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Welcome to the NWU Repository, the open access Institutional Repository of the North-West University (NWU-IR). This is a digital archive that collects, preserves and distributes research material created by members of NWU. The aim of the NWU-IR is to increase the visibility, availability and impact of the research output of the North-West University through Open Access, search engine indexing and harvesting by several initiatives.

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Career insecurity and work engagement among HR professionals: The moderating role of career crafting and perceived organisational support
(North-West University (South Africa), 2026) Mtambo, Nthabiseng Pamela; Bosman, J; Mnxuma, S.L
The contemporary world of work is increasingly characterised by rapid technological advancement, globalisation, post-pandemic disruption, and ongoing organisational restructuring, all of which have intensified uncertainty regarding employees' long-term career prospects. Within this context, career insecurity refers to individuals' thoughts and worries that central aspects of their future career may develop in an undesired manner. Work engagement is defined as a positive, fulfilling work-related state characterised by vigour, dedication, and absorption, is widely recognised as a key indicator of motivation, well-being, and sustainable performance. Grounded in the Job Demands-Resources (JD-R) theory, this study conceptualised career insecurity as a career-level demand and examined whether access to personal and organisational resources reduces its potential impact on work engagement. Specifically, the study focused on career crafting, defined as proactive behaviours aimed at optimising person-career fit through reflection and career construction, and perceived organisational support (POS), defined as employees' belief that the organisation values their contributions and cares about their well-being. Drawing on JD-R theory, career crafting was positioned as a bottom-up personal resource, while POS was framed as a top-down organisational resource that may buffer the effects of demanding conditions such as career insecurity. The study focused on HR professionals in South Africa, an occupational group uniquely positioned at the centre of organisational change, yet increasingly exposed to uncertainty due to technological disruption, artificial intelligence adoption, outsourcing, and role redefinition. In the South African context, these challenges are compounded by macroeconomic instability, skills shortages, and ongoing organisational restructuring, making HR professionals particularly vulnerable to concerns about long-term career sustainability. A quantitative, cross-sectional research design was employed. Data was collected from a sample of 212 HR professionals working across public and private sector organisations in South Africa. Validated self-report instruments were used to measure career insecurity, work engagement, career crafting, and POS. Regression-based moderation analysis was conducted to examine direct and conditional relationships among the study variables, consistent with recommendations for testing interaction effects in cross-sectional designs. The findings indicated that career insecurity was negatively associated with work engagement at the correlational level, suggesting that, in this sample, higher levels of career insecurity were linked to lower engagement among HR professionals. This finding aligns with a growing body of research demonstrating that career insecurity functions as a meaningful psychological demand that can undermine motivational outcomes such as work engagement. Empirical studies consistently showed that uncertainty related to future career prospects, employability, and skill relevance was associated with reduced energy, dedication, and absorption at work, particularly when such uncertainty is persistent. Similarly, evidence suggests that under conditions of heightened career uncertainty, employees are more likely to experience diminished engagement due to increased cognitive and emotional strain. In addition, career crafting was positively associated with work engagement, confirming its role as an important motivational resource in this sample; however, career crafting did not reduce the impact of career insecurity on engagement among the participants in this study. This suggested that individual proactive behaviours, although beneficial for engagement generally, might have been insufficient to offset concerns about long-term career sustainability in structurally constrained contexts. In contrast, the findings indicated that POS significantly reduced the strength of the relationship between career insecurity and work engagement in this sample, demonstrating a buffering effect. This finding supported JD-R theory's proposition that organisational resources are particularly influential when demands are salient and persistent. Consistent with prior research, POS appeared to foster psychological safety and reciprocity, thereby protecting motivation and engagement under conditions of uncertainty. Overall, this study highlighted that the relationship between career insecurity and work engagement was context-dependent rather than uniformly negative. By integrating a career-level demand into the JD-R framework, the study contributed to the growing literature on sustainable careers and engagement in uncertain work. Practically, the findings of this study underscored the critical role of organisational-level support in sustaining engagement among HR professionals, particularly in the South African context, where uncertainty related to employment, skills, and organisational change remained pronounced. In this study, the results offered evidence-based guidance for organisations and HR leaders and recommendations for future research and practice were made.
Determining the fintech readiness of South African banks in promoting financial inclusion
(North-West University (South Africa), 2026) Malete, Mary Mmiki; Antwi, M.A
Financial inclusion remains a significant socio-economic challenge in South Africa, particularly among underbanked, underserved and rural communities with limited access to formal financial services. Despite advances in digital banking and financial technologies, many South Africans continue to face barriers related to affordability, accessibility, infrastructure and financial literacy. Financial technology (fintech) has emerged as a potential solution to address these challenges by expanding access to financial services through digital innovation, mobile banking platforms and alternative payment systems. The purpose of this study was to assess the fintech readiness of South African banks to promote financial inclusion. Specifically, the study explored whether banks consider fintech a viable solution for enhancing financial inclusion, assessed the availability of technological infrastructure and organisational readiness, and identified the key challenges affecting fintech implementation within the banking sector. The study adopted an interpretivist research philosophy and a qualitative research method. Data were collected through semi-structured interviews with five participants occupying senior and strategic positions within major South African banking institutions. Purposive sampling was employed to select participants directly involved in fintech implementation, digital banking and financial inclusion initiatives. The data were analysed using thematic analysis. The findings revealed that South African banks increasingly recognise fintech as an important enabler of financial inclusion. Participants indicated that fintech improves accessibility, affordability and convenience through innovations such as mobile banking applications, USSD banking, digital onboarding, cardless transactions and digital payment solutions. The study further found that strategic partnerships between banks and fintech companies play a critical role in accelerating innovation and extending customer reach. While banks generally possess the technological infrastructure required to support fintech adoption, challenges such as legacy banking systems, cybersecurity risks, regulatory complexity, digital skills shortages and customer trust concerns continue to affect implementation. Furthermore, customer education and financial literacy were identified as critical factors influencing fintech adoption, particularly within rural and underserved communities. The study concludes that fintech has significant potential to advance financial inclusion in South Africa. However, sustainable implementation requires continued collaboration among banks, fintech firms, regulators and communities. The study recommends increased investment in digital infrastructure, customer education, cybersecurity, regulatory support and strategic fintech partnerships to enhance fintech readiness and promote inclusive financial growth.
Facilitation of the theoretical content of Computer Applications Technology to enhance self-directed learning
(North-West University, 2024) Stoltz. J H; SC van Zyl; B Bunt
The focus of this study was to determine how gamification in the teaching-learning of Computer Applications Technology's theoretical content could contribute to the development of self-directed learning characteristics of Generation Z learners. From the literature, it appears that learners could experience the learning of theoretical content as difficult and subsequently learners were often not motivated and engaged in the teaching and learning of theoretical content. The Computer Applications Technology curriculum included a practical and theoretical component, which contributed to the development of knowledge and skills that were essential for the 21st century. It is, therefore, important that Computer Applications Technology learners should be self-directed learners, who were motivated and engaged in the learning content of the practical as well as the theoretical component of the Computer Applications Technology curriculum. A basic interpretive study, within an interpretivist paradigm and qualitative approach, was applied as research design. The population consisted of Grade 8 to Grade 12 learners from a secondary school in the Western Cape province in South Africa. Purposive sampling was applied and 106 Grade 11 and Grade 12 Computer Applications Technology learners gave assent to participate in the research. A direct teaching approach was first followed to facilitate theoretical content during the second term, but during the third term, gamification was applied as intervention. Pre- and post-open-ended questionnaires were administered to participants. Thereafter focus group interviews were conducted. Results indicated that Generation Z learners displayed some self-directed learning characteristics, wanted instant gratification, and lacked skills such as self-motivation, critical thinking and collaboration. A teacher-centred approach was found not suitable for facilitating theoretical content to Generation Z learners. Gamification had potential for enticing them to experience theoretical content in a more engaging and enjoyable experience and fostered self-directed learning. A limitation of the study was that the population only consisted of male learners. Further research was suggested on the application of gamification to enhance self-directed learning learners in diverse contexts.
Interaksie van Geselekteerde Transkripsiefaktore met Reguleringsgebiede van die Mensgeen vir Pro-al(I)-Kollageen
(North-West University South Africa, 1994) Vergeer, Willemina Petronella; de Wet, W J
The fibrillar collagen Type I is abundant in a variety of connective tissue. Type I collagen is first assembled as two pro-a 1 (I) and one pro-a2(I) chains and the genes are under coordinated control. Preliminary studies in the elucidation of the transcriptional regulation of the collagen genes, showed that the human pro-al(I) collagen gene contains a strong promoter as well as an enhancer-like element in the first intron (Rossouw et al. , 1987). Publication of negative elements in the identified enhancer-like region, however, led to much controversy surrounding the existence of this enhancer-like element in the first intron of the human pro-a 1 (I) gene. Little knowledge about cis-acting sequences and their interaction with trans-acting elements in the human pro-al(I) gene is available in the literature. Therefore the aim of this study was to clarify the controversy surrounding the enhancer-like element in the first intron of the human pro-al(I) collagen gene and to further delineate the transcription regulatory regions in this gene between -442 and + 1697. The first part of this study deals with the functional data obtained from two different functional assays, the X. laevis oocyte system and the transfection system. Results from these experiments showed the existence of an enhancer-like region as well as negative elements in the first intron of the human pro-al(I) gene. The negative effect of these negative elements, however, is neutralized depending on the promoter region tested together with the intron region. In the second part of this study the nature and characteristics of the interaction between the cis-acting sequences and trans-acting elements between -442 and + 1697 of the human pro-al(I) gene was determined. DNase I footprinting with crude nuclear extracts from BJA-B and HeLa cells as well as S-300 fractions from BJA-B and HeLa cells, revealed long stretches of masked sequences. These long stretches of masked sequences indicate that there are regions where transcription factors overlap. To delineate 1 the interaction of specific factors, purified transcription factors are necessary. For this purpose three commercial available transcription factors: Spl , Apl and Ap2 were used to analyze the gene region between -442 and + 1697 systematically, employing DNase I footprinting. In a first step of delineation a computer search was done to determine all potential binding sites for the three selected transcription factors whereafter the DNase I footprinting experiments were performed. During these experiments sixteen Spl , one Apl and twentytwo Ap2 binding sites were identified in the human pro-o:1(1) gene between -442 and + 1697 and mapped. An indication of the binding affinities of each binding protein to its related binding site was obtained by the use of increasing protein concentrations with a constant DNA concentration during DNase I footprinting. Quantitative determination of each affinity binding constant was obtained by utilizing densitometry and liquid scintillation spectrometry as well as Marquard's method of non linear least square analysis. Detection of DNA-protein binding via transmission electron microscopy (TEM) supports the results obtained via DNase I footprinting . Analysis of DNA-protein binding via TEM also emphasized the ability of this technique to identify DNA-protein binding regions on long DNA-molecules at low resolution. A looping model was proposed during this study to elucidate the ranscriptional regulation of the human pro-o:1(1) collagen gene, using the results obtained in this study. The basis of this model is the binding of the homologuos pyrimidine-rich regions in the promoter and first intron of the gene with one another, bringing the promoter and enhancer in near proximity to one another while looping out the intervening DNA. The identified Spl and Ap2 binding sites in the enhancer can then bind to the Ap2 binding sites in the promoter region via protein-protein interaction thereby enhancing the transcription activity from the promoter. Protein-protein interaction between different proteins, as well as protein selfassociation, while looping out the intervening DNA, was observed during the electron microscopy study supporting the proposed model in this study. This study makes a real contribution to the elucidation of the transcriptional regulation of the human pro-a 1 (I) collagen gene. Part of the functional data was incorporated in the following paper: Rossouw, C.M.S., Vergeer, W.P., du Plooy, S.J., Bernard, M.P., Ramirez, F. & de Wet, W.J. (1987). "DNA sequences in the first intron of the human pro-al(I) collagen gene enhance transcription" Journal of Biological Chemistry 262, 15151-15157. The rest of the results emanating from this study are in preparation for publication. Various facets of this work have also been presented at the following meetings: de Wet, W.J., de Vries, W.N., Koedood, R. , Rossouw, C.M.S. & Vergeer, W.P. "Interaction of nuclear factors with the enhancer and promoter regions of the human pro-a 1 (I) collagen gene" Second International Conference on Molecular Biology and Pathology of Matrix. Philadelphia, USA (June 1988). Vergeer, W.P. , Rossouw, C.M.S. & de Wet, W.J. "Sequences in the first intron of the human pro-al(I) collagen gene enhance transcription in transfected fibroblasts" Ninth Congress of the South African Biochemical Society: Wilderness (27-31 March 1988). Vergeer, W.P., de Vries, W.N. & de Wet, W.J. "In vitro binding of Spl , Apl and Ap2 to regulatory regions of human pro-al(I) collagen gene" Eleventh Congress of the South African Biochemical Society: Sun City (28 June -1 July 1992).
An Assessment of the Viability of Independent Schools
(North-West University (South Africa), 2002) Verbeek, P A; Nel, I
A master model consisting of six different appendices has generated the necessary basic data in 24 various tables. These tables contain the influence that the four most important variables have on each other. The various appendices form the basis of the data presented and analysed in various tables throughout this chapter. Assuming a certain number of learners as the basis of every table, the four variables (the number of learners, the amount of school fees, the different salaries of the educators and the renting of building of the infrastructure) are viewed according to a specified learner-to-educator ratio. The empirical study confirms that it is possible for an entrepreneur to operate an independent school on a financially viable basis. Assuming that certain variables are held constant it is possible to measure the effect that other variables have on the basic financial viability. The entrepreneur should be aware of the danger of being held at gunpoint by the demands of the learners. The low enrolled numbers have a direct impact on the financial viability. In addition, the educator is an asset to the independent school and should be utilised to draw learners to enrol in the school. The entrepreneur must realise that a delicate management of this asset must lead to future salary increases for the individual educator. A high turnover of educational staff will increase the general perception of academic and managerial problems and will ultimately be detrimental to the financial viability. The various scenarios sketched in this chapter are meant to give the entrepreneur the proverbial food for thought concerning the possible solutions and the effect that they will have on the financial viability of operating an independent school as a business venture. The various tables presented within the scenarios bring to the forefront the basic problem that the entrepreneur faces: how realistic is it to increase the learners from 17 to 22 per educator, and, does the entrepreneur have any indication concerning the possible number of learners that will seek suitable education elsewhere when the school fees are increased?