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

Permanent URI for this communityhttps://hdl.handle.net/10539/37773

Browse

Subject: search.filters.subject.Digital Skills

Search Results

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    An investigation of the second-level digital divide in the South African education and training sector
    (University of the Witwatersrand, Johannesburg, 2024) Dyosiba, Siyabonga
    This research investigates the second-level digital divide in education and training within the Media, Information, and Communication Technology (MICT) sector. The primary objective is to identify the factors contributing to this divide, analyse its ramifications on education and training, and suggest targeted interventions to enhance digital access and literacy. A qualitative approach was employed, integrating interviews with MICT professionals and an extensive literature review. The research draws upon insights from key strategic documents in South Africa to offer a comprehensive understanding of the second-level digital divide within the MICT sector. The participants comprised MICT professionals representing diverse generational cohorts. The sample was carefully structured to encompass various experiences and viewpoints within the sector. Socioeconomic status, educational opportunities, and access to resources significantly impact the acquisition of digital skills, leading to generational inequalities. The digital divide impedes the effective implementation of digital literacy initiatives, restraining the education and training sector's capacity to fully leverage its potential. Generational distinctions are pivotal in digital competency, influencing skills acquisition and educational outcomes. Strategic initiatives, as delineated in crucial strategic documents, underscore the importance of infrastructure development, skills augmentation, and inclusive policies. Collaborative endeavours involving governmental entities, private institutions, and educational stakeholders are imperative for bridging the second-level digital divide in the MICT sector.
  • Thumbnail Image
    Item
    The influence of organisational learning in defining digital strategies within South African banks
    (University of the Witwatersrand, Johannesburg, 2023) Massango, Alcinda; Alagbaoso, Manessah
    This study investigates the role of organizational learning (OL) in the formulation of digital strategies (DS) within the context of South African (SA) banks. It employs a qualitative approach and drawing upon a comprehensive literature review and empirical data collected from interviews with key stakeholders, the study examines the critical elements, challenges, and enablers inherent in integrating OL into DS formulation processes. The findings underscore the pivotal role of OL in shaping agile and responsive digital strategies that enable banks to navigate the dynamic digital landscape and drive sustainable growth. Key themes identified include the importance of clear organizational vision and strategic alignment, investment in talent development, cultivation of an agile and flexible organizational culture, and effective communication and knowledge-sharing practices. The study concludes by offering strategic recommendations for SA banks to enhance their digital capabilities and achieve strategic objectives through the effective integration of OL into DS formulation processes. Additionally, limitations encountered during the study are discussed, and suggestions for future research are presented
  • Thumbnail Image
    Item
    Digital transformation in university schools: a case study of a South African Business School
    (2021) Cajee, Yasira
    The concepts of digitisation, digitalisation, digital transformation and digital maturity are both revolutionising and fundamentally evolving the way in which organisations operate. Digital technologies and automation are rapidly introducing changes into customers’ lifestyles, interactions, engagements and requirements with business and organisations globally. Digital transformation is a continuous journey and is impacting different industries in different ways. The purpose of this study was to evaluate the state of digital transformation at Wits Business School (WBS), a South African business school in the higher education sector. The study followed a triangulated qualitative research design, which included multiple data sources in the form of 15 digital semi-structured in-depth interviews with senior and non-senior stakeholders across Wits University currently involved in digital business-related initiatives; 160 online qualitative questionnaires from student respondents across WBS; 14 Wits University policy documents; and observational data linked to digitally related projects and initiatives. The data was analysed through a thematic network approach. The research findings pointed to a large gap between WBS’s current digital maturity state and the desired digitally transformed state. The findings indicated that WBS lacks stable leadership to create a digital vision and strategy for digital transformation, which are currently lacking. Cultural transformation is urgently required, coupled with incentives for adopting new digital skills and capabilities into the workforce. Positively, the findings revealed a high level of digital focus across all areas of the value chain both in WBS and Wits University. Six areas were identified as the main factors hindering digital transformation: Leadership, Governance, Strategy and Vision, Culture, Business Models and Platforms, and Technological Resources and Capabilities. The research recommends bold, agile and transformative leadership; a clearly articulated digital vision and strategy; improved digital skills with a digitally inculcated cultural mind-set; and a revised organisational structure that incorporates cross-functional teams from different areas of the value chain coupled with integrated technological architecture and platforms, supported through digitalised governance policies and appropriate data analytics