A strategy for improving the maturity levels of IT service management in higher education institutions in South Africa
- Authors: Hilmer, Thomas
- Date: 2019
- Subjects: Information technology -- Management , Information technology Education, Higher -- South Africa Education -- Effect of technological innovations on -- South Africa
- Language: English
- Type: Thesis , Masters , MPhil
- Identifier: http://hdl.handle.net/10948/40161 , vital:35824
- Description: IT Service Management (ITSM) refers to a set of activities that an organisation can perform to develop, supply, operate, manage and improve information technology related services in order to meet the needs of the business. The interest in ITSM is based on the expectation that applying best practice ITSM processes will result in lower expenses, fewer incidents and improved customer satisfaction. Various standards, frameworks, methodologies and processes have evolved to support this move to a value-driven, service-orientated approach to managing an organisation’s information systems. Between 2007 and 2009, Higher Education Institutions (HEIs) in South Africa benefited from a national project to improve the quality of their IT services through training in ITIL, a best practice ITSM framework. An assessment at the time, however, found that the maturity levels of the ITIL processes implemented after the intervention remained low, and this observation is common in other industries as well. The implementation of industry best practice ITSM frameworks does not always proceed smoothly; they can be costly, have long implementation times, and can be seen as excessively complicated and suited mainly for large organisations. Therefore, it is often challenging for organisations such as HEIs to improve their ITSM process maturity levels. The aim of this study is to develop a strategy that may assist South African HEIs in taking steps to improve their IT Service Management maturity levels. This primary research objective is addressed through a number of secondary research objectives, namely, to understand the challenges that HEIs often encounter when implementing ITSM; to determine the ITSM implementation status at a number of South African HEIs; to determine the various elements and components required to formulate the ITSM strategy; to determine whether alternatives to ITIL are feasible options for HEIs in South Africa; and to validate the proposed strategy by verifying its quality, utility and efficacy. A comprehensive literature review provides information on various ITSM standards, frameworks and methodologies. It also investigates ITSM adoption and implementation by organisations in general, and HEIs in particular, and how modern practices such as DevOps, Agile and Lean relate to ITSM. Thereafter, an online survey is used to determine the status of ITSM maturity levels at South African HEIs, and whether alternatives to ITIL are being used. Expert interviews are used to obtain additional information on what is required to formulate the proposed strategy. The findings from the literature review, survey and expert interviews are used to develop a four-step strategy, which was evaluated for its quality, utility and efficacy through an online assessment by the same experts. This strategy can be considered a useful tool for Higher Education Institutions in South Africa if they wish to increase their levels of IT Service Management maturity. The findings of this study make a substantial contribution to the field of ITSM research at South African Higher Education Institutions.
- Full Text:
- Date Issued: 2019
- Authors: Hilmer, Thomas
- Date: 2019
- Subjects: Information technology -- Management , Information technology Education, Higher -- South Africa Education -- Effect of technological innovations on -- South Africa
- Language: English
- Type: Thesis , Masters , MPhil
- Identifier: http://hdl.handle.net/10948/40161 , vital:35824
- Description: IT Service Management (ITSM) refers to a set of activities that an organisation can perform to develop, supply, operate, manage and improve information technology related services in order to meet the needs of the business. The interest in ITSM is based on the expectation that applying best practice ITSM processes will result in lower expenses, fewer incidents and improved customer satisfaction. Various standards, frameworks, methodologies and processes have evolved to support this move to a value-driven, service-orientated approach to managing an organisation’s information systems. Between 2007 and 2009, Higher Education Institutions (HEIs) in South Africa benefited from a national project to improve the quality of their IT services through training in ITIL, a best practice ITSM framework. An assessment at the time, however, found that the maturity levels of the ITIL processes implemented after the intervention remained low, and this observation is common in other industries as well. The implementation of industry best practice ITSM frameworks does not always proceed smoothly; they can be costly, have long implementation times, and can be seen as excessively complicated and suited mainly for large organisations. Therefore, it is often challenging for organisations such as HEIs to improve their ITSM process maturity levels. The aim of this study is to develop a strategy that may assist South African HEIs in taking steps to improve their IT Service Management maturity levels. This primary research objective is addressed through a number of secondary research objectives, namely, to understand the challenges that HEIs often encounter when implementing ITSM; to determine the ITSM implementation status at a number of South African HEIs; to determine the various elements and components required to formulate the ITSM strategy; to determine whether alternatives to ITIL are feasible options for HEIs in South Africa; and to validate the proposed strategy by verifying its quality, utility and efficacy. A comprehensive literature review provides information on various ITSM standards, frameworks and methodologies. It also investigates ITSM adoption and implementation by organisations in general, and HEIs in particular, and how modern practices such as DevOps, Agile and Lean relate to ITSM. Thereafter, an online survey is used to determine the status of ITSM maturity levels at South African HEIs, and whether alternatives to ITIL are being used. Expert interviews are used to obtain additional information on what is required to formulate the proposed strategy. The findings from the literature review, survey and expert interviews are used to develop a four-step strategy, which was evaluated for its quality, utility and efficacy through an online assessment by the same experts. This strategy can be considered a useful tool for Higher Education Institutions in South Africa if they wish to increase their levels of IT Service Management maturity. The findings of this study make a substantial contribution to the field of ITSM research at South African Higher Education Institutions.
- Full Text:
- Date Issued: 2019
Changing gender roles: challenges and strategies of female headship in Motherwell
- Authors: Kadaluka, Gloria Thamo
- Date: 2019
- Subjects: Gender roles
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/44541 , vital:38138
- Description: For decades, research has examined men’s perceptions of the changing gender roles, highlighting the masculinity crisis and challenges men encounter due to the decreasing male provider role. Yet, studies have not explored women’s perceptions about these changing roles, which have consequentially enabled them to become female-headed households (FHHs). Part of the problem is that in theory, FHHs have indeed been classified as the poorest of the poor. Nevertheless in practice, governments have neglected efforts to support this group. In South Africa, research on challenges of FHHs is quantitative and portrays an overgeneralised image of poverty in FHHs. This study set out to develop a better understanding of how women make sense of the changing roles, in an attempt to investigate the processes through which women assume their headship status and to examine their challenges and strategies as FHHs. Using a qualitative research design in the form of a case study with a phenomenological study orientation, the study identified 40 female participants and the data was collected using in-depth interviews. Data was analysed through inductive thematic analysis. Findings indicated that female headship occurs through an identifiable process and most women were never married, divorced, separated or widowed. Thus, single motherhood is by choice, because it is a choice for independence. The significant obstacle hindering social progress is that women support the changing gender roles, while at the same time utilising linguistic repertoires to hold on to traditional gender role beliefs that reinforce patriarchy. Their also challenges manifested in a similar behavioral fashion, suggesting the intergenerational transmission of poverty. Poor education, sex for jobs, feminisation of labour, teenage pregnancies, burden of care, dependency burden, discrimination, absence of fathers and inability to balance work and family, are challenges that put FHHs under a sustained attack. These findings indicate that despite being poor, women do not view themselves as victims of poverty. They exercise urgency through forging social capital, salaries and child support grants. However, women are stuck in a poverty trap because their relations of exchange are limited to those women who are equally poor.
- Full Text:
- Date Issued: 2019
- Authors: Kadaluka, Gloria Thamo
- Date: 2019
- Subjects: Gender roles
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/44541 , vital:38138
- Description: For decades, research has examined men’s perceptions of the changing gender roles, highlighting the masculinity crisis and challenges men encounter due to the decreasing male provider role. Yet, studies have not explored women’s perceptions about these changing roles, which have consequentially enabled them to become female-headed households (FHHs). Part of the problem is that in theory, FHHs have indeed been classified as the poorest of the poor. Nevertheless in practice, governments have neglected efforts to support this group. In South Africa, research on challenges of FHHs is quantitative and portrays an overgeneralised image of poverty in FHHs. This study set out to develop a better understanding of how women make sense of the changing roles, in an attempt to investigate the processes through which women assume their headship status and to examine their challenges and strategies as FHHs. Using a qualitative research design in the form of a case study with a phenomenological study orientation, the study identified 40 female participants and the data was collected using in-depth interviews. Data was analysed through inductive thematic analysis. Findings indicated that female headship occurs through an identifiable process and most women were never married, divorced, separated or widowed. Thus, single motherhood is by choice, because it is a choice for independence. The significant obstacle hindering social progress is that women support the changing gender roles, while at the same time utilising linguistic repertoires to hold on to traditional gender role beliefs that reinforce patriarchy. Their also challenges manifested in a similar behavioral fashion, suggesting the intergenerational transmission of poverty. Poor education, sex for jobs, feminisation of labour, teenage pregnancies, burden of care, dependency burden, discrimination, absence of fathers and inability to balance work and family, are challenges that put FHHs under a sustained attack. These findings indicate that despite being poor, women do not view themselves as victims of poverty. They exercise urgency through forging social capital, salaries and child support grants. However, women are stuck in a poverty trap because their relations of exchange are limited to those women who are equally poor.
- Full Text:
- Date Issued: 2019
The influence of financial socialisation agents on young professionals’ financial literacy levels
- Authors: Saayman, Michelle
- Date: 2019
- Subjects: Finance -- Social aspects -- South Africa , Financial literacy -- South Africa Finance, Personal -- South Africa
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10948/43001 , vital:36723
- Description: This study is focused on the levels of financial literacy of young professionals because they are exiting university with high levels of debt and may have low levels of financial literacy as students. These young professionals enter the workforce and face complex financial decisions where they are expected to be able to make independent and sound financial decisions. They have access to all types of financial products and services and have increased levels of household debt as well as the need to fund an ageing population, such as their parents. The main objective of this study was to investigate the influence financial socialisation agents have on the financial literacy levels of young professionals. The financial socialisation agents that are investigated are parents, peers, teachers and employers. These financial socialisation agents use various financial socialisation mechanisms to influence the financial literacy of young professionals. The financial socialisation mechanisms that were identified are teaching practices, modelling of financial behaviour and pocket money (employed by parents), peer communication (employed by peers), and financial instruction (employed by both teachers and employers). An extensive literature review on financial socialisation and financial literacy was conducted. This led to the development of a conceptual framework that is tested empirically. In order to test the conceptual model for the study, a quantitative research approach was adopted. Non-probability snowball and convenience sampling was used to target respondents of the study. A total of 300 questionnaires were distributed to employees in the financial industry between the ages of 20 and 35. Of the 300 questionnaires distributed in the Nelson Mandela Bay, 263 were returned and usable, resulting in a response rate of 88 percent. Descriptive and inferential statistics were used to test the empirical data, and included the Pearson’s product-moment correlation coefficient and a multiple regression analysis. The results showed that while many respondents (42%) scored between 61 and 80 percent for the questions on financial knowledge. Only 15 percent of respondents scored higher for financial knowledge, namely between 81 and 100 percent. In terms of validity and reliability, most of the factors tested are retained; only subjective financial knowledge and financial attitude are disregarded for further analysis. The descriptive statistics showed that respondents scored a mean of 2.649 for the statements measuring educational allowance, a mean of 2.041 for the statements that measure teaching practices that includes modelling of behaviour, and 59 percent of respondents indicated that the statements that measure teaching practices that include modelling of behaviour was true; only 24 percent of respondents believe the statements regarding peer communication to be true, with the other respondents (42%) being neutral. Most of the respondents believe the statements regarding financial instruction to be true, both for financial instruction from teachers (61%) and employers (46%), and the majority (70%) of respondents believe the factor financial behaviour to be true. Only one hypotheses (H4) was accepted: There was a significant positive relationship between employers and financial literacy. The other three hypotheses (H1, H2 and H3) were rejected. H1 proposed that a significant positive relationship exists between parents and financial literacy, H2 that a significant positive relationship between peers and financial literacy exists, and H3 that a significant positive relationship between teachers and financial literacy exists. This mean that other financial socialisation agents, namely, parents, peers and teachers, did not influence financial literacy. The results show that the mechanism employed by employers, financial instruction, has a significant influence on the objective financial knowledge and financial behaviour of young professionals. Based on the results above, it is recommended that South Africa should prioritise the financial literacy of its youth. Policymakers can do this by providing young adults with financial literacy courses and require employers to provide these courses to their employees. The workshops offered by employers to the respondents of the study resulted in these respondents having higher levels of financial literacy, as H4 proposed and was supported in the results. Therefore, employers should consider providing workshops as part of their benefit package to their employees. These workshops can be about various financial matters, such as retirement planning, debt management, savings and investments, the importance of insurance and assurance, as well as a medical aid and how to apply for credit, such as home loans, credit cards and vehicle assistance. Other options that employers can consider is sending informative emails on a regular basis to their employees. Parents should also have access to financial literacy courses because the study found that parents’ teaching practices, which includes modelling of behaviour, influence the financial behaviour of young professionals. Teachers, through financial instruction, also influence the financial behaviour of young professionals. Therefore, teachers and other educators or education institutions should consider offering formal financial instruction, either on the internet, through financial articles or workshops about budgeting, record keeping of expenses, cost of credit, savings and inflation. Therefore in conclusion, it is important that policymakers and employers consider this research and provide young professionals with the necessary resources to help them make complex financial decisions. This study has contributed to literature by investigating the influence of financial socialisation agents on the financial literacy levels of young professionals in the financial industry specifically. The proposed conceptual model of the study may be useful in determining the influence of financial socialisation agents on financial literacy in the future. The study also advance research on financial socialisation and financial literacy, specifically among youth as there exist no studies that investigate the influence of financial socialisation on the financial literacy levels of young professionals in South Africa.
- Full Text:
- Date Issued: 2019
- Authors: Saayman, Michelle
- Date: 2019
- Subjects: Finance -- Social aspects -- South Africa , Financial literacy -- South Africa Finance, Personal -- South Africa
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10948/43001 , vital:36723
- Description: This study is focused on the levels of financial literacy of young professionals because they are exiting university with high levels of debt and may have low levels of financial literacy as students. These young professionals enter the workforce and face complex financial decisions where they are expected to be able to make independent and sound financial decisions. They have access to all types of financial products and services and have increased levels of household debt as well as the need to fund an ageing population, such as their parents. The main objective of this study was to investigate the influence financial socialisation agents have on the financial literacy levels of young professionals. The financial socialisation agents that are investigated are parents, peers, teachers and employers. These financial socialisation agents use various financial socialisation mechanisms to influence the financial literacy of young professionals. The financial socialisation mechanisms that were identified are teaching practices, modelling of financial behaviour and pocket money (employed by parents), peer communication (employed by peers), and financial instruction (employed by both teachers and employers). An extensive literature review on financial socialisation and financial literacy was conducted. This led to the development of a conceptual framework that is tested empirically. In order to test the conceptual model for the study, a quantitative research approach was adopted. Non-probability snowball and convenience sampling was used to target respondents of the study. A total of 300 questionnaires were distributed to employees in the financial industry between the ages of 20 and 35. Of the 300 questionnaires distributed in the Nelson Mandela Bay, 263 were returned and usable, resulting in a response rate of 88 percent. Descriptive and inferential statistics were used to test the empirical data, and included the Pearson’s product-moment correlation coefficient and a multiple regression analysis. The results showed that while many respondents (42%) scored between 61 and 80 percent for the questions on financial knowledge. Only 15 percent of respondents scored higher for financial knowledge, namely between 81 and 100 percent. In terms of validity and reliability, most of the factors tested are retained; only subjective financial knowledge and financial attitude are disregarded for further analysis. The descriptive statistics showed that respondents scored a mean of 2.649 for the statements measuring educational allowance, a mean of 2.041 for the statements that measure teaching practices that includes modelling of behaviour, and 59 percent of respondents indicated that the statements that measure teaching practices that include modelling of behaviour was true; only 24 percent of respondents believe the statements regarding peer communication to be true, with the other respondents (42%) being neutral. Most of the respondents believe the statements regarding financial instruction to be true, both for financial instruction from teachers (61%) and employers (46%), and the majority (70%) of respondents believe the factor financial behaviour to be true. Only one hypotheses (H4) was accepted: There was a significant positive relationship between employers and financial literacy. The other three hypotheses (H1, H2 and H3) were rejected. H1 proposed that a significant positive relationship exists between parents and financial literacy, H2 that a significant positive relationship between peers and financial literacy exists, and H3 that a significant positive relationship between teachers and financial literacy exists. This mean that other financial socialisation agents, namely, parents, peers and teachers, did not influence financial literacy. The results show that the mechanism employed by employers, financial instruction, has a significant influence on the objective financial knowledge and financial behaviour of young professionals. Based on the results above, it is recommended that South Africa should prioritise the financial literacy of its youth. Policymakers can do this by providing young adults with financial literacy courses and require employers to provide these courses to their employees. The workshops offered by employers to the respondents of the study resulted in these respondents having higher levels of financial literacy, as H4 proposed and was supported in the results. Therefore, employers should consider providing workshops as part of their benefit package to their employees. These workshops can be about various financial matters, such as retirement planning, debt management, savings and investments, the importance of insurance and assurance, as well as a medical aid and how to apply for credit, such as home loans, credit cards and vehicle assistance. Other options that employers can consider is sending informative emails on a regular basis to their employees. Parents should also have access to financial literacy courses because the study found that parents’ teaching practices, which includes modelling of behaviour, influence the financial behaviour of young professionals. Teachers, through financial instruction, also influence the financial behaviour of young professionals. Therefore, teachers and other educators or education institutions should consider offering formal financial instruction, either on the internet, through financial articles or workshops about budgeting, record keeping of expenses, cost of credit, savings and inflation. Therefore in conclusion, it is important that policymakers and employers consider this research and provide young professionals with the necessary resources to help them make complex financial decisions. This study has contributed to literature by investigating the influence of financial socialisation agents on the financial literacy levels of young professionals in the financial industry specifically. The proposed conceptual model of the study may be useful in determining the influence of financial socialisation agents on financial literacy in the future. The study also advance research on financial socialisation and financial literacy, specifically among youth as there exist no studies that investigate the influence of financial socialisation on the financial literacy levels of young professionals in South Africa.
- Full Text:
- Date Issued: 2019
An evaluation of the managerial practices of the Department of Education, Uitenhage district
- Authors: Jakavula, Nomvuyo Grace
- Date: 2006
- Subjects: South Africa. Dept. of Education -- Management , School management and organization -- South Africa -- Uitenhage
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:8764 , http://hdl.handle.net/10948/525 , South Africa. Dept. of Education -- Management , School management and organization -- South Africa -- Uitenhage
- Description: In the changing South African climate the importance of the officials of the Department of Education cannot be ignored. The Department of Education has a mandate to change the lives of citizens by enriching the welfare of communities through education. The objective of this study was to evaluate the managerial practices of the Department of Education, the Uitenhage District in particular. In order to evaulate these managerial practices, an empirical research methodology was followed. A questionaire was utilized to obtain empirical data. The questionaire consisted of eighty statements using a Likert-type scale and responses to these statemenst are the basis of the results and recommendations made to conclude the study.
- Full Text: false
- Date Issued: 2006
- Authors: Jakavula, Nomvuyo Grace
- Date: 2006
- Subjects: South Africa. Dept. of Education -- Management , School management and organization -- South Africa -- Uitenhage
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:8764 , http://hdl.handle.net/10948/525 , South Africa. Dept. of Education -- Management , School management and organization -- South Africa -- Uitenhage
- Description: In the changing South African climate the importance of the officials of the Department of Education cannot be ignored. The Department of Education has a mandate to change the lives of citizens by enriching the welfare of communities through education. The objective of this study was to evaluate the managerial practices of the Department of Education, the Uitenhage District in particular. In order to evaulate these managerial practices, an empirical research methodology was followed. A questionaire was utilized to obtain empirical data. The questionaire consisted of eighty statements using a Likert-type scale and responses to these statemenst are the basis of the results and recommendations made to conclude the study.
- Full Text: false
- Date Issued: 2006
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