DSpace Repository

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.

Now showing 1 - 17 of 17

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Designing a systems approach to develop cost-management systems in the manufacturing industry
(North-West University (South Africa)., 2024) Buys, Pieter; Hattingh, T.S
Contemporary manufacturing is a global economic force, yet effective management faces challenges due to the relevance of cost management information. The study explored the interdependencies among systems thinking, cost accounting, and business process analysis in the context of effective cost-management systems. The research is guided by three assertions, i.e., viewing the organisation as a goal-oriented system with interconnected components and stakeholders, the flexibility of cost and management accounting compared to financial accounting, and emphasising the analysis of business operations within the organisational system and drawing from operational improvement philosophies. The objective is to evaluate how a systems-based process modelling approach can facilitate the development of an effective cost-management system. Three sub-objectives were formulated: (1)understanding the contextual interaction between systems thinking, cost accounting and business processes, (2) developing a process modelling approach that considers organisational systems and operational complexities for cost-management system design, and (3) validating the process modelling approach in context. The literature is based on a three-pillar approach to effective cost management. The first pillar, systems thinking, encompasses systems theory, systems engineering, and cybernetics, providing a comprehensive understanding essential for the subsequent process modelling developmental efforts. The second pillar focuses on cost accounting, comprehensively covering costing principles, cost management, costing systems, methods, and approaches, providing the necessary knowledge for process modelling development. The final pillar explores the significance of business process analysis, emphasising its value in formulating an effective cost-management system. This literature foundation provides essential knowledge for process modelling in the research context. The empirical research is founded on an action design research (ADR) methodology, applying an elaborated action design research (eADR) approach. The research adopted a researcher practitioner concept, involving industry experts who possess knowledge in designing and implementing cost-management systems and recognise the significance of relevant cost information for effective decision making. The eADR iterations utilised in the process model design are as follows: The problem-centred diagnosis iteration involved the collaborative participation of the researcher-practitioner team. Its objective was to comprehensively define and validate the encountered business problem within the designated problem class. The outcome was the creation of developmental artefacts in process flow format, serving as foundational guidelines for subsequent process model development. This knowledge was formalised in focused developmental guides to facilitate the collection of relevant information needed to develop a cost-management system. The object-centred design iteration, facilitated by ongoing collaboration with the researcher-practitioner team, integrates the three pillars (systems thinking, cost accounting and business processes) into three dimensions: costing process, operational systems and costing systems. These dimensions formed the foundation for developing an integrated process flow that adopted a multi-dimensional and multi-level approach. In the final phase of knowledge formalisation, the insights gained were applied to develop a contextual cost-management system environment to comprehensively represent the wicked problem that effective cost-management systems seek to address. The development-centred implementation iteration served to verify and validate the supportive artefacts and the final process model. Industry experts experienced in designing and implementing cost-management systems evaluated the prior artefacts against pre-defined design statements through scrutiny and assessment, leading to minor enhancements. Subsequently, the validated findings were incorporated into the final process model. The study concluded with a reflective discussion and summary of the project, providing an overview of attaining research objectives. Additionally, the study offers recommendations, identifies potential limitations, and highlights opportunities for future research endeavours.
The influence of contextual factors for principals to promote quality teaching in the Marondera District in Zimbabwe
(North-West University (South Africa)., 2024) Muvevi, Lizzie; van Vuuren, H.J
Schools are not isolated educational organisations and as core institutions in society, schools face a plethora of influences from the community and contextual situations. It is widely claimed in the education fraternity that school effectiveness and reform is in direct relation with the quality of leadership in educational institutions. School effectiveness may not be optimised, unless school leaders are, amongst other aspects, aware of and prepare to act on the contextual challenges in and beyond the classroom and school fence that might have a serious impact on the overall performance of schools. The role of school leaders has changed considerably over time and school leaders need to account for the increased impact of contextual factors such as rapid technological advancements (the so-called Fourth Industrial Revolution), socio-economic factors, cultural matters, political influences, unrest, health issues, globalisation and increased migration and mobility. Literature emphasises the liability of school leaders for their quick response, proactive action, and alignment of diverse practices to account for the impact of contextual factors on school performance. The contextual factor framework of Wolhuter, Van der Walt and Steyn (2016) constitutes the context of the research, while the core leadership practices as identified by The Wallace Foundation (2013) and Waite and Bogotch (2017) serve as theoretical basis for the research study. The purpose of the research is to develop a strategy for school leaders in the Marondera District in Zimbabwe to promote school effectiveness in response to the influence of contextual factors. A qualitative research design is followed with the use of semi-structured interviews. The study is conducted with a purposeful sample of nine participants who share their experiences and perspectives on the influence of contextual factors in their respective schools. All required ethical requirements are adhered to, to assure the trustworthiness of the research. The findings reveal that micro, meso and macro contextual factors in schools influence school effectiveness and there is need to develop a management strategy to promote quality teaching. The contribution of the research to the subject and Research Niche Area of Edu-Lead is consistent with the vision, goal, and aims of the research entity i.e. to promote the role and position of leadership in education with a focus on organisational development and to contribute to the academic improvement of schools.
Exploring risk and resilience among expectant school-going learners in the Tshwane District
(North-West University (South Africa)., 2024) Polori, Lindiwe; Malindi, Macalane Junel; Mayimele, Rachel Rirhandzu; Malindi, Macalane Junel- 11954159; Mayimele, Rachel Rirhandzu- 12174319
The phenomenon of teenage pregnancy is growing worldwide, causing a lot of concern among parents, teachers and authorities in education. In South Africa, pregnant learners are allowed to continue to attend school until they give birth. However, it is not yet known how these children cope with pregnancies and school contemporaneously. Often, schools are not ready to support learners who fall pregnant. Many of them drop out of school and never return. Some of them fall pregnant again while they are out of school. The resilience of learners who are with child in schools has been less explored especially in South Africa. There is much speculation as to what puts these learners at risk of pregnancy. There are no known campaigns and programs to enhance adaptive coping in learners with child in schools in South Africa. The aim of this qualitative study was to explore the resilience of expectant school-going teenagers with a view to develop guidelines for resilience-focused interventions to support them. The study was designed as a multiple case studies research, involving 31 expectant learners in schools in Tshwane. There is a call for children to be studied directly, using participatory, child-friendly methodologies. The researcher in this study headed this call. Data were generated through the draw-and-write technique and processed through inductive content analysis. Generally, the findings show that learners with child in secondary schools in Tshwane, experienced personal and socioecological resilience risks. These learners coped resiliently through a complex combination of personal and socioecological resilience resources. The findings provide caveats to parents, teachers, researchers, and mental healthcare practitioners to be woke to these risks and resilience resources. In planning resilience-focused interventions, these resilience processes should be considered. Collaboration is strongly encouraged. The findings surely inform primary and secondary intervention programmes for teenage girls.
The viability of Virtual Reality Head- Mounted Displays in the teaching and learning of pre-service History teachers
(North-West University (South Africa)., 2024) Homan, Juan-Carlo; Warnich, Pieter Gabriel; van der Westhuizen, C.P; Bester, S.; Warnich, Pieter Gabriel- 12923079
Due to the Fourth Industrial Revolution (4IR) and the necessary required 21st century skills, the present educational system is undergoing a process of methodological and pedagogical reform. Information and Communication Technologies (ICT’s) such as Virtual Reality (VR) and its accompanying technologies for instance the Head - Mounted Displays (HMDs) could aid the enrichment of the teaching and learning of pre-service History teachers in virtual learning environments (VLEs). This research study was aimed at discerning the viability of Virtual Reality Head-Mounted Displays (VR-HMDs) as an ICT pedagogical tool (or instructional technology) to support the teaching and learning of pre-service History teachers in VLEs. This study further aimed to determine if VLEs could foster students’ self-directed learning (SDL) skills. The research study was conducted in a classroom environment of a tertiary education institution where the preservice History teachers were engaged with VR to reach certain History lesson objectives. Anchored in constructive and interpretive paradigms, a single exploratory qualitative case study design with a non-probability purposive sampling and discourse analysis was followed. To a limited extent, and complementary and in support of the predominantly qualitative design, some quantitative data was also reported, necessary to better understand the phenomena under investigation. Different instruments were used to gather the research data from the 15 participants which included questionnaires, worksheets, focus group interviews and field notes. The findings of this study showed that VR-HMDs and VLEs are viable for the teaching and learning of preservice History teachers as the advantages of incorporating this emerging technology exceed its disadvantages by far. It was also found that by utilising VR-HMDs in the teaching and learning of pre-service history teachers fostered certain SDL skills such as goal setting, the regulation of own learning, motivation, critical thinking that includes the skills to question, inquire, analyse, debate and to keep an open mind to collect new and relevant information. In conclusion recommendations are made from this study for the effective incorporation VR-HMDs into the pedagogy of history education.
Fostering critical reflective learning to equip Foundation Phase student-teachers to transform music education practice
(North-West University (South Africa)., 2024) Nagel, B; Kruger, Corne Gerda; Erasmus, Ewie; Kruger, Corne Gerda- 11783672; Erasmus, Ewie- 21161046
The literature expresses concern about the decline in music education in schools worldwide, citing a number of issues. The idea that music is not a necessary part of the curriculum in schools, despite a wealth of academic research confirming the contrary, is reported as one of the main causes for this decline. Changing this unfounded belief in order to transform music education practice starts with teacher education programmes. Fostering transformative learning in music education as part of Foundation Phase teacher education programmes offered by South African Universities, is therefore, essential to transform music education in Foundation Phase classrooms. Grounded in the work of seminal educationalists (Mezirow, 1990, 1991, 1997, 2003; Shulman & Shulman, 2004), the theoretical-conceptual framework of this thesis embraces rational discourse (Mezirow, 2003) and critical reflection (Mezirow, 2003) in transformative learning (Mezirow, 1990, 1991, 1997, 2003), while also acknowledging that transformative learning is dependent on a sound knowledge base of music education practice (Shulman & Shulman, 2004). The literature highlights the role of individual and collaborative critical reflection on previously held assumptions in transformative learning. This study thus sets out to explore how individual and collaborative critical reflection can be fostered in a music education module to equip Foundation Phase students to transform music education practice. The design of the qualitative study draws on pragmatic paradigm (Denzin & Lincoln, 2000), acknowledging the realities of the natural world and the changing nature of knowledge when establishing what is working. In a pragmatic paradigm knowledge is generated through lived experiences and interpretation. Design-based research which is pragmatic in nature, was thus regarded as fitting to explore ways to incorporate both individual and collaborative critical reflection in a music education module that forms part of a teacher education programme. Although DBR is a fairly new approach to educational research, the literature affirms the practical value of this approach in doctoral studies. Employing DBR brings researchers and practitioners together to design practical solutions to context-based educational problems. DBR is also reported to be a scientific way to connect educational theory and practice through the practical testing and refining of design principles that are grounded in theory, leading to new theoretical understandings. The DBR approach enabled the researcher to collaborate with the practitioner, which in this study was the lecturer as designer and presenter of the music module, to improve the design of reflective learning activities that form part of the music education module. Collaboration focused on improving the design of reflective learning activities. The study population comprised two cohorts of Foundation Phase students registered for the music education module in 2021 and 2022 respectively. This module forms part of the second-year curriculum of a Foundation Phase BEd programme offered by a South African higher education institution, offered via contact and distance learning modes of delivery. The design-based research comprises three phases namely a preliminary phase, a prototyping phase and a reflective phase. In the preliminary phase, information was collected from the literature and related documents that informed the initial design of individual and collaborative reflective strategies. Reviewing the literature is, therefore, regarded as a crucial part of the first phase of the DBR. During 2021 and 2022 the designed strategies were implemented in two cycles in the prototyping phase. This phase followed the cyclic steps of collaborative and reflective designing, implementation, evaluation and redesign or adaption of reflective learning strategies by the design team, comprising the researcher and the module lecturer. After the first cycle of the prototyping phase, the literature was again consulted to inform the redesign of the reflective learning strategies. In the first cycle, blogging and WhatsApp groups were employed as vehicle for individual and critical reflection respectively. Based on the findings on the first cycle, journaling uploaded on the LMS, and WhatsApp were implemented in the second cycle of the prototyping phase. Individual interviews were conducted at the end of each cycle to determine participants’ experiences of the critical reflection strategies and the way it supported transformative learning. Data consisted of student individual and collaborative reflections as well as data collected through the individual oral, virtual interviews. A hybrid approach of deductive and inductive analysis was employed in a thematic analysis of the data. Results from the analysis of the two cycles showed that fostering critical reflection in a music education module holds value for transformative learning. Although the reflective tasks fostered critical reflection by participants about their own perceptions of music education practice and contributed to individual knowledge building and the collaborative identification of challenges in music education, the findings showed that the reflective learning strategies need to be planned with prudence. A lack of self-directed learning skills and intrinsic motivation to participate in reflective learning activities may hamper critical reflective and transformative learning. The findings indicated the need for support for the development of self-directed learning through structured and scaffolded reflection tasks guided by the module lecturer and group leaders. The data analysis identified content knowledge and skills as a prerequisite for student competencies such as, vision, motivation, a positive attitude, and self-confidence. The incorporation of individual and collaborative reflection in a reflective practice, with critical reflection at the core of the transformation of music education, is recommended in teacher education programmes. The suggested cyclic framework demonstrates that if students have opportunities to engage in structured and scaffolded individual and collaborative critical reflective tasks, and if these opportunities are founded in relevant music education content knowledge and skills that promote teacher competencies (including vision, motivation, positive attitude and self-confidence), and through which they have opportunities to explore and solve problems on individual and collaborative levels, then the design principles reflected in the framework will ultimately equip students to transform music education practice in the Foundation Phase. Reflective learning was implemented in this study to equip students to transform music education practice in schools with the potential to mitigate the decline of music education in the South African school context. Reflection and specifically critical reflection is necessary to motivate students to think differently about music education and to enter practice with an appreciation of the role music education plays in learning. The study contributes a framework with design principles to improve Foundation Phase student reflective learning in a music module. Although critical reflection was not applied often, the findings showed necessary design features to foster critical reflection by Foundation phase students in a music module including structured and scaffolded individual and collaborative reflective tasks, fixed submission timeframes, allocation of marks to motivate participation in reflective tasks, as well as lecturer and group leader presence in collaborative tasks. A framework is suggested constituting design principles to scaffold critical reflection to motivate transformative learning by the student teachers and thereby equipping them to transform music education practice.