- Title
- Application of systems theory for analysing the sustainability foci and practices of the Faculty of Economics and Information Technology Systems: (A Case Study of Walter Sisulu University: Komani campus)
- Creator
- Klishi, Konwaba Bomikazi
- Subject
- Sustainable development Study and teaching (Higher) South Africa Mthatha
- Subject
- System theory
- Subject
- Curriculum evaluation South Africa Mthatha
- Subject
- Community engagement
- Subject
- Walter Sisulu University for Technology and Science
- Date Issued
- 2022-10-14
- Date
- 2022-10-14
- Type
- Academic theses
- Type
- Master's theses
- Type
- text
- Identifier
- http://hdl.handle.net/10962/405281
- Identifier
- vital:70157
- Description
- Sustainable development is a global concern that intertwines several factors, including poverty, biodiversity, inequality, water, and energy. This interconnection does not only affect the current generation but may have long term implications for future generations as we see the rapid spread of environmental risk in our local communities. In this study, systems theory was adapted for analysing the sustainability focus of the Faculty of Economics and Information Technology Systems (FEITS) at Walter Sisulu University. A qualitative research method was used during this research, and data collected from a purposive sample of staff, activities and documentation. In this study, Von Bertalanffy’s systems theory is applied to analyse the sustainability foci and practices of the FEITS. The study describes sustainability practices and concerns that emerge from research activities, community engagement activities and work-integrated learning. The theory is also used to analyse the connection between various subsystems of the faculty when addressing emerging local sustainability concerns. Education for sustainable development is an important aspect of this study as it considers the sustainability concerns in the curriculum from the perspective of current and future alternatives for the economy and socio-ecological aspects of communities. The following findings have emerged from the study: Contextual realities related to inequality were foci of discussion and concern in various qualifications. Socioecological issues and risks were found to be related to water and sanitation, food security and climate change. Sustainability discourse is related to health and wellbeing, peace, and security. There is an alignment of green skills to the curriculum of the faculty and pedagogical practices which relate to sustainability. The faculty participates in stakeholder platforms to respond local sustainability challenges and is developing courses in response to local development needs. This study has implications for the faculty’s curriculum in terms of the content of various qualifications, future research, and community engagement activities of the university.
- Description
- Thesis (MEd) -- Faculty of Education, Education, 2022
- Format
- computer
- Format
- online resource
- Format
- application/pdf
- Format
- 1 online resource (156 pages)
- Format
- Publisher
- Rhodes University
- Publisher
- Faculty of Education, Education
- Language
- English
- Rights
- Klishi, Konwaba Bomikazi
- Rights
- Use of this resource is governed by the terms and conditions of the Creative Commons "Attribution-NonCommercial-ShareAlike" License (http://creativecommons.org/licenses/by-nc-sa/2.0/)
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | KLISHI-MED-TR22-229.pdf | 3 MB | Adobe Acrobat PDF | View Details Download |