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

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    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.
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    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
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    Learning Management Systems within a South African university: lecturers’ experiences and extent of use during and post COVID-19
    (University of the Witwatersrand, Johannesburg, 2023) Mfingwana, Nwabisa; Sackstein, Suzanne
    The integration of technology in the education sector has resulted in pervasive use of Learning Management Systems (LMSs). Prior and during COVID-19, several higher education institutions within South Africa acquired and started using LMSs to enable and facilitate online teaching and learning. During COVID-19 when face-to-face learning was impossible due to lockdowns, LMSs became even more prominent, advancing from being learning support tools to becoming primary learning systems. While prior research claims that LMSs are underutilised, as the world transitions to the new normal, with hybrid learning being the latest learning method, LMSs appear to be just as significant. To explore the experiences and extent of use of LMS, this study employed the Will, Skill, Tool, and Pedagogy (WSTP) model. Using semi-structured interviews, data was collected from nine lecturers who teach technology and creative arts programs at a Johannesburg based university in South Africa. Findings indicate that even though lecturers view LMSs as a valuable tool, it is not a perfect fit for the needs and requirements of all university programmes. Furthermore, although use of LMSs grew exponentially and pervasively during COVID-19, post the pandemic lecturers’ use patterns are more varying. While some lecturers in the creative art programme are reducing or stopping their use of certain LMS features as they favour of in-person teaching and believe that the LMS may not be aligned to their teaching style. However, lecturers in technology are continuing their current use, and in some cases are even more curious and enthusiastic about the tool. Lastly, despite the reported benefits of LMSs such as content management and communication, challenges related to system constraints, functional limitations, infrastructure issues and limited technology and LMS skills were reported. Theoretically the study contributes to the body of knowledge about lecturers’ use of LMSs and illustrates how the WSTP model can be used in similar contexts. Practically the study highlights that a comprehensive needs and requirements analysis should be conducted by decision makers prior to implementing a one-fits-all approach, training and ongoing awareness of LMS features is critical to ensure that the system is used optimall
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    Graduate employment : does field of study matter?
    (University of the Witwatersrand, Johannesburg, 2023) Seilane, Mpumelelo
    Skills shortage with graduate unemployment at face value appear as a contradiction in terms. However, this is emblematic of the South African economy. Albeit that the South African government invests a tremendous amount of resources towards the massification of higher education a significant proportion of graduates cannot find success in the labour market. Chief amongst the reasons why the South African government has taken this human capital investment path is to address the economic outcomes engendered by the historical policies of racial exclusion. Preferential access towards higher education institutions for previously disadvantaged individuals has been used as the weapon to combat poverty and inequality. However, having unemployed graduates in an economy severely lacking skills to grow is counter to the objective of reducing social inequality. The literature is at odds with regards to the relevance the field of study a graduate comes from in determining the prospects of success of a graduate in the labour market. So, with the use of the Quarterly Labour Force Survey (QLFS) dataset spanning from the first quarter of 2015 to the last quarter of 2019, this article employs a multinomial logistic regression model to investigate the correlates of employment amongst graduates in South Africa. The results indicate that graduate unemployment is fundamentally structural and therefore the field of study that a graduate comes from matters.
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    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