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Evaluating factors affecting development and implementation of innovation practices at Eastcape Midlands TVET College
Full text linkThis study underscores the dearth of effective innovation practices in South African higher educational institutions. The research delves into the key factors that influence the development and implementation of innovation practices in Technical and Vocational Education and Training (TVET) colleges, with a particular focus on the Eastcape Midlands TVET College in the Midlands region. The study aims to identify the primary drivers and barriers to innovation adoption within the context of a TVET college; it also evaluates the impact of innovation practices on student outcomes, institutional performance, and industry partnerships. This study used qualitative research methods, including interviews with key stakeholders such as college administrators, faculty members, and industry partners. Quota sampling was used to select interview participants based on their expertise, experience and roles in the college's innovation efforts. This approach ensured that the selected participants offered valuable insights into the topic under investigation. The participation rate for this study was 93.3%, with the results revealing that the matter was complex. Among the insights gained from the research was the identification of major obstacles to innovation, such as a lack of resources, tedious bureaucratic processes, as well as staff and faculty resistance to change. Furthermore, the research found successful strategies that stimulate innovation, such as cultivating an environment of experimentation, improving cooperation with business associates, and introducing adaptable teaching methods. The leadership team of the college may use these findings as a guide, which provides focused tactics to overcome obstacles and to develop effective methods. This research recommends that utilizing knowledge of resistance to change could result in customized change management plans, while knowledge of successful innovation projects could guide the creation of programs and policies that promote and support innovative practices within the institution. Furthermore, by providing context-specific insights and practical suggestions that could enhance the promotion of innovation in comparable educational environments, these findings contribute to the existent body of knowledge on the subject and help similar institutions achieve excellence in innovation and long-term success.Thesis (MBA) -- Faculty of Business and Economic Sciences, Business School, 202
The asymmetric effects of the exchange rate on bilateral trade between the United Kingdom and Germany
Full text linkBrexit has given the United Kingdom greater autonomy over its international trade policies and as a result, there is a need to understand the dynamics around the effects of exchange rate on trade balances. Therefore, this study sought to investigate the effects of the pound to euro exchange rate on trade between the United Kingdom and Germany. In so doing, the study investigated the existence of the J-curve phenomenon in the bilateral trade balance. While most existing studies focus on aggregating the trade balance, this study considers disaggregating the trade balance at industrial level. Therefore, the disaggregated trade balance led to several unique studies catering for the twelve biggest industries that make up the trade balance. In addition, the study also does away with the assumption of linearity in the effects of exchange rate changes on the trade balance by making use of asymmetric analysis. For this purpose, the study uses the linear autoregressive distributed lag (ARDL) and the nonlinear autoregressive distributed lag (NARDL) models to analyse monthly data over the period of January 2010 to August 2022. The results provide evidence supporting the existence of the J-curve effect among linear ARDL and NARLD models. Furthermore, it was found that the exchange rate had an asymmetric effect on trade both in the short run and long run. All in all, the results in this study are industry-specific, indicating that the effects of both an appreciation and depreciation of the exchange rate on the bilateral trade balances vary across industries. Considering the J-curve effect identified in six cases, and greater trade elasticities following a depreciation, the government should advocate for expansionary monetary policy by lowering interest rates to improve the trade balance.Thesis (MCom) -- Faculty of Business and Economic Sciences, School of Economics, Development and Tourism, 202
Mindsets of change agents for development: a case study of the Sundays River Valley, Eastern Cape
Full text linkSocietal development in underdeveloped areas is a process of enhancing and improving the quality of life in communities, with a focus on meeting their social, economic, environmental, and political needs. Despite ideological efforts and growing interest in movements, mobilisations and communities promoting social change, little research has been done on the mindsets of change agents. Margaret Archer’s (1988), Morphogenetic Approach to social development has been used in this case as a theoretical framework emphasising that social change and development occur through interactions between individuals and their social environments. This approach focusses on the importance of feedback loops, where changes in the environment and the reactions of individuals to these changes both influence and are influenced by one another. Through reflective learning, semistructured interviews and document analysis, the dissertation explored research questions concerning different perspectives of change agents in the Sundays River Valley. The theories examined provide options of theoretical frameworks which can be used to assess and evaluate the work and role of change agents to participate in societal development. This is important in the Sundays River Valley context as, up to now, there has been no shortage or lack of development plans and policies for the area. Rather, what has been absent is the theoretical frameworks to provide the context and meaning for change agents to participate in societal development and occupy their role in the various development plans and policies. Collaborative development and participation acknowledge that solving complex social problems requires the efforts of multiple organisations, individuals, and generations. To enable societal development requires social trust and cooperation of multiple stakeholders, including government, community members, businesses, development agencies, non-governmental organisations and educational institutions.Thesis (MA) -- Faculty of Business and Economic Sciences, School of Economics, Development and Tourism , 202
The development of a continuous improvement culture causal framework to enhance effectiveness in a South African port environment
Full text linkSignificant competition challenges confront South Africa's port sector. The sector is also essential to the Eastern Cape Province's economic and social standing. This study was conducted with the objective of helping the port industry in South Africa apply the continuous improvement (CI) philosophy more successfully. The formation of an organisational culture that was conducive to CI was accomplished via the identification of key leadership practices and behaviours. The principal objective of the study was to ascertain, examine, and conduct an empirical examination of the potential impact of diverse leadership practices and behaviours on the culture of the organisation. As a result, the goal of the study was to combine well-researched theories and findings about general organisational culture with more recent findings and firsthand knowledge about CI culture and its significance for the effective execution of CI methodology. Formulating a causal framework for CI culture was the main objective of this work. A literature study was conducted on organisational culture, CI principles, and the port industry. This assessment clearly supported CI as a proven strategy for port industry improvement. One of the main reasons why so many organisations are unable to properly deploy CI is the misalignment of their organisational cultures. Furthermore, there was proof of the crucial part that the conduct and behaviour of leaders might play in the formation of a CI culture. Based on the research study, a framework was created to direct these activities and behaviours. The research methodology used to ultimately create the framework was through an empirical study using a quantitative approach. This quantitative approach was used to evaluate eight hypotheses of this study. Additionally, the validity and reliability of the study was also assessed. The eight major types of leadership actions addressed in this framework, and was tested through the hypotheses, included supportive leadership, process management, employee empowerment, organisational values, reward system, external interaction, customer focus, and future orientation. The association between the eight criteria and the existence of CI culture was then investigated empirically using a structured questionnaire. After this, the data was extensively analysed and statistically scrutinised. The findings showed a substantial positive correlation between the degree of CI culture that was presently in place (dependent variable) and four of the eight categories (independent variables). The four categories were external interaction, process management, organisational values, and supportive leadership. After illustrating these connections, the study's recommendations and conclusions were presented in accordance with the data. The recommendations include improving the framework even more by giving additional information about the precise leadership behaviors connected to each variable and increasing the scope of the study to more than just one sample from one port in South Africa.Thesis (MEng) -- Faculty of Engineering, the Built Environment, and Technology, School of Engineering, 202
Data Visualization of Budgeting Assumptions: An Illustrative Case of Trans-disciplinary Applied Knowledge
Full text linkTrans-disciplinary research combines different fields into new conceptual and methodological frameworks. In this study, the SECI model of knowledge creation, which consists of Socialization, Externalization, Combination, and Internalization conversion modes, is used to analyze the implementation of a structured budgeting visualization system by a trans-disciplinary team. Through applied research in implementing a global budgeting system, budgeting assumptions are made explicit through visualization, transforming the approach to the budgeting process and its accuracy. This visualization, in turn, is enabled by assumptions underlying revenue planning, business services and employee compensation, and a visual process. The system displays a stepped approach, indicated by icons, representing the tasks involved in the budget process. For example, the system requires uploading the previous year’s information, setting the assumptions, calculating the suggested figures based on assumptions, and amending the proposed outcome. As adapted by Rice and Rice (2005), SECI is applied as the socialization of tacit-to-tacit budgeting assumption knowledge is solidified during the design phase of this transformation exercise. The externalization phase, in which budgeting assumptions are transformed from tacit to explicit, is evidenced during the configuration phase of the new system. The systemic collaboration results in the explicit assumptions being collectively leveraged across the regions during and after the “go-live” phase of system development. Finally, the internalization phase involves the explicit assumptions being transformed into new tacit knowledge as the experts evolve new assumptions derived from the transformation process. Semiotics provides variance information through hue, with, for example, darker colours indicating higher variances. This trans-disciplinary communication provides the means for increased efficiency and effectiveness. The resulting budget framework is visually validated through a heatmap by comparing the budgeting accuracy and assumption complexity between the different regions where it was implemented. In summary, value is added in developing a new data visualization process, focusing on the role of budgeting assumptions and using planning process visualizations. This approach improves communication efficiency, effectiveness, and understanding of budgeting while enhancing accuracy
Photoluminescence and electroluminescence imaging of PV devices
Full text linkLuminescence imaging has become a particularly useful and valuable tool for the characterisation of photovoltaic devices. This study entailed the design, construction, and optimisation of a system for the electroluminescence (EL) and photoluminescence (PL) imaging of various solar cell devices. The system can perform EL and PL imaging of solar cells of different cell technologies and materials systems, including Si, perovskite, and triple-junction concentrator solar cells. This required appropriate electrical power supplies for carrier injection for EL imaging and optical excitation for PL imaging. The different materials systems also required wavelength appropriate filters for PL imaging. In addition, the system utilized a temperature-controlled sample stage and was placed in a chamber for environmental control and isolation of UV radiation from laboratory. In addition to optimization of imaging conditions, luminescence images need to be optimized to facilitate detailed analysis and the application of appropriate algorithms to extract device parameters and hence generate device parameter images of the devices under investigation. For EL imaging, two power supplies were used to inject current into the solar cells. The reason for the two power supplies is that the first power supply had a current range of ± 1 A and an applied voltage capability of ± 21 V. This was used for the smaller solar cells. It was also convenient to use as the power supply could also measure the injected current and applied voltage and digitally store it with the images. For the larger solar cells, a second power supply was utilized, which could inject current into the samples in the range of ± 12 A at an applied voltage of ± 40 V. To measure the current and voltage of the power supply provided, two digital multimeters were utilized. For acquiring images, the same camera was used for EL and PL imaging. The sensor used in the camera is a silicon CMOS sensor. For PL imaging, four light emitting diode (LED) boards, consisting out of sixty-four LED’s, per board, of four different wavelengths, were used to optically excite the solar cells. The four wavelengths emitted by the LED’s were chosen to match the bandgaps of the different solar cell devices investigated. The LEDs were powered with a multi-channel constant voltage power supply, where the current could be varied. The Si solar cell is a 156 x 156 mm commercial solar cell. The perovskite solar module is a 40 x 40 mm module, which consists out of six cells connected in series. The triple-junction concentrator solar cell has a dimension of 10 x 10 mm which consists of three junctions staked on top of one another. These three layers consist of indium gallium phosphate (InGaP), indium gallium arsenide (InGaAs) and germanium (Ge). To capture EL and PL images of these various solar cell devices, filters of specific wavelengths were placed in front of the camera to isolate the light generated by the different devices. In addition to isolating the luminescence observed from the solar cells, an image correction procedure was adapted from literature, to be applicable to acquiring luminescence images of these various solar cells. As there are a range of factors which influence the quality and clarity of the luminescence images, i.e., chromatic aberration, diffraction, and absorption depth, to name a few, the wavelength dependency of these factors was investigated. This was done by acquiring a point spread function (PSF) for each of these devices and then using these PSF's together with a deconvolution algorithm to correct the luminescence images. The PSF was acquired by fitting a point source emission image to a function that includes exponential and Gaussian terms. The point source image was obtained by placing a black piece of vinyl with a pinhole in it over the solar cell. To communicate with all the various devices and to acquire images at various intensities a LABVIEW program was written. This was used then used to control the power supplies, digital multimeters, camera, and the LED's. This allowed for the user to specify at what points along the current-voltage (I-V) curve data points needed to be measured together with the luminescence images captured. For PL imaging the intensity of the LED's was then also adjusted according to user specified values. The system was utilised to acquire EL images of the Si solar cell, EL and PL images of the perovskite solar cell and EL images of the InGaP and InGaAs layers in the triple-junction concentrator solar cell. With the correction procedure utilised in this study, it was seen that the image quality and clarity improved, compared to the conventional way of capturing luminescence images. These statements are supported by the results obtained for the series resistance maps of the Si solar cell and the perovskite solar module, as the series resistance maps obtained from the corrected luminescence images have less noise and more detail compared to the results from the raw luminescence images. From the EL images captured for the two layers of the triple junction concentrator, it was clear that the intensity profile of the two layers is different, as the intensity for the InGaP layers was that the device had bright edges and darker intensity on the interior where exactly the opposite was observed for the InGaAs layer, having a bright interior and darker edges. This is most likely due to the opto-electric coupling of these layers withing the triple junction solar cell. For the series resistance images obtained for the Si solar cell, it is observed that at lower carrier injection, the series resistance is lower compared to higher carrier injection levels. This result can also be influenced by the increase in cell temperature with the increase in injected carriers. The series resistance maps obtained from the perovskite EL images shows an interesting result. As the perovskite solar cell has degraded, three of the six cells have optically inactive regions, showing lower luminescence intensities. The series resistance of the other three cells are much lower compared to these cells that have inactive regions under low injection conditions. As the injection level increases, it is seen that the series resistance values of five of the six cells become comparable to one another. With regards to the PSF, it was found that using a bandpass filter in front of the lens reduced to amount of spreading observed from a single point source across the detector. Furthermore, there is a strong wavelength dependency in the PSF as the severity increased with increase in the emission wavelength of the solar cells under investigation.In this study an opto-electrical characterisation system was constructed to acquire PL and EL images of various solar cell technologies. In addition to this, a range of factors that influence the quality of these images were investigated and used in the image correction procedure to correct the images for all these cell technologies. It was shown that the correction procedure works for all three of the technologies investigated in this study, and all these factors showed a strong wavelength dependency. These corrected luminescence images together with current-voltage (I-V) data was then used to determine characteristic parameters of a one-diode model of the various PV devices. This was not only achieved, but it also clearly indicated that all the correction procedures need to be considered to obtain a clear and accurate representation of the actual PV device. This has a major influence on the understanding and improvement of these PV devices.Thesis (MSc) -- Faculty of Science, School of Computer Science, Mathematics, Physics and Statistics, 202
Attitude of physical sciences teachers towards the role of formal assessment of practical work: a case study in Buffalo City metropolitan district in the Eastern Cape
Full text linkThe Curriculum and Assessment Policy Statement (CAPS) for Physical sciences in South African states that learners should carryout formal experiments Formal experiments contribute immensely to the development of laboratory skills and scientific knowledge, as well as understanding science concepts and theories. However, research shows that many teachers do not support and/or guide learners in formal experiments. The aim of this study was to explore and understand the attitude of Grade 11 Physical sciences teachers in Buffalo City Metropolitan District (BCM), in the Eastern Cape province regarding formal experiments. The TALIS framework was used to unpack teachers’ perceptions and understanding of formal experiments and related practical activities. A qualitative approach within the interpretative paradigm was employed in which an open-ended questionnaire and face to face interviews were conducted as data collection tools. The sample comprised ten participants (4 males and 6 females) of ages ranging from 20 to 54 years The data collection process involved three phases that included a pre-intervention questionnaire, an intervention workshop and post intervention face to face interview. Most of the participants 7(70%) confirmed that they did not carry out all formal experiments as prescribed in the CAPS document. The results revealed that most teachers do not understand the purpose of practical work and /or formal experiments, which is a possible explanation for the negative attitude towards the formal experiments teachers hold. The study also revealed that some participants 4(40%) did not understand the link between science pedagogy and the nature of science. It was discovered from the results that negative attitude towards formal experiments was due to lack of resources, lack of knowledge to guide learners to carry out the experiments, lack of time, and overcrowded classes.Thesis (MEd) -- Faculty of Education, School of Postgraduate Education, 202
A qualitative exploration of the role of LO teachers and LO subject advisors in the design and formulation of sexuality and HIV curriculum
Full text linkThis research study investigated the role of LO teachers and LO subject advisors in designing and formulating a sexuality and HIV curriculum. The Life Orientation subject aims to equip learners with the necessary skills, knowledge, values, and attitudes to live a successful and healthy life in society. Some of LO's prescribed programmes, such as the sexuality and HIV curriculum, have operated for many years in the South African school curriculum. These programmes still do not address the social illnesses that destroy the lives of young people in our communities. There is a need for the transformation of these programmes. The research was conducted in the Blue Crane region in Somerset East and the Dr Beyers Naude region in Graaff-Reinet in the Eastern Cape Province of South Africa. Qualitative data generation methods were employed, which consisted of field notes and individual interviews with six (6) LO teachers at three (3) of the identified secondary schools and two (2) LO subject advisors from the district office. The main research question for this study was: What is the role of LO teachers and LO subject advisors in the design and formulation of sexuality and HIV curriculum in the life orientation subject? What are the pedagogical contributions of LO teachers and LO subject advisors on the content of the sexuality and HIV curriculum in their schools? What do LO teachers and LO subject advisors perceive as relevant in the teaching methodology of the sexuality and HIV curriculum in the schools? What do LO teachers and LO subject advisors perceive as the relevant content for a sexuality and HIV curriculum? The data generated from the individual interviews was analysed using thematic analysis. The analysed data was further broken down into seven (7) themes and subthemes. The interpretation of the themes and subthemes are discussed in detail. To ensure whether the analysed data was accurate and correct, the researcher utilised quality criteria to measure the trustworthiness of the study as well as the credibility, dependability, transferability, and confirmability.Thesis (D.Phil) -- Faculty of Education, School of Postgraduate education, 202
Investigating unimodal isolated signer-independent sign language recognition
Full text linkSign language serves as the mode of communication for the Deaf and Hard of Hearing community, embodying a rich linguistic and cultural heritage. Recent Sign Language Recognition (SLR) system developments aim to facilitate seamless communication between the Deaf community and the broader society. However, most existing systems are limited by signer-dependent models, hindering their adaptability to diverse signing styles and signers, thus impeding their practical implementation in real-world scenarios. This research explores various unimodal approaches, both pose-based and vision-based, for isolated signer-independent SLR using RGB video input on the LSA64 and AUTSL datasets. The unimodal RGB-only input strategy provides a realistic SLR setting where alternative data sources are either unavailable or necessitate specialised equipment. Through systematic testing scenarios, isolated signer-independent SLR experiments are conducted on both datasets, primarily focusing on AUTSL – a signer-independent dataset. The vision-based R(2+1)D-18 model emerged as the top performer, achieving 90.64% accuracy on the unseen AUTSL dataset test split, closely followed by the pose-based Spatio- Temporal Graph Convolutional Network (ST-GCN) model with an accuracy of 89.95%. Furthermore, these models achieved comparable accuracies at a significantly lower computational demand. Notably, the pose-based approach demonstrates robust generalisation to substantial background and signer variation. Moreover, the pose-based approach demands significantly less computational power and training time than vision-based approaches. The proposed unimodal pose-based and vision-based systems were concluded to both be effective at classifying sign classes in the LSA64 and AUTSL datasets.Thesis (MSc) -- Faculty of Science, Ichthyology and Fisheries Science, 202
Exploring and expanding teachers’ gender and culturally responsive practices when mediating learning of chemistry in rural schools in Namibia
Full text linkGender and cultural dimensions are critical aspects of the education system. Schools are full of gender and cultural stereotypes when it comes to the teaching and learning of science. This calls for the teachers to be gender and culturally responsive in their science classrooms. This is also to ensure that the educational needs of both boys and girls are addressed. The Namibian National Curriculum for Basic Education advocates the application of gender equity at all levels and in every aspect of the curriculum and teachers are central to the implementation of this curriculum. However, while the policy has been formulated at the macro level of the education system, little if any research has been done in Namibia on exploring how teachers are coping with and implementing the curriculum based on gender and cultural aspects. This includes how teachers are responding to gender issues and how they eradicate bias and discrimination to ensure equality and equity for both boys and girls in their science teaching. Against this backdrop, this study aimed to explore and expand Grade 9 Physical Science teachers’ gender and culturally responsive practices in science classrooms when mediating learning of chemistry topics using acids and bases and combustion reactions as examples. The study focused on working with teachers with the purpose of improving their practices through collaborative partnerships and enriching all the participants (teachers and researcher) as they were seen as co-learners and co-researchers. Hence, this study was underpinned by interpretivist and critical paradigms. It adopted a case study research design. Six Grade 9 Physical Science teachers from the Oshikoto Region were the participants in this study. Qualitative data were generated using questionnaires, interviews (semi-structured and stimulated recall), classroom observations and Change Laboratory Workshops (CLWs) in which we co-developed a tool to address gender and cultural responsiveness. Vygotsky’s socio-cultural theory and Engeström’s cultural-historical activity theory (CHAT) were used as theoretical frameworks to surface contradictions or tensions that exist in the teaching and learning process. A thematic approach to data analysis was employed to come up with sub-themes and themes. The findings of the study revealed that the teachers seemed to have an understanding of being gender and culturally responsive when they are mediating their lessons. However, some contradictions constrained them from being gender and culturally responsive. The surfaced contradictions included the lack of examples that are not gender and culturally biased, poor participation of the learners during lesson presentation and low confidence among the learners and language barriers. In addition, the findings revealed that teachers need professional development in interpreting policies and the curriculum and techniques for analysing gender and cultural issues pertaining to the teaching and learning process. Through CLWs, we co-developed a mediational tool that could guide teachers on how to be gender and culturally responsive. The findings also revealed that participation of teachers in the CLWs equipped them with resources on how to be gender and culturally responsive in their classrooms. The study recommends that teachers need to be involved in continuing professional development to support them with the correct interpretation and enactment of the curriculum and other policies. The policy developers need to be in contact with the policy implementers to evaluate the implementation of these policies and provide guidance where necessary. Moreover, teachers need to form professional learning communities in order to share their best practices and transform them. This might assist them in addressing gender and cultural issues that are encountered in the teaching and learning process.Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 202