African Journal of Inter/Multidisciplinary Studies
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Contact Centre Agents' Perception on Technology Adoption in Promoting Quality Customer Service
Full text linkA contact centre is a central key to any organisation and a tool for managing customer service in any private and public organisation. Technology today plays a significant role in the contact centre environment. For the organisation to provide effective customer service, a contact centre allows the organisation to build, maintain, and manage customer relationships. This can be achieved by conducting transactions, providing information, responding to inquiries, and resolving issues and complaints quickly and more effectively than in-person interactions. This paper is based on pilot data collected from respondents similar to the original study population. The purpose was to investigate contact centre agents’ perceptions of technology adoption in promoting quality customer service. A quantitative research approach and a survey design were employed. A closed-ended questionnaire was used to collect primary data. The findings reveal that contact centre agents found technology to be both easy to use and valuable in providing effective customer service. Therefore, it is recommended that agents need to perceive technology acceptance as an essential element of providing excellent customer service
The Inclusion of Design Thinking as a Tool for Entrepreneurship at the Durban University of Technology
Full text linkThe volatile nature of the entrepreneurship environment requires specific characteristics from individuals entering the field. These traits can be developed through entrepreneurial learning, utilising a method- and design-based approach known as design thinking (DT). Design Thinking prioritises the entrepreneurial process, particularly the mindset and skills of student entrepreneurs. It also encourages student-centred learning by ensuring that the acquired skills are applicable to real-life situations. The study evaluated the inclusion of DT as an entrepreneurship and business development tool at the Durban University of Technology. Entrepreneurial learning through a design-based and method approach was conceptualised. A quantitative research approach was used, focussed on students who have either enrolled in entrepreneurship modules that follow the DT approach or in courses that do not follow the DT approach, for comparative purposes. The collection of data was done using a semi-structured questionnaire. Thereafter, SPSS version 24 was used to analyse the collected data. The study results showed a lack of awareness concerning DT, and that most participants have not enrolled in DT boot camps or workshops. This lack is evident in the limited number of ventures undertaken by participants. In conclusion, an intervention is recommended which will allow the incorporation of DT into the Higher Education Institution curriculum to foster innovation and the execution of novel ideas
Work Readiness in an Emergency Digital Learning Environment: Students' Self-Perception and Employer Expectation
Full text linkThe employability of university of technology graduates in South Africa remains a pressing issue, with youth unemployment rates alarming at 63.9% for ages 15–24 and 42.1% for ages 25–34. Even graduates face significant unemployment, with 32.6% of those aged 15-24 years and 22.4% of those aged 25–34 years still jobless. The COVID-19 pandemic exacerbated these challenges, shifting education to digital platforms, which exposed deficiencies in digital literacy, infrastructure, and resources among students. Despite these obstacles, graduating students maintain a positive outlook on employment opportunities, evaluated through the perceived future employability (PFE) model. This model assesses graduates' perceptions of future skills, experience, networks, personal traits, labour market knowledge, and institutional reputation. Employers, however, rate graduates low on work readiness, particularly in soft skills like critical thinking, communication, and problem-solving, which are deemed more crucial than the specific field of study. This disparity underscores higher education institutions' need to focus on developing these non-technical skills to enhance graduates' employability. The study used a mixed-method design to gather data from 140 marketing and retail students and seven employers. Results indicated that while students had a positive self-perception of their employability, employers highlighted deficiencies in soft skills. Work-integrated learning (WIL) programmes are essential, providing practical experience and mentoring that bridge the gap between theory and practice and instil confidence and essential workplace skills in students. These programmes, encompassing internships, graduate programmes, and project-based learning, are crucial for preparing students for the evolving Fourth Industrial Revolution (4IR) labour market and should be integral to university curricula
A Call for the Philosophising of Open, Distance E-Learning: Learning as the Art of Living in Twenty-First Century South Africa:
Full text linkThe Covid-19 pandemic and its consequent “lockdowns” caused many universities across South Africa to adopt the andragogical methodology of remote teaching and learning. This move was pragmatic rather than ideological: When students and lecturers could not meet face-to-face, teaching and learning had to continue. Aside from the necessities of the Covid pandemic, there are institutions mandated to teach at a distance as their norm, so this research has the potential to be relevant to both recently hybrid and strictly distance learning universities. Our survey of the available literature directs us to a lacuna in the purely philosophical research on “distance education” and “open distance e-learning.” For, whilst there exists literature that deals exclusively with the “philosophy of distance education”, there is scant literature available on the “philosophy of open education”, and more specifically an absence of what we deem as the “philosophy of open distance e-learning”. Herein we will argue that open distance e-learning, or, ODeL, is deserving of philosophical engagement by professional philosophers. Moreover, we will contend that if this is undertaken from an Aristotelian approach, then ODeL can be imagined as directing all involved in its project to living well
Detecting Subtle Shifts: Comparing SME Performance Drivers Pre and During the Covid-19 Pandemic
Full text linkSmall and Medium Enterprises (SMEs), especially those in the South African tourism sector, were significantly impacted by the Covid-19 pandemic. Many experienced a decline in performance due to decreased consumer demand resulting from travel restrictions. Understanding these enterprises’ performance pre and post the pandemic will provide insights into how enterprise development practitioners and policy makers could best respond to crises such as this. The study harnessed the Resource-Based View theory to unveil subtle shifts in SMEs’ performance drivers due to the impact of the pandemic. This is important as pre-Covid-19, tourism SMEs with sufficient resources and capabilities were likely to enjoy a competitive advantage and better performance than those lacking such. However, the pandemic disrupted many of these resources and capabilities as travel restrictions and decreased demand made it difficult for SMEs to maintain their customer base or invest in new markets. The Difference in Difference (DID) technique was employed due to its ability to isolate the impact of the pandemic on firm performance by comparing pre- and post-Covid-19 features. As expected, the results showed that the pandemic negatively impacted South African tourism SMEs. This was evident in decreased total asset value, sales volumes, revenue and the number of product offerings. Surprisingly, it was found that having a business plan in place negatively impacted performance before Covid-19. However, post-pandemic, business planning was a crucial positive driver of SME performance. Company age negatively impacted performance post the pandemic, indicating organisational rigidities among tourism SMEs during crises. Despite being home to the popular Garden Route, the Western Cape province suffered more negative effects than other provinces. Lastly, entrepreneur experience and business incubation positively impacted SME performance during the pandemic. Based on these findings, it is recommended that key stakeholders take the evolving performance drivers in the SME sector into account in order to craft support measures that lead to increased, sustainable business performance
Students’ Risk of Depression: Student Affairs Practitioners’ Perspectives at a South African University of Technology
Full text linkIn this paper, we use data generated through one-on-one interviews with 12 purposively sampled student affairs practitioners at a university of technology in KwaZulu-Natal, South Africa, to explore their perspectives on the vulnerability of the institution’s students to depression. This study’s findings indicate that depression is a serious mental health disorder among students, as they experience challenges that affect them daily. The participants reported numerous personal, environmental and social factors that contribute to students’ depression. Analysis of the findings reveals that depression impedes students’ academic progress and social well-being, as the students struggle to cope with the challenges they face in their academic lives. There is a need for multiple stakeholders to collaborate in addressing this mental health issue. Students must be equipped with skills and resources that will help them to cope with challenges that affect their mental health. Risk factors for depression must be identified to enable the establishment of prevention measures for improving students’ mental health. The university of technology should develop policies that intentionally focus on mental health issues and how cases related to them are handled within the institution, so that students get the best support that they need
Workplace Bullying and Intention to Leave among Academic Employees in a South African University
Full text linkGiven the severe effects of workplace bullying in the workplace, it has emerged as a serious problem on a global scale, and is drawing increasing interest from researchers. This paper's primary goal is to investigate the association between workplace bullying and intention to leave among academics at a South African university. Using a convenience sampling method, a sample size of 180 respondents (n=180) was selected from the 335 (N=335) target population. Data was gathered using a standardised questionnaire, and SPSS version 28 was utilised to analyse the results. An exploratory factor analysis was performed to identify critical dimensions of workplace bullying. The study employed Spearman's rho correlation analysis and regression analysis to investigate the association between workplace bullying and intention to leave. The five elements of workplace bullying and the intention to leave had strong positive associations. The regression analysis results showed a predictive association between workplace bullying and intention to leave. In light of these findings, the study recommended that universities explore preventative and intervention strategies to manage workplace bullying
Evaluating Sustainable Entrepreneurship Education in South Africa: Insights from a Systematic Review
Full text linkIn South Africa, sustainable entrepreneurship has become an indispensable element in tackling the current environmental and socioeconomic issues. This paper presents a systematic review of research articles focused on sustainable entrepreneurship education in South Africa. The review aims to provide an overview of the current state of research in this field, identify key trends and gaps in the literature and suggest future research directions. A total of 15 articles were selected for analysis based on specified criteria. Findings reveal that sustainable entrepreneurship education in South Africa is gaining traction as a key component of socio-economic development. However, there is still a lack of empirical evidence on the effectiveness of such education programs and their impact on entrepreneurial behaviour and practices. The review also highlights a need for more interdisciplinary research approaches and collaboration between academia, government and industry to foster a culture of sustainable entrepreneurship education practices, exploring different pedagogical approaches and investigating barriers and facilitators to the implementation of sustainable entrepreneurship practices in the South African context
The Adoption of Project-Based Learning in a South African Higher Education Teaching, Learning and Assessment Context: A Review
Full text linkIn South Africa and other developing countries, the pursuit of improving higher education quality has been defined by the focus on enhancing teaching, learning and assessment. The evolving demand of the 21st-century workforce prompts South African higher education institutions to increasingly explore novel pedagogical approaches to equip students for success in the dynamic global economy. Project-based learning (PBL) is a technique gaining traction that promotes creativity, critical thinking, collaboration and problem-solving skills. However, the journey towards embracing PBL in higher education pedagogies is fraught with many challenges, such as infrastructural limitations, resource disparity, and the reskilling of academic professionals. Therefore, this paper explores the adoption of PBL within the South African higher education context. Using a comprehensive review, PBL is investigated to facilitate the effective incorporation of this concept within the South African higher education institutions’ teaching, learning and assessments, while considering contextual challenges. The findings revealed the acknowledgement of PBL benefits, its adoption, as well as the institutions. It also uncovers that the practicality of the concept is still at an infant stage due to several challenges, including resource constraints, staff resistance, curriculum alignment issues, and assessment complexities. The results provide a solid basis for empirical studies in institutions to correlate with decision-making and strategies aiming to enhance PBL adoption
Theorising the Voices of Senior Academics on Decolonising the University Curriculum in an Open Distance E-Learning Institution in South Africa
Full text linkIn 2015 and 2016, respectively, South Africans witnessed an unprecedented emergence of the #FeesMustFall and #RhodesMustFall national protests in the South African higher education, with students and progressive academics lamenting the slow pace of transformation in the sector. While there is a plethora of literature post the fallist movements focusing on students, Black academics and government responses to the protests, the voices of senior, tenured academics at an open distance e-Learning institution in South Africa remain under-researched, particularly on how they conceptually understand the calls for decolonising the university curricula. In this paper, we attempt to explore and theorise the voices of senior academics on decolonising the university curriculum at an open distance e-Learning institution in South Africa. Through a qualitative case study, we purposively recruited sixteen (16) senior academics at the main campus of the institution in Gauteng province in South Africa and elicited data through an online qualitative questionnaire administered in line with the institutional COVID 19 and post COVID 19 protocols. Nancy Fraser’s social justice framework was employed to frame data analysis. The findings revealed that senior academics understood the calls for decolonising curricula as responding to the two key challenges; 1) confronting the deeply rooted coloniality of the mind, and 2), the need to challenge the unequal, hierarchical power relations between academics and students. We conclude that when stakeholder minds are decolonised, third spaces are created in which they partake in reflexive conversations which promote parity of participation to accommodate African content and knowledges as equally relevant ways of knowing and doing