College of Law and Management Studies

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Determinants of spending habits: a case study of University of KwaZulu-Natal students.
(2017) Obagbuwa, Oloyede.; Kwenda, Farai.
As the cost of university education continues to increase, university students’ spending habits have become topical. Good spending habits among students will guarantee their financial stability. Spending habits are an aspect of financial behaviour; a component of financial literacy. Financial literacy comprises three components: financial knowledge, financial attitudes, and financial behaviours. The relationship between these components has been examined, especially among university students. However, the relationship between financial knowledge, financial attitude together with demographic characteristics and spending habits have not been welladdressed in the extant literature, particularly among university student’s in South Africa. This study aims to fill the knowledge gap on students’ spending by examining the determinants of their (university student’s) spending habits. This study uses spending habits as the dependable variable, and financial knowledge, financial attitude, gender, age, family background, racial group, years in university, the course of study and financial aid as independent variables. The study employed quantitative research method; it used questionnaire adapted from previous studies. The reliability of the scales for the constructs was confirmed using Cronbach Alpha and the coefficient values more than 0.70. A total of 479 completed questionnaires were collected and used for the study. The study employed Statistical Packages for Social Sciences (SPSS 24) to analyse the data. Descriptive statistics were used to analyse the demographic characteristics and the results were presented in tables and charts. Binary Logistic Regression and ANOVA were used to examine the relationship between the explanatory variables and the dependable variable. The finding revealed that financial attitude can influence students’ spending habits while other explanatory variables did not have a significant influence on students’ spending habits. The study further sought to investigate the significant relationship between gender and spending habits, the course of study and spending habits, and racial groups and spending habits using Crosstabulation and Chi-Square analysis. The findings shows that there is no statistically significant relationship between gender and spending habits, the course of study and spending habits, and racial groups and spending habits of the respondents. These findings suggest that a financial literacy programme by the university authority with emphasis on financial attitudes will enhance the good spending habits of the students. However, the research findings only reflect the responses of the study population of the College of Law and Management as well as College of Humanities of the University of KwaZulu-Natal.
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.
Entrepreneurship education and students’ entrepreneurial intentions at selected tertiary institutions in Durban=Imfundo Yezamabhizinisi kanye Nezinhloso Zabafundi Zosomabhizinisi Ezikhungweni zemfundo ephakeme ezikhethiwe eThekwini.
(2023) Chasaya, Wimbayi.; Phiri, Maxwell Agabu.
Abstract Entrepreneurship continues to receive much recognition worldwide from both the academic and corporate ends. High unemployment and failing economies amongst other factors have resulted in various stakeholders supporting the promotion of entrepreneurship. Educational institutions have since taken a leading role in promoting entrepreneurship. Entrepreneurship courses have been introduced in universities to prepare students for entrepreneurship, institutions in South Africa have played their role in this regard. Emphasis has however been placed on the implementation of interventions that promote entrepreneurial development. Targeted interventions must be implemented to promote entrepreneurship behaviour. This study sought to determine the extent to which entrepreneurship education can enhance entrepreneurial activity as the researcher proposes entrepreneurship education as a key determinant of entrepreneurship intention. The results of the study were intended to benefit formal entrepreneurship education curriculum development towards the promotion of entrepreneurial intention and behaviour. The study followed a quantitative research approach and a survey research design. A sample of 280 students was selected from 1 000 undergraduate students enrolled for entrepreneurship courses in two public Universities in Durban: University of KwaZulu-Natal and Durban University of Technology. Using a self-administered structured questionnaire which was electronically distributed, data was collected from 197 students and analysed using SPSS version 27. The findings of the study concluded that there was a positive significant relationship between entrepreneurship education and students’ entrepreneurial intentions (r= .79, p< 0.01). The results of the regression analysis however indicated that the best predictor of entrepreneurship education was subjective norms (B= .347; t= 3.783, p< 0.01). Results from T-tests analysis indicated that students who attended extracurricular (workshops, conferences, seminars) entrepreneurship programs offered on campus (M= 59.44, SD= 15.603) differed significantly with those who did not (M= 52.53, SD= 16.654). Students’ verbal responses indicated that entrepreneurial education must be augmented with practical education and extra-curricular entrepreneurship activities. The study provides recommendations to university education curriculum developers, policy makers and university management on the successful implementation of entrepreneurship education. Formal entrepreneurship education should be augmented with extra-curricular entrepreneurship activities such as business plan competitions, business workshops, entrepreneurship seminars and coaching sessions with industry experts and entrepreneurs. Iqoqa Ezamabhizinisi ezivela emibuthwaneni yezemfundo nezinkampani ziyaqhubeka nokuqashelwa kakhulu emhlabeni wonke. Ukuntuleka okuphezulu kwemisebenzi kanye nokuwohloka komnotho phakathi kwezinye izinto kuholele ekutheni ababambiqhaza abehlukene basekele ukugqugquzelwa kwezamabhizinisi. Izikhungo zemfundo selokhu zabamba iqhaza elikhulu ekuthuthukiseni amabhizinisi. Kwethulwe izifundo zezamabhizinisi emanyuvesi ukuze kulungiselelwe abafundi ukuthi bangene kwezamabhizinisi. Nokho kugcizelelwe ukuqaliswa kokungenelela okugqugquzela ukuziphatha kosomabhizinisi. Lolucwaningo belufuna ukuphenya umthelela wemfundo yezamabhizinisi ezinhlosweni zabafundi bamanyuvesi kwezamabhizinisi. Inhloso yahlonzwa ngeTheory of Planned Behavior njengesibikezelo esihle sokuziphatha. Imiphumela yalolucwaningo bekuhloswe ngayo ukuhlomulisa ukuthuthukiswa kwekharikhulamu yemfundo yezamabhizinisi, ukuthuthukisa ikharikhulamu ethuthukisa inhloso nokuziphatha kwezamabhizinisi. Ucwaningo lulandele indlela yocwaningo lobuningi kanye nomklamo wocwaningo lwenhlolovo. Kwakhethwa isampula labafundi abangu-280 kubafundi abayi-1000 ababhalisele izifundo zezamabhizinisi emaNyuvesi amabili omphakathi aseThekwini: iNyuvesi yaKwaZulu-Natal neDurban University of Technology. Kusetshenziswa uhlu lwemibuzo oluhlelekile oluzilawula ngokwalo olwasatshalaliswa nge-elekthronikhi, idatha yaqoqwa kubafundi abangu-197 futhi yahlaziywa kusetshenziswa inguqulo ye-SPSS 27. Okutholwe kulolu cwaningo kuveze ubudlelwano obuhle obubalulekile phakathi kwemfundo yezamabhizinisi kanye nezinjongo zabafundi zezamabhizinisi (r= .79, p<0.01). Imiphumela yokuhlaziya ukwehla nokho yabonisa ukuthi isibikezelo esingcono kakhulu semfundo yezamabhizinisi kwakuyizinkambiso ezizimele (B= .347; t= 3.783, p<0.01). Imiphumela evela ekuhlaziyweni kwe-T-test ibonise ukuthi abafundi abahambele izifundo zangaphandle (ama-workshops, izingqungquthela) ezinhlelweni zamabhizinisi ezihlinzekwa ekhampasini (M= 59.44, SD= 15.603) bahluke kakhulu kulabo abangazange (M= 52.53, SD= 16.654). Izimpendulo zabafundi ziveze ukuthi imfundo yezamabhizinisi kumele yengezwe ngemfundo eyenziwayo kanye nemisebenzi yamabhizinisi angemva kwezifundo. Lolucwaningo luhlinzeka ngezincomo kubathuthukisi bohlelo lokufunda enyuvesi, abenzi bezinqubomgomo kanye nabaphathi bamanyuvesi mayelana nokuklanywa kwemfundo yezamabhizinisi. Imfundo yezamabhizinisi ehlelekile kufanele yengezwe ngemisebenzi yezamabhizinisi yangemva kwezifundo efana nemiqhudelwano yezinhlelo zebhizinisi, imihlangano yokucobelelana ngolwazi yezamabhizinisi, izingqungquthela zamabhizinisi kanye nezikhathi zokuqeqesha nochwepheshe bezimboni nosomabhizinisi. Osomabhizinisi abangabafundi kufanele bathole ukwesekwa okwanele kubabambiqhaza abahlukene abafana nabafundisi, amanyuvesi, imiphakathi, osomabhizinisi kanye nohulumeni, ngaleyo ndlela bakhe uhlelo lwezamabhizinisi.
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.
Exploring the efficacy of digital marketing to promote higher education using social media platforms.
(2022) Surujpal, Vidata.; Oodith, Devina.
In recent years, businesses have adopted different marketing strategies and digital marketing has become a frequent way that businesses connect with their customers. This research aimed to explore if digital marketing is an effective method of promoting higher education using social media platforms. The study was conducted within a private tertiary institution in KwaZulu-Natal. 224 students completed the online questionnaire comprising 5 sections. Section A was based on the biographical particulars of respondents, while sections B to E were related to questions dealing with the sub-dimensions of the study. The sampling method adopted in this study was non-probability sampling. The Validity and Reliability of the questionnaire were evaluated using Factor Analysis and Cronbach’s Coefficient Alpha respectively. Descriptive and Inferential Statistics were implemented to initiate the results of this study. The empirical findings of this study indicate that there is a positive relationship between the effectiveness of digital marketing, the impact of digital marketing in higher education through social media, the effectiveness of social media and prevalence, frequency, and purpose of social media in promoting higher education. There were no significant differences in biographical profiles (gender, age, race, programme of study, and level of study) regarding each dimension of the study except for the level of study at the 1% level of significance. A framework with recommendations for improving efficacy has been developed based on the key dimensions of the study. It is recommended that future research investigate the efficacy of other social media platforms in higher education and increase the scope and exposure to include a broader spectrum of tertiary institutions to gain a broader perspective.
Exploring the role of pedagogical practices in the brand identity formation of selected Gambian universities.
(2022) Ikonne, Ozioma.; Arbee, Aradhna.
This study sought to facilitate insight into the potential role of pedagogy in the brand identity formation of higher education institutions (HEIs), through a study of selected HEIs in The Gambia. Specifically, the study sought to address the following research question: What role do pedagogical practices play in building the brand identity of selected universities in The Gambia? The study was underpinned by an interpretivist philosophy and the intra-paradigm qualitative mixed method of data collection (O'Reilly, Kiyimba & Drewett 2020). This facilitated a preliminary analysis of the contents of institutional documents and social media postings. This was followed by telephonic and virtually mediated in-depth interviews in which the interactionist interpretations, recollections, experiences, and opinions of 54 participants (students and staff) were explored on the themes of institutional brand management practices, institutional pedagogical practices, institutional brand identity, and the links between pedagogical practices and institutional brand identity. The study used the Corporate Brand Identity Matrix (Urde 2013) as a supporting framework of analysis. The findings indicate that the HEIs recognise the emerging trend of competition in Gambia’s higher education sector as a consequence of government’s liberalisation policy. However, there is no evidence of the majority of them responding to emerging competition using strategic marketing and branding. The evidence suggests that the HEIs use hardly differentiated, production-style portfolios of academic courses to pursue largely unengaged students, prospective students and other stakeholders. Further findings indicate that academic staff use a narrow variety of pedagogical approaches, with the teacher centered, lecturing method emerging as dominant. This insight emerged against the background of the evidence which indicates a link between pedagogy policy and practices and stakeholder impressions. A synthesis of these findings culminated in the emergence of the pedagogy-based higher education brand identity matrix (P-HEBIM), which this study proposes as a novel framework for the branding of HEIs. Drawing on this, the study sets out a practitioner guide for the use of the P-HEBIM, making specific recommedations for the brand management roles of different HE stakeholders in The Gambia.
Genetic algorithm based prediction of students' course performance using learning analytics.
(2024) Raghavjee, Rushil.; Subramaniam, Prabhakar Rontala.; Govender, Irene.
Learning Analytics (LA) can play a key role in understanding students’ learning and academic performance. By identifying poorly performing students early, LA can also be used to identify students who are at risk of dropping out of programmes. This enables academic advisors to intervene early and provide help to ensure students stay on track and succeed in their studies. Hence, LA is becoming a common trend in education particularly in higher education. Previous studies of LA have not dealt with specific courses in information systems and information technology. Therefore, the aim of this study was to develop a model for the application of LA to different courses with the discipline of Information Systems and Technology using various data sources. This study used the design science research approach to help towards solving the problem of understanding students’ learning and performance in Higher Education Institutions (HEIs). Multiple data sources were used. The data that was obtained was pre-processed using MS Excel. Thereafter, the WEKA tool was used in the analysis of the data and prediction of performance. Decision tree, Random Forest and genetic-based algorithms were used to develop prediction models for each of the courses in the discipline of Information Systems and Technology at the University of KwaZulu-Natal. The study also resulted in the development of an integrated dataset for the discipline of Information Systems and Technology in higher education and a process model for the implementation of LA in a specific discipline. The involvedness of the data allows future researchers to continuously improve/evolve the area of LA. This study should, therefore, be of value to LA practitioners wishing to implement LA to courses within other disciplines as well.
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.
Public procurement system challenges at selected higher education institutions in KwaZulu-Natal, South Africa.
(2023) Gurayah, Jayrusha Ramasamy.; Naude, Michelle Jane.; Mbhele, Thokozani Patmond.
Over the last decade in South Africa, public procurement has evolved significantly and attracted much scholarly research interest. There are challenges that exist in public procurement from provincial to national levels, these challenges are a combination of various areas of concern in the public sector. The researcher has unpacked these challenges into clear study constructs. The key procurement challenges resonate with the quality of PEOPLE, PROCESS and TECHNOLOGY amassed by the individual higher education institutions. In this study three higher education institutions were selected. The procurement policies and principles that entrench the higher education institutions (HEIs) in terms of delivering high levels of service and maintaining financially viable institution. Universities as institutions of higher learning have a mandate in ensuring that efficient and effective public procurement occurs at all levels. Against this backdrop, this study explored and identified the public procurement challenges at higher education institutions in KwaZulu-Natal (KZN). The procurement system in these institutions exposed a gap on qualified and capable talent, in accord processes and the dearth of adoption emerging technology to achieve efficiency and effectiveness of procurement systems. The findings of study revealed the challenges, inefficiencies and technological barriers in the procurement systems. To model a financially and operationally feasible, 4 IR technological driven procurement system, a conceptual model was created with an agile and resilient procurement system's potential in consideration, with a focus on building adaptability and demand responsiveness. The main aim of this study is to identify the public procurement challenges of the selected HEIs and to detail the public procurement system by focusing on the main constructs of the study: people, process and technology. This study made use of an exploratory and descriptive qualitative research approach. The research setting will be the campuses of the selected HEIs. The gathering of primary data via semi-structured in-depth interviews were collected. A sample size of thirty procurement employees and management of the three HEIs were interviewed. Thematic analysis was used as the data analysis technique. The qualitative data was analysed and processed by NVivo.20 software.
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.
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 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.
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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