Masters Degrees (Graduate School of Business and Leadership)

Permanent URI for this collectionhttps://hdl.handle.net/10413/7378

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Enhancing functionality of the KwaZulu-Natal Department of education during the corona virus pandemic using the viable system model.
(2022) Cele, Thanduxolo Justice Casper.; Mutambara, Emmanuel.
Organisational functionality is critical for ensuring that the organisation remain focussed in ensuring its performance mandate especially in times of disruption such as the coronavirus pandemic, natural disasters caused by floods, earthquakes, and civil unrest. In times of disruption, “organisation could enhance functionality by applying the Viable System Model. The KwaZulu-Natal Department of Education (KZNDOE), experienced functionality related challenges during the corona virus pandemic which hindered the delivery of teaching and learning across most schools. The aim of the study was therefore to enhance the functionality of the department using the VSM. The target population comprised 80 senior managers and school principals. The study employed an exploratory research design gathering data from 14 participants who were purposively selected. Data was collected by interviewing the 14 participants. Data was analysed thematically using the NVivo 12 model. The study revealed that KZNDOE was not ready to deal with the complexity presented by the coronavirus pandemic ultimately hindering the performance of teaching and learning throughout KwaZulu-Natal schools. The pandemic was a complex emergence which the department could not handle using its simplistic functional organisational structure. Despite the challenges, the department made progressive responses that include closure of schools, establishing new structures, introducing the virtual office, speeding the procurement process of basic resources such as personal protective equipment (PPEs), and trimming the curriculum. The study however indicated that the closure of the core function of teaching was a major blow as teaching and learning needed to continue despite the pandemic to allow natural progression of learning from one grade to another. The study also revealed that the major challenges faced by the department include the shortened curriculum, implementing the social enrichment programmes, inadequate classroom space for rotational classes, inadequate funding and increase in the learning gap between quintile 4, 5 schools and quintiles 1, 2, and 3. To address the challenges, the focus of the department was on increasing funding to procure critical resources. To achieve performance, the study revealed that critical role players such as the department of health, education, senior managers, school principals, educators and learners were to play a role. The study recommended the need to review the functional structure which was last reviewed in 2011 to one that is adaptive in responding to the complex environment. The review would include the change of structure by creating new structures within the department that can deal with the pandemic. Thus, the study recommended a restructure to viable, and adaptive structure that seeks to enhance functionality and performance anchored in an effective coronavirus pandemic communication network, empowerment structures for educators, structures to provide for remote learning and prelearning materials. The study however recommended that a similar study could be conducted in other provinces to have a balanced view before making national inferences.
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, Blessing Fika Mlondi.
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.
The investigation of the impact of the Covid-19 pandemic on the University of KwaZulu-Natal Foundation’s fundraising efforts.
(2022) Kokoropo, Tebelo.; Luthuli, Nomkhosi Hlengiwe.
TThe study investigates the extent to which the Covid-19 pandemic impacted the fundraising efforts of the UKZN Foundation. The outbreak of the Covid-19 pandemic has made a devastating impact on the lives of many people and the economies of many countries. The pandemic affected a lot of sectors in the economy including the higher education sector. The University of Kwazulu-Natal was under pressure to ensure they provide the required tools to carry out online learning and teaching. The UKZN Foundation, which remains the fundraising arm of the University of Kwazulu-Natal, had a responsibility to appeal to both existing and potential donors to support the university in light of the pandemic and the demands that came with it. The UKZN Foundation had to formulate strategies and plans to ensure they alleviate the pressure from the university by appealing for more funds. The outbreak of the pandemic affected the state funding for universities substantially, the education department had to reallocate funds so to prioritize challenges brought about by the outbreak of the pandemic. The outbreak caused universities to undergo a serious financial strain. Universities had to review their budgets so to ensure they remain afloat and can carry their day-to-day costs. Due to financial pressures experienced by the UKZN in light of the pandemic, thirdstream income became a priority to support university needs. Despite organizations holding back, as far as pledging is concerned due to Covid-19, the UKZN Foundation is still required to appeal, and source funds to support the university. This study’s objectives centred around establishing whether the UKZN foundation was able to achieve its income and donor targets in light of the Covid-19 pandemic; exploring the extent to which the foundation has been impacted in meeting project demands; investigating whether the foundation’s stakeholders and relationship management have been affected by the outbreak of the Covid-19 pandemic, and establishing if the foundation was able to remain in alignment with the requirements of the UKZN strategy in light of the Covid-19 pandemic. iii A qualitative research method was adopted for this study and interviews were conducted with external donors, UKZN foundation management staff, and other UKZN employees. The findings from the study indicate that despite the economic pressure brought about by the outbreak of the Covid-19 pandemic at the University of Kwazulu-Natal, the UKZN Foundation was able to raise a substantial amount of funds to support the university to provide effective remote teaching and learning in the light of the pandemic. This study shows that the pandemic brought a lot of challenges to the academic sector and that the University of Kwazulu-Natal endured a lot of financial pressure. Despite the economic pressures, the UKZN Foundation was able to appeal to donors to support the University of Kwazulu-Natal. The UKZN Foundation was instrumental in supporting the university with its remote learning and teaching funding requirements.
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.

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