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The study sought to investigate the factors influencing environmental reporting in developing countries. This has been necessited by the inconsistances and non compliant to regulations and laws of environmental reporting among the developing countries. Through examining the factors that influence environmental reporting the study hope to establish context based solutions to the challenge of environmental reporting. The study used a quantitative research method and factor analysis to establish the factors influencing environmental reporting. It was discovered that there are seven key factors influencing environmental reporting among Southern African Development Community (SADC) countries. These factors are: regulatory drivers, risk management drivers, market drivers, management influence drivers, strategic communication drivers, value creation drivers and legitimacy drivers. The study also revealed that there are several sub-factors that influencing environmental reporting under each key factor identified. The study concluded that environmental reporting influenced by the seven key factors. The study recommends that SADC sought for in-depth understanding of factors influencing environmental reporting. This is because understanding of the factors affecting environmental reporting is essential for the formulation and reporting that that satisfies stakeholders' requirements.

Increasing access to quality education in South Africa has led to a rise in enrollment by students from diverse backgrounds at higher education institutions. However, first-entering students transition from secondary school to higher education, and it is hypothesized that this will affect students psychologically, socially, and financially. Financially, many higher education students in South Africa rely on the National Student Financial Aid Scheme (NSFAS). This study investigates the relationship between students’ socioeconomic backgrounds and academic success at a South African university. A mixed-methods approach surveyed 74 first-year students in the Extended Curriculum Programme at the University of Venda, South Africa. Findings from regression and correlation analyses indicate that poor and low socio-economic backgrounds among Extended Curriculum Programme students significantly affect their academic performance and success. These findings challenge the notion that disadvantaged backgrounds necessarily hinder student achievement and emphasize the importance of creating an environment that supports students from all socio-economic backgrounds. Eight policy recommendations and strategies are provided to enhance student success and support for diverse socio-economic backgrounds in higher education institutions.