Digital Knowledge Collection:https://etd.cput.ac.za/handle/20.500.11838/17562024-03-29T04:54:11Z2024-03-29T04:54:11ZA virtual reality learning framework for improving student engagement at a selected tertiary institution, Cape Town, South AfricaGrewe, Martha Hendrika (Maritsa)https://etd.cput.ac.za/handle/20.500.11838/39212024-02-22T08:42:07Z2023-01-01T00:00:00ZTitle: A virtual reality learning framework for improving student engagement at a selected tertiary institution, Cape Town, South Africa
Authors: Grewe, Martha Hendrika (Maritsa)
Abstract: The use of virtual reality (VR) in education has attracted the interest of Higher Education Institutions (HEIs) and introduced the opportunity for a renewed method of teaching and learning. Furthermore, the advancement of VR has enabled academics to create immersive experiences themselves and observe how students become more engaged in their learning as a result thereof.
The research problem states that due to a lack of using emerging technology such as VR in teaching and learning, a decrease in student engagement levels is noted. As a result, a drop in pass rates was also noted at a selected tertiary institution in Cape Town, South Africa (University X). The research questions focused on the extent to which VR technology can be incorporated into teaching and learning to improve the level of Human Resources (HR) student engagement and pass rates. Further research questions focused on the relevance of current teaching and learning methods used by University X and their academic staff’s preparedness to utilise VR.
This study investigated the impact of a VR-learning framework on HR student engagement at University X. A VR-learning platform was deployed to facilitate immersive learning experiences for higher education students.
A qualitative research methodology was adopted, utilising descriptive case study design. A purposive sampling technique was employed to select 38 participants from various groups, including 20 HR students, 15 academics, and three VR specialists. Data were collected using open-ended questionnaires, semi-structured interviews, and a true experiment. The independent variable, virtual reality, was introduced to the experimental group but not to the control group. The effects of the independent variable were then compared for two groups (a control and experimental group) to determine the difference (if any) in student engagement levels and pass rates.
The study introduced a new VR-learning framework (to be embedded into teaching, learning, and assessments) towards enhancing student/learner engagement. The VR-learning framework will support HR students with developing their South African Board of People Practices (SABPP) competencies of citizenship for the future: innovation, technology, sustainability.
The study found that the VR-learning framework has a positive impact on student engagement, leading to improved pass rates. The study further contributes to the growing body of Human Resource Management research on the use of VR in higher education (HE) and provides practical recommendations for the implementation of VR-learning frameworks in HEIs.
The new VR-learning framework has the potential to revolutionise traditional learning practices with immersed VR-learning experiences. The study findings highlight a substantial increase of 180% in the engagement levels of students who learn through VR. As a result, a 23% higher pass rate in students studying through VR was noted. Additionally, teaching in VR was found to be 40% faster than distance learning online.
Description: Thesis (Doctor of Human Resource Management)--Cape Peninsula University of Technology, 20232023-01-01T00:00:00ZThe integration of people with disabilities into mainstream employment: a model for provincial government departmentsCharles, Warren Paulhttps://etd.cput.ac.za/handle/20.500.11838/39052024-02-22T08:04:52Z2022-01-01T00:00:00ZTitle: The integration of people with disabilities into mainstream employment: a model for provincial government departments
Authors: Charles, Warren Paul
Abstract: As civilisation has advanced, the situation of people with disabilities (PWDs) has featured ever more prominently on global, regional and national agendas. In South Africa, the transition to democracy was a focal point for recognition of the rights and status of PWDs. After the 1994 elections, the new government felt the need to transform the entire institutions, structures and systems of society. Yet despite the many successes achieved by the transformation imperative, the integration of PWDs into mainstream employment in government and private institutions has been poor. This recognition was the inspiration for this study, which seeks to provide a model for the integration of PWDs in mainstream employment within government departments. To achieve this objective, the research was framed as a case study within the transformative research paradigm. A typical department in the Western Cape provincial government was selected for the study. In-depth and context-rich interviews were conducted with top managers within the Department. The results of these led to the construction of a model for the integration of PWDs. The study found evidence that the challenges faced by PWDs in securing employment in the public service are real, and that their integration into mainstream employment is a complex matter that requires the establishment of strong systems and structural institutions. The results of the study also demonstrate that discrimination and negative attitudes towards PWDs still exist, meaning that the environment has not improved sufficiently for the realisation of targets for their integration into mainstream employment. As long as PWDs are marginalised in education they will remain without the skills and knowledge for successful integration, which in turn means that their socio-economic circumstances will remain dire. In addition, it appears that the issue of the employment of PWDs cannot be considered from a micro perspective only. The study’s findings indicate the presence of organisational, managerial, societal, and institutional factors affecting the integration of PWDs into mainstream employment. It was established that the successful integration of PWDs into public service mainstream employment has both internal and external or society-wide dimensions. These are discussed and presented in the form of a model. The study recommends strong, collaborative, society-wide dialogue, and community mobilisation for changing the national approach to disability matters. It is hoped that the model will help to advance the goal of equality in South African society that is cherished by all.
Description: Thesis (Doctor in Human Resource Management)--Cape Peninsula University of Technology, 20222022-01-01T00:00:00ZAn integrated human resource management model for selected provincial legislatures of South AfricaMokoena, Amos Judashttps://etd.cput.ac.za/handle/20.500.11838/28872021-06-30T11:01:15Z2019-01-01T00:00:00ZTitle: An integrated human resource management model for selected provincial legislatures of South Africa
Authors: Mokoena, Amos Judas
Abstract: The study was conducted in selected provincial legislatures (Limpopo and Mpumalanga). Provincial legislatures of the Republic of South Africa (RSA) are established in terms of section 43 of the Constitution of the RSA (1996) and draw their mandates from Chapter 6 of the Constitution to pass, amend and repeal legislation that affects their respective provinces. In terms of section 43, provinces are autonomous, distinct and independent. However, they should promote cooperation between and amongst themselves. Presently, there is a lack of or no evidence suggesting that these legislatures are cooperating with each other, at administrative level, in particular in respect of human resource management activities. This causes employees at some legislatures to feel that the treatment of employees is better at other provincial legislatures. This in turn leads to low levels of employee motivation, satisfaction and engagement and to a larger extent a high level of employees intending to leave one provincial legislature for another. The main objective of the study was to develop an integrated human resource management policies and practices model for the similar treatment of employees in provincial legislatures to keep motivation at an acceptable level. There were two other objectives relating to the main problem. Objective 1 was to examine whether there was a significant relationship between the differential application of human resource management policies and practices (Training policies) and employee extrinsic motivation. Objective 2 was to examine whether there was a significant relationship between the differential application of human resource management policies and practices (Salary and decision-making policies) and employee intrinsic motivation. There were two hypotheses relating to the main problem. Hypothesis 1 stated that the differential application of human resource management policies and practices (Training policies) does not contribute significantly to levels of employee extrinsic motivation. Hypothesis 2 stated that the differential application of human resource management policies and practices (Salary and decision-making policies) does not contribute significantly to levels of employee intrinsic motivation. This study used a systematic sampling method to select respondents. The sample selected from the population (N=324) was (n=108). Data collection was through a questionnaire. However, only 90 questionnaires were used (n=90) in this study because thirteen (13) were spoiled and five (5) were not fully completed. The questionnaire met the adequate requirements for construct validity, which was above Cronbach’s alpha 0.5. The capturing of questionnaires was numerically, using Microsoft Excel, and imported into SPSS (Statistical Package for Social Sciences) version 22 (Field, 2009) and AMOS 18 for data analysis. The Structural Equation Model (SEM) proposed for this study was a just-identified model, which had degrees of freedom (28-21). There were 28 distinct sample moments computed and 21 distinct parameters. The Structural Equation Model showed a good fit. Data was analysed using a quantitative process wherein data was summarised using measures of central tendency, such as mean. Furthermore, data was presented using tables, graphs and pie charts. The levels of constructs from the average means were extrinsic motivation 63%, intrinsic motivation 68%, turnover intention 74%, employee satisfaction 68% and employee engagement 66%. The results in respect of the two other objectives of the main problem, namely objective 1 and objective 2, indicated that there was a positive and significant relationship between variables with Path Coefficients output (β = 0.520, ??<0.05) and (β = 0.383, ??<0.05) respectively. Results of the subhypotheses of the main problem, namely subhypothesis 1 and subhypothesis 2, the results indicated that the differential application of human resource management contributed to levels of (1) extrinsic and (2) intrinsic motivation, which produced Path Coefficients output (β = 0.520, ??<0.05) and (β = 0.383, ??<0.05) respectively, Therefore, Null hypotheses for both hypotheses were not supported.
Description: Thesis (DTech (Human Resource Management))--Cape Peninsula University of Technology, 20192019-01-01T00:00:00ZThe effect of employee rewards on staff morale in Western Cape public TVET collegesJeremiah, Andrewhttps://etd.cput.ac.za/handle/20.500.11838/28612021-06-30T11:01:27Z2018-01-01T00:00:00ZTitle: The effect of employee rewards on staff morale in Western Cape public TVET colleges
Authors: Jeremiah, Andrew
Abstract: The purpose of this study was to investigate the impact of intrinsic and extrinsic rewards on the job satisfaction and morale of educators in Western Cape Public Technical Vocational Education and Training (TVET) institutions. The study endeavoured to determine factors that contributed to public TVET educators’ dissatisfaction with intrinsic and extrinsic rewards offered by public TVET institutions in the Western Cape. In addition, the study investigated the job satisfaction of public TVET educators as well as the resultant morale, attrition and absenteeism brought about by educators’ dissatisfaction with rewards offered. The study was also expected to present findings and make recommendations to public TVET institutions and the Department Higher Education and Training (DHET). Recommendations were supposed to be made to bring about an improvement in the job satisfaction and morale of public TVET educators in the Western Cape. A stratified purposive sampling procedure was utilised in drawing up the sample from some population of 1535 educators in the Western in 2013. The Research Advisors (2006) and Krejcie and Morgan (1970) Sample Size Tables were utilised. However, out of 308 JDI questionnaires that were initially distributed 265 were returned duly completed. The two hundred and sixty-five JDI questionnaires were processed using SPSS Version 23. As suggested by statistical analysis, the overall conclusion drawn from the research was that extrinsic and intrinsic rewards significantly predicted the job satisfaction and morale of educators in a sample of 308 derived from some population of 1535 educators in Western Cape public TVET institutions. This study revealed that extrinsic and intrinsic rewards had a significant influence or impact on the job satisfaction and morale of public TVET educators in the Western Cape. It was discovered that beside extrinsic rewards such as pay and bonuses, intrinsic rewards such as the job itself were important in the job satisfaction and morale of educators. Beside the above it was also discovered that supervision, career progression opportunities and relationships among principals and staff, and among educators and learners were instrumental in enhancing the job satisfaction and morale of educators. Beside the above mentioned, it was discovered that learners’ grades after assessments also played a major role in the motivation of public TVET educators. It was confirmed that extrinsic and intrinsic rewards complimented each other in fostering and enhancing the job satisfaction and morale of public TVET educators in the Western Cape. The results of this study showed that job satisfaction among public TVET educators in the Western Cape could be explained by the type of rewards (extrinsic and intrinsic) offered by public TVET institutions as previously indicated. In other studies, mentioned in this study it was confirmed that beside extrinsic rewards, intrinsic rewards such as the job itself and the educational institution enhanced the educator’s job satisfaction and morale. When an employer fulfils the educator’s intrinsic and extrinsic reward expectations, an educator’s affective commitment, job satisfaction and morale is enhanced.
Description: Thesis (DTech (Human Resource Management))--Cape Peninsula University of Technology, 2018.2018-01-01T00:00:00Z