parents; open communication; adopting iii multiple leadership styles; and caring for and empowering students. All these strategies were implemented to mitigate their challenges as female HODs in an independent school.
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    Exploring the effect of Professional Noticing in the Context of Algebraic Fractions: A Case Study of National Certificate Vocational L3 Lecturers in a TVET College
    (University of the Witwatersrand, Johannesburg, 2024) Nadason, Selome; Makonye, Judah
    Expertise in professional noticing of students mathematical reasoning is an integral component of effective mathematics discourse. What a teacher notices or fails to notice impacts students’ performance significantly. Professional noticing of students mathematical thinking, in the mathematics classroom, involves attending to, interpreting, and deciding how to respond to students reasoning (Jacobs et al., 2010). Based on the significance of the construct of noticing, this study explored the effect of professional noticing on the pedagogical practices of NCV Level 3 (L3) lecturers in relation to the simplification of algebraic fractions. Specifically, this study sought to answer the following questions: how do NCV L3 lecturers attend to students mathematical reasoning in relation to simplifying algebraic fractions; how do NCV L3 lecturers interpret students mathematical reasoning in relation to simplifying algebraic fractions; and what course of action do NCV L3 lecturers take based on students mathematical reasoning in relation to algebraic fractions. To answer these research questions, a qualitative research design, particularly a case study approach was used. Data were collected in the form of student written responses to a pre-test, field notes, and audio recorded lessons, in the topic of algebraic fractions. Participants were purposively and conveniently recruited. A total of two NCV L3 lecturers and their respective classes, from TVET College B, consented to participate in the study. Before the data collection process, a professional noticing development program (workshop), facilitated by the researcher was conducted. Lecturer participants were requested to analyse the written responses of students by providing a detailed explanation on what they noticed about students reasoning in relation to the simplification of algebraic fractions. Furthermore, the audio recorded lessons were transcribed by the researcher, and transcripts were read several times to accurately determine the degree of noticing displayed by the participants. The three strands of professional noticing and the levels of sophistication framework served as analytical tools to determine the extent to which lecturers attended to, interpreted, and responded to students mathematical reasoning. Verbatim quotations were used to highlight the noticing skills of the participants. The findings of the study suggest that the lecturers displayed predominantly low (0) and medium (1) levels of noticing when analysing the written responses of students. In terms of noticing in action, participant lecturers were observed demonstrating primarily low (0) levels 6 of noticing. The study also revealed that participants found it challenging to notice students reasoning during the teaching of algebraic fractions. In conclusion, since noticing can be learned (Jacobs et al., 2010), to support lecturers in noticing students mathematical reasoning, it is recommended that TVET colleges provide training programs and workshops that explicitly focus on the learning and implementation of professional noticing. Furthermore, the study suggests that there is a need for the conceptualisation of noticing from a perspective that appreciates and integrates the socio- cultural realities of the students as well as the realistic setting of the classroom, since factors such as students background knowledge, classroom culture, and resources may affect the efficiency of noticing. Therefore, it is advisable that adaptations be made to acknowledge and accommodate the diversity and contextual circumstances of our South African classrooms to cultivate a more inclusive approach to noticing.