College of Law and Management Studies
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Item Expanding entrepreneurship education to boost students' innovation in South African universities.(2024) Mtshali, Thabo Wonder.; Gamede, Vangeli Wiseman.; Mashau, Pfano.The COVID-19 pandemic caused strain on businesses, some have suffered resulting in downsizing staff or closing permanently. The South African unemployment rate currently is at 32.9%. The labour market in South Africa is struggling to create opportunities and failing to counteract unemployment with relevant skills. The pandemic resulted in more people losing jobs which then contributed to the increase in unemployment. The country should reduce poverty by developing innovative entrepreneurs at a tertiary level. These difficulties indicate that people are facing challenges in getting decent jobs due to a lack of skills. Universities have a responsibility to operate entrepreneurially since they are affected by the reduction of public funds, educational market competence, and economic and social changes. Hence, the study focus is expanding entrepreneurship education in South African universities to strengthen the economy and create job opportunities in the country. Entrepreneurship education plays a significant role in educating people about business development and reducing poverty while creating job opportunities using innovation. The aim is to expand university entrepreneurship education by adding entrepreneurship education across all qualifications to help students develop entrepreneurial intention and a positive mindset towards business start-ups. The research focuses on the University of KwaZulu-Natal and the University of Zululand, both located in KwaZulu-Natal Province. The research followed a mixed method. Qualitative data were collected using interviews with academic staff and were analysed using NVIVO thematic analysis programmes. The quantitative data were collected using questionnaires on students and were analysed using SPSS's latest version. The sample size was made up of 371 students and 4 academic staff from the University of KwaZulu-Natal, and 348 students and 4 academic staff from the University of Zululand. The researcher got a 99.3 percent response rate from students and staff from both universities. The findings obtained reveal that expanding entrepreneurship education can help stimulate an entrepreneurial mindset and innovation in students. More than 88% of students agree that adding entrepreneurship education to the curriculum will help them stimulate an entrepreneurial mindset. However, students said, “universities do not have adequate infrastructure to support innovation and entrepreneurship education”. Academic staff members believe that higher education must have an active role in introducing and promoting entrepreneurship education because they have strong guiding policies and ideas but unsatisfactory implementation strategies. The research could help develop a curriculum that will stimulate an entrepreneurial mindset in students while exposing the university to industry and other external sponsors. The entrepreneurial spirit needs to be revived amongst students by restructuring various degrees, enhancing entrepreneurial thinking, developing student entrepreneurship programmes, and supporting venture creation. The study recommends expanding entrepreneurship education to give students more career options and employment opportunities. This could give students equal business opportunities and teach students that entrepreneurship can be taken as a career.Item Investigating the implementation of the code of conduct for learners: a case study of Volksrust circuit schools.(2021) Mngomezulu, Dawn Nontuthuzelo.; Chummun, Bibi Zaheenah. ; Vilakazi, M.B.F.The Code of conduct for learners (CCL) as a subject has been of interest among scholars around the world, this is understandable because the subject is still an enigma to many schools. A considerable amount of time in a normal school day is dedicated to behaviour management. Thus, an investigation into its implementation is being explored as the use of corporal punishment has been for a long time a quick fix to unbecoming behaviour that threatens to disturb the tranquillity necessary for a conducive learning and teaching environment. Since the abolishment of corporal punishment educators’ contact time with learners is characterised mainly by teaching and behavioural management, where the latter involves the management of the school to resolve. In cases where school management and teachers are found guilty of contravening the law by using corporal punishment, the disregard of use Code of conduct for learners (CCL) measures to deal with behaviour is primarily the cause. This study through a qualitative enquiry was employed to explore the understanding of the implementation processes and how leadership acumen at different levels affects the implementation thereof in schools. Therefore, Distributive Leadership, Learning Teams and Systemic Thinking are the theoretical underpinnings of the study. Semi-structured interviews were used to explore the alignment of all leadership roles in the CCL implementation process and how far it is informed by the school's shared vision. Thematic analysis of the data was used to interpret the findings. The study found that there are critical information gaps across all leadership levels, these suggest that distributive leadership is essential in school management and that schools are complex institutions and they will benefit from employing systems thinking through well-planned learning teams interactions. The results of the study have the potential to draw attention to monitoring the implementation of CCL and reviewing the guidelines for consideration by SGB in implementing CCL. It may add to the body of knowledge that explores behaviour management in schools as a multidimensional and interconnected phenomenon from systems thinking perspective.Item The acceptance of chatbot technology to support academic activity at the University of KwaZulu-Natal.(2023) Johnson, Ebunoluwa Ehikowoicho.; Ranjeeth, Sanjay.Abstract available in PDF.Item Using educational data mining to predict sub-Saharan African science, technology, engineering, and mathematics students’ academic performance: a systematic review.(2023) Mhlongo, Langelihle Lucky.; Govender, Irene.; Quilling, Rosemary Diane.Abstract available in PDF.Item Using Theory U and drama as a tool for the leadership development of drama students.(2021) Motimele, Napoleon.; Proches, Cecile Gerwel.The process of play production is one of the instruments that can be used to develop the leadership skills of drama students; however drama lecturers are not focusing on leadership development during the process of play production. Hierarchical leadership is no longer as effective in modern society; a collective leadership model is required to meet the challenges currently faced, as is evidenced by the current COVID-19 pandemic. Previous studies have highlighted play production as a vital instrument to develop students, for them to know the power of speaking, listening and expressing an idea. Studies have also indicated that drama is not just about being in the spotlight on stage and television, but is couched in teamwork, collaboration and community. This study sought to explore the field of leadership development through play production at Durban University of Technology (DUT). The objectives of the study were to investigate the similarities and differences in processes of play production and Theory U, to explore how these processes may complement each other as a modality for creative innovation, and to determine the potential contribution of utilising Theory U in developing leadership through play production. Qualitative research methodology was employed in the research. The study also drew on secondary data. Email interviews were conducted with 15 drama graduates who had entered leadership positions in academia, non-governmental organisations (NGOs) and business. A purposive sampling technique was used to choose participants with requisite knowledge to be able to provide information related to the research topic, and thematic analysis was used to analyse their responses. The study found that Theory U promotes leadership development and if play production can be facilitated with the objectives of leadership training borne in mind by lecturers, the process can be enhanced so that there is inherent leadership training built into drama programmes. The leadership skills that students learn through play production include flexibility, teamwork, collaboration, creativity, time movement, problem solving, as well as addressing social and political matters. It is thus recommended that the Department of Drama and Production Studies at the Durban University of Technology should utilise Theory U in the play production process, aiming to formally develop the leadership skills of drama students.