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

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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.
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.
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.
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
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.
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.
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.
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.
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.
Engaging the public in priority setting for health in rural South Africa
(University of the Witwatersrand, Johannesburg, 2023-10) Tugendhaft, Aviva Chana; Hofman, Karen; Kahn, Kathleen; Christofides, Nicola
Introduction: The importance of public engagement in health priority setting is widely recognised as a means to promote more inclusive, fair, and legitimate decision-making processes. This is particularly critical in the context of Universal Health Coverage, where there is often an imbalance between the demands for and the available health resources. In South Africa, public engagement is protected in the Constitution and entrenched in policy documents; yet context specific tools and applications to enable this are lacking. Where public engagement initiatives do occur, marginalised voices are frequently excluded, and the process and outcomes of these initiatives are not fully evaluated. This hampers our understanding of public engagement approaches and how to meaningfully include important voices in the priority setting agenda. The aim of this doctoral (PhD) research was to investigate the feasibility and practicality of including the public in resource allocation and priority setting for health in a rural setting in South Africa using an adapted deliberative engagement tool called CHAT (Choosing All Together). Methods: The PhD involved the modification and implementation of the CHAT tool with seven groups in a rural community in South Africa to determine priorities for a health services package. For the modification of CHAT, desktop review of published literature and policy documents was conducted, as well as three focus group discussions, with policy makers and implementers at national and local levels of the health system and the community, and modified Delphi method to identify health topics/issues and related interventions appropriate for a rural setting in South Africa. Cost information was drawn from various national sources and an existing actuarial model used in previous CHAT exercises was employed to create the board. The iterative participatory modification process was documented in detail. The implementation process was analysed in terms of the negotiations that took place within the groups and what types of deliberations and engagement with trade-offs the participants faced when resources were constrained. In terms of the outcomes, the study focused on what priorities were most important to the rural community within a constrained budget and the values driving these priorities, but also how priorities might differ amongst individuals within the same community and the characteristics associated with these choices. Qualitative data were analysed from the seven group deliberations using the engagement tool. Content analysis was conducted, and inductive and deductive coding was used. Descriptive statistics was used to describe the study participants using the data from a demographic questionnaire and to show the group choices from the stickers allocated on the boards from the groups rounds. The investment level (sticker allocation) of all study participants was recorded at each stage of the study. From these the number of stickers allocated to each topic by the participants was calculated by adding up the number of stickers across interventions selected by the participant by topic. The median and interquartile range across study participants was calculated for the topic totals. To examine differences in sticker allocations, Wilcoxon rank sum tests were performed for differences across participant categories and sticker allocations in the final round of CHAT. Findings: Based on the outcomes, seven areas of health need and related interventions specific for a rural community context were identified and costed for inclusion in the CHAT board. These include maternal, new-born and reproductive health; child health; woman and child abuse; HIV/AIDS and TB; lifestyle diseases; quality/access; and malaria. The CHAT SA board reflects both priority options of policymakers/ experts and of community members and demonstrates some of the context specific coverage decisions that will need to be made under NHI. The CHAT implementation shows that the rural communities mostly prioritised curative services over primary prevention due to perceived inefficacy of existing health education and prevention programmes. The exercise fostered strong debates and deliberations. Specifically, the groups engaged deeply with trade-offs between costly treatment for HIV/AIDS and those for non-communicable disease. Barriers to healthcare access were of particular concern and some priorities included investing in more mobile clinic. The individual level priorities were mostly aligned with societal ones, and there were no statistically significant differences between the individual and group choices. However, there were some statistically significant differences between individual priorities based on demographic characteristics such as age. The study demonstrates that giving individuals greater control and agency in designing health services packages can increase their participation in the priority setting process, align individual and community priorities, and enhance the legitimacy and acceptability of the decision-making process. In terms of reconciling plurality in priority setting for health, group deliberative approaches help to identify social values and reconcile some of the differences, but additional individual voices may also need to be considered alongside group processes, especially among the most vulnerable. Conclusion: This research marks the first instance of modifying and implementing a deliberative tool for priority setting in a South African rural context. The findings shed light on the process and some of the outcomes of this approach within a vulnerable community, offering insights into public engagement in priority setting more broadly. The study demonstrates that participatory methods are feasible in modifying public engagement tools such as CHAT and can be adapted to different country contexts, potentially enhancing the priority setting process. Regarding the implementation of CHAT, the study provides an example of how a rural community grappled with resource allocation decisions, considered different perspectives and societal implications, and set priorities together. The research also highlights the priorities of this rural community, the social values driving their choices, and individual characteristics that are important to consider when setting priorities. The work demonstrates that meaningful public engagement includes various factors that interrelate and impact one another and that could inform a dynamic and cyclical approach going forward, as well as the importance of transparency during all stages of the process.

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

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