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Strategic implementation necessitates efficient change and performance management, as performance assessment typically relies on the execution of strategic objectives to establish key performance areas, which workers subsequently utilise to create customised key performance indicators. Consequently, higher education institutions are progressively dependent on performance management to attain institutional and strategic goals and results. The Durban University of Technology (DUT) has formulated the Envision 2030 strategy to promote research and development, innovation and entrepreneurship, collaboration and partnership, and enhance student access and success, while embracing digital transformation and technology, in alignment with the National Development Plan. Performance management is essential for converting strategic objectives into practical goals and improving performance in both education and research. This research seeks to examine the use of performance management as a mechanism for strategic implementation in higher education institutions, specifically focusing on DUT and its related factors through a qualitative methodology. This necessitated an examination of literature, publications, national policies, and criteria for inclusion and exclusion to synthesize data. A conceptual review allowed the researcher to get insights and synthesise information. The research indicates that performance management can align individuals and departments with the overarching organisational plan, exemplified by the DUT Envision 2030 initiative, which promotes accountability and employee growth. The DUT has integrated its Envision 2030 Living Values into the performance management process to promote accountability and ethical conduct while attaining its overarching institutional strategic objectives. Performance management is a crucial instrument for executing the Envision 2030 strategy, accomplished by linking strategic objectives with individual employee goals to foster engagement, responsibility, and overall organisational performance. This research enhances the existing knowledge base by emphasizing value-oriented resource management and personnel development in strategic execution through performance management.

In the post COVId-19 era, online education has become an integral part of higher education, underscoring the need to understand students’ experiences, satisfaction and preferences to inform institutional strategies for optimising online education. The study follows a quantitative survey approach in which an online cross-sectional descriptive study was undertaken among 295 purposively selected students’ in South African higher education institution. A self-administered validated online questionnaire was used for data collection. Data was analysed using the Statistical Package for the Social Sciences (SPSS. Descriptive statistics was used to determine the reliability of the various constructs, mean scores, and standard deviations. Students found online teaching enjoyable (54.9%), (55.1%) engaging, with the opportunity to ask questions. Findings can inform HEIs’ managers and leaders’ strategic decisions regarding online education, including investment in infrastructure, faculty training, and support services. Creating interactive and engaging online content such as videos, simulations, and gamification to enhance student engagement. Providing online orientation, technical support and troubleshooting services to address technical issues and ensure smooth online learning experiences.

University students face a range of material hardships that significantly affect their academic success and overall well-being. The pressure on the cost of living due to inflation poses mental health challenges for students, reducing their ability to make informed decisions. The current study aimed to explore the disruptive impact of inflation on student mental health and academic resilience, and the strategic ecosystem implications for rural universities in South Africa. A qualitative exploratory research design was employed, with 20 self-funded students purposively selected from the University of Venda. The study employed one-on-one semi-structured interviews for data collection, followed by thematic analysis in data analysis. This study identified factors contributing to the lack of funding, including being defunded despite meeting full funding criteria, being affected by the N+ rule (exceeding the funding eligibility duration), and a lack of funding from the National Student Financial Aid Scheme (NSFAS). The study also revealed challenges arising from inflation, including declines in academic performance, overstudying, and struggles to meet basic needs. The current study highlights the pressing need for collaborative strategies to support students navigating financial stress amid inflationary pressures. From a business and strategic perspective, the study contributes to higher education management by framing rural universities as interconnected ecosystems requiring coordinated responses. Implications include the need for integrated organizational strategies that align financial aid models, student wellness services, and academic support mechanisms. The findings underscore the importance of capacitating academic and administrative staff to recognize and respond to student distress, while fostering a culture of resilience and inclusivity. At the policy level, the study highlights the need for multi-stakeholder coordination among government, institutions, and private-sector partners to mitigate inflationary pressures through targeted subsidies, flexible funding mechanisms, and infrastructure investment.

Technical and Vocational Education and Training (TVET) colleges serve as crucial gateways for South African youth who are unable to access universities due to capacity limitations, financial barriers, or entry requirements. For many rural students, TVET colleges are not just a second choice but the only post-school option available. However, increasing evidence suggests that structural, pedagogical, and governance issues within certain TVET colleges compromise their ability to produce quality, employable graduates. This qualitative study examines systemic challenges that impact teaching quality, lecturer accountability, the language of instruction, admission practices, and student support in rural South African TVET colleges. Drawing on policy documents, academic research, parliamentary reports, and media investigations, the paper examines how these issues perpetuate inequality rather than alleviate it. Special focus is placed on the exclusionary effects of English-only instruction, lecturer oversight, inadequate support systems, dubious recruitment practices, and the admission of under-prepared students into technically demanding programs. The findings identify five interconnected themes that collectively impair graduate employability and student achievement. The study argues that without immediate reforms in lecturer training, accountability systems, and admission standards, TVET colleges risk becoming mere holding institutions instead of pathways to meaningful employment. The paper concludes by recommending stronger oversight, adaptable pedagogy tailored to local contexts, and governance centered on equity, ensuring that TVET colleges fulfil their developmental role in rural South Africa.

Sustainability has emerged as a strategic imperative for small manufacturing enterprises, particularly in light of increasing expectations to operate responsibly across economic, social, and environmental domains. This study investigates the interconnectedness of the Triple Bottom Line (TBL) elements and their collective influence on sustainable business practices. Rather than examining these dimensions in isolation, the research adopts a holistic lens to explore how their interplay shapes organisational behaviour and long-term viability within the small manufacturing sector in KwaZulu-Natal, South Africa. Drawing on both theoretical frameworks and empirical evidence, the study offers insights into how enterprises can integrate TBL principles into their strategic orientation to foster resilience and sustained growth. The findings reveal that a balanced and synergistic approach to economic performance, social responsibility, and environmental stewardship enhances the capacity of firms to adapt, innovate, and thrive in complex operating environments. A structured questionnaire was administered to a stratified sample of 450 small manufacturing enterprises, and the resulting data were analysed using correlation techniques to uncover patterns and relationships among key variables. The study contributes practical guidance for business leaders and policymakers seeking to leverage the TBL framework not merely as a reporting mechanism, but as a transformative tool for embedding sustainability into core organisational processes.

This paper explores the effects of Matriarchal leadership styles on the performance and success of female-led businesses in South Africa, intending to generate insights that support women entrepreneurs in achieving their objectives within a competitive market.  Using a Systematic Literature Review, this paper analysed current scholarly articles, reports and studies that examine the relationship between matriarchal leadership and entrepreneurial success. The review process involved source identification, data extraction, critical analysis, and synthesis to develop a comprehensive understanding of the topic. The findings revealed that matriarchal leadership styles significantly enhance business performance by fostering empathy, collaboration and inclusivity, which contribute to supportive work environments, increased productivity and innovation. This paper highlights important managerial and policy implications, recommending that inclusive leadership strengthens team cohesion and organisational effectiveness. The paper is original in addressing the limited adoption of matriarchal leadership due to patriarchal norms, misconceptions, limited research, and organisational resistance to change. 

Globally, student assessment surveys are utilised to enhance the quality of teaching and learning. Student evaluation questionnaires require a substantial investment of effort from both students and teachers.  This research aims to elucidate students' attitudes towards evaluation questionnaires, hence enhancing comprehension of the quality of information in completed assessments. The research encompassed undergraduate students enrolled in a Business and Information Management program within the Faculty of Accounting and Informatics at the Durban University of Technology, Midlands Campus, South Africa. The experiences and attitudes of students about teaching evaluation questionnaires were examined through metaphorical drawings and focus group discussions. The results reveal that students possess both favourable and unfavourable opinions toward student ratings. Positive themes encompass assessments as a systematic procedure and a chance for students to propose modifications. Negative attitudes encompass perceptions of evaluations as oppressive and threatening, reflecting a lack of profound contemplation by students when filling out the questionnaire, and raising enquiries about the subsequent activities made after completing the evaluations. Findings elucidate several elements influencing student evaluations of education, including the timing of administration, the individuals responsible for providing them, and the methods employed in their administration. The document advocates for other methods of gathering student feedback and the discontinuation of paper-based surveys. Feedback may be acquired using online questionnaires and qualitative interviews. Furthermore, learning analytics technologies can be integrated into the LMS utilised for administering online surveys, facilitating the provision of tailored feedback to individual students.

Black postgraduate (PG) students in South African universities and universities of technology experience significant supervisory conflicts, including contradictory guidance, neglect, and favoritism, which delay graduation and intensify inequities rooted in post-apartheid higher education (HE) dynamics. Prevailing research overlooks these students’ lived experiences, creating a gap in understanding systemic barriers to equitable supervision. This qualitative study employed narrative inquiry with six purposively sampled black PG students (four females, two males) from PhD, MTech, and MSc programs across South African universities. Semi-structured interviews explored supervisory conflicts, institutional responses, and academic impacts. Thematic analysis framework, yielding six themes validated through member checking. Key findings revealed conflicting supervisory directions causing years-long stagnation; prolonged neglect and feedback delays demotivating students; irrelevant objectives imposed by additional supervisors leading to academic penalties; inexperienced supervisors contributing to dropouts; power imbalances and ethical breaches such as gift-giving favoring certain students; and inadequate institutional resolutions forcing adversarial advocacy. Supervisory conflicts undermine black students' progress and well-being, demanding decolonial reforms for inclusive practices. Recommendations include mandatory supervisory contracts, accreditation, ombud services, and bias training to enhance throughput and equity. Future research should pursue longitudinal, comparative designs and intervention trials.

Herding behaviour has been shown to significantly influence market performance over the years, often leading to mispricing of assets due to asset bubbles. This study aimed to analyse herding behaviour on the Johannesburg Stock Exchange (JSE) before, during and after COVID-19. A cross-sectional absolute deviation (CSAD) model was used to determine the presence of herding during the specified periods, from the 1st of January 2018 to the 31st of January 2024, while causes and implications were explored further to offer a better understanding of herding behaviour. Herding behaviour was detected in all observed periods, which was not anticipated, which raised the need to discuss the policies in place to curb irrational investor behaviour. The evidence suggests that portfolio managers should understand that herding behaviour can cause market movements that are not necessarily rational or based on fundamentals. Instead, the results indicate that prices can be influenced by collective sentiment. As such, portfolio managers can assess the risks associated with blindly following the crowd and formulate strategies to avoid it. Portfolio managers can also educate their clients on the risks associated with herding behaviour to set realistic expectations and prioritise long-term stability over short-term trends.

The calibre of information disseminated by higher education institutions (HEIs) is a pivotal element in student recruitment and institutional prestige. Although student-led organisations like clubs and societies serve as impactful peer-to-peer communication channels, the quality of the information they disseminate is frequently unregulated, presenting a considerable institutional risk. This study assesses the quality of material disseminated by student clubs and organisations to prospective students at a South African University of Technology. The evaluation is founded on essential dimensions of information quality: accuracy, integrity, consistency, completeness, validity, timeliness, and accessibility. The research utilised two theoretical frameworks: the Plan-Do-Check-Act (PDCA) cycle and Organisational Information Theory (OIT). The PDCA cycle transcends quality enhancement, functioning as an ongoing mechanism for organisational advancement, whilst the Organisational Information Theory aids in comprehending information dissemination within an organization. This qualitative research employed an interpretivist framework. Data were gathered via comprehensive interviews and two focus groups with 46 chairpersons and secretaries from 23 clubs and societies, augmented by an examination of their social media platforms. The findings indicate that the quality of information presents a systemic difficulty, stemming from an ambiguous and uneven comprehension of "quality information," a lack of internal quality standards, and an inadequate knowledge of institutional norms. The research suggests that clubs and societies function as influential yet predominantly unregulated information gatekeepers. In the absence of explicit policies and training, they risk disseminating disinformation, thereby harming institutional reputation and adversely affecting student recruitment. It is advisable for higher education institutions to establish explicit rules and cooperative methods to enable these groups to become dependable participants in the information ecosystem.

Mentor-mentee meetings are seen as the backbone of any mentorship relationship between pre-service teachers and mentor teachers. Thus, this study examines the quality of mentor-mentee meetings between business studies Pre-Service Teachers (PSTs) and their mentor teachers during teaching practice. This qualitative study is underpinned by the Experiential Learning Theory, and it is located within the interpretive paradigm.  An exploratory phenomenology was employed as its research design. A sample of twenty-one reflective narratives contained in business studies PSTs’ portfolio of evidence were analysed. Random sampling was used to identify twenty-one PoEs submitted by business studies PSTs engaged on their third-year teaching practice. Thematic analysis was used to analyse the raw data that was generated for the study. The study revealed that business studies PSTs were satisfied with the quality of mentor-meetings held during teaching practice. It emerged from the study that crucial aspects of mentoring such as classroom management, lesson planning, learner engagement as well the assessment and feedback were extensively covered during mentor-mentee meetings. The study recommends that ITE institutions make it mandatory for mentor teachers and PSTs to hold mentor-mentee meetings during teaching practice to enrich PSTs learning experiences.

Food security remains a persistent challenge in South Africa, disproportionately affecting vulnerable groups such as female-headed households. While the country is nationally food secure, many households continue to experience inadequate access to sufficient, safe, and nutritious food due to structural inequalities, labour-market exclusion, and spatial disparities. Using data from the 2023 General Household Survey (GHS), this study assesses levels and determinants of food security among female-headed households in South Africa. A Food Insecurity Experience Index (FIEI) is constructed from three indicators capturing household experiences of limited food variety, inability to consume balanced meals, and reliance on monotonous diets due to financial constraints. An ordered logit model is estimated to examine how demographic, socioeconomic, and geographic factors shape household food security. The results reveal that female-headed households face significantly higher risks of food insecurity compared to male-headed households, even after controlling for income, education, employment status, and household composition. Provincial disparities are pronounced, with households in historically disadvantaged provinces exhibiting worse food-security outcomes. Education and employment are associated with lower food insecurity, while older household heads and larger households experience higher vulnerability. These findings highlight the deeply structural and gendered nature of food insecurity in South Africa. The study underscores the need for targeted, nutrition-sensitive social protection policies, improved market access, and gender-responsive interventions to enhance food security among women-led households.

The online media remains one of the most influential societal institutions, largely contributing to shaping public perceptions on female criminality, this is often reinforced or challenged by the existing societal norms and stereotypes. Following the non-empirical research design (systematic review), the objective of this study was to explore the representation of different types of crimes committed by South African female offenders through News24 and YouTube online media platforms, heavily relying on ‘eNews Channel Africa (eNCA), Newzroom Afrika, South African Broadcasting Corporation (SABC) News, and Crime Watch, restricted to 2018 and 2024. This study was qualitative in nature the reviewed studies were purposively selected, this data collection method was supported by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework and analysed using the inductive Thematic Content Analysis (TCA). ). A total of 41 News24 articles and 7 YouTube videos were included. The study findings selectively indicate that five (5) crime categories were represented by News24 and YouTube online media platforms regarding the representation of different types of crimes [commonly] committed by South African female offenders, namely: 1) Murder, 2) Fraud, 3) Theft, 4) Drug trafficking, and; 5) Child abuse and neglect. It was also established that the South African online media platforms tend to sensationalise stories of female offenders often committing violent crimes and crimes against children, while representations of financial and drug-related crimes generally remain neutral in their portrayal. For recommendations the online media platforms should adopt more balanced reporting practices; while ensuring that the Journalists should adhere to the ethical editorial guidelines promoting fair and accurate portrayals of female offenders, inclusive to the male offenders.   

Gender-based violence (GBV) remains a critical issue within South African universities. It affects students’ safety, well-being, and access to quality education. Despite efforts to address this issue, universities continue to experience cases of sexual violence, harassment, emotional abuse, and coercion. Student protests and public concern have also exposed weaknesses in institutional responses and survivor protection. This study aims to systematically review existing literature on GBV in South African universities to identify what is currently known, how GBV is understood, and what gaps exist in literature. The study was guided by Social Learning and Intersectionality theories. A qualitative systematic literature review approach was adopted. The findings revealed that GBV is shaped by harmful gender norms, patriarchal attitudes, alcohol and substance abuse, economic vulnerability, and weak institutional accountability. Literature review further revealed that many survivors avoid reporting incidents because of fear, stigma, victim-blaming, and distrust in institutional systems. GBV was also found to have serious psychological, social, physical, and academic effects on students. The study concludes that GBV remains a structural challenge within South African higher education institutions. The study recommends stronger institutional accountability, survivor-centred support services, gender transformation programmes, and collaborative interventions to create safer university environments.

Phubbing is a behavioural concept of social and human interaction that has created disaffection in conversations and has increasingly become a great concern for many. This phenomenon was assessed to address its negative effects in society by examining and documenting its literature trends and relationships, thereby adding to existing knowledge in this area. A thorough bibliometric analysis was conducted on 58 English-language articles on phubbing and related keywords from the Scopus database published from 2018 to 2022. VOSviewer and R tool packages were used to perform performance analysis, science mappings and the organisation and presentation of the data to identify article growth dimensions, relationships, and trends. Phubbing has attracted significant attention and impacted our daily activities, with a 51.37% growth in article publications and a 25.86% increase in international authorship collaboration. This is mainly from high-impact authors and documents in the United States, Spain, the United Kingdom, and the Netherlands. The research thematic areas are centred around smartphones, social media, and parent-child relationships. The research will help to minimise the negative impact of phubbing on human endeavours and promote peaceful coexistence in society by improving our social and moral values. It will also improve knowledge in understanding the evolution of literature to advance future research efforts. This study is unique in harnessing efforts and experience from around the world to deepen understanding and benefit society. Further research should be conducted on phubbing and mental health and their impact on children's growth

Customers’ demand for printing industry to be more productive and compete globally in relation to delivery, cost, quality and use of technological factors is one of the factors which have a possible impact on productivity. Printing establishments through the South African printing industry have a major role to play in the country’s economy. Printing industry is characterised by overloading, inefficiency and ineffectiveness affecting overall organisational performance. The purpose of this study is to examine the factors influencing productivity improvement practices and develop productivity improvement model to improve printing division. This study follows a qualitative research approach as it is an exploratory research technique used to understand the underlying reasons, perceptions and motivations of individuals in solving a problem. A sample of Government Printing Works’ (GPW) employees directly involved in the printing, finishing and packaging of Higher Education and Training examination question papers located in Pretoria, City of Tshwane municipality participated in this study. A number of critical success and barriers to productivity improvement practices are identified.  Barriers factors include poorly designed process; poorly designed layout; poor quality materials; lack of effective maintenance plans; unsatisfactory planning; supplier inefficiencies and customer inefficiencies were the major causes of low productivity in the GPW. This comprehensive and holistic framework can assist government printing employees’ and lean practioners’ in their lean manufacturing implementation journey systematically and improve the organisation’s performance.

The objectives of this paper are, first, to explore factors influencing customers' satisfaction with private healthcare services, and second, to investigate the relationship between patient attributes and the factors influencing customer satisfaction. The SERVQUAL model was employed to assess the quality of healthcare services from the patients’ perspective, offering valuable insights for private healthcare providers in Limpopo, South Africa. The study surveyed 242 patients from the Thulamela District Municipality using a self-administered questionnaire. A quantitative research approach and stratified random sampling were used to collect the data. The results indicate that factors influencing customer satisfaction in private medical services include the physical environment of the practice, the competence of reception staff, and the professionalism of medical doctors. Additionally, the study found a significant relationship between patient attributes and these key factors. The study underscores the importance of aligning healthcare service delivery with patient needs and expectations to enhance competitiveness and ensure long-term sustainability. To enhance customer satisfaction, the medical doctors are encouraged to focus on tangible aspects of their facilities and human resources, operational and structural enhancements, accessibility and pricing.

This paper examines the need to decolonise entrepreneurship education in South Africa by addressing epistemic inequalities and aligning curricula with local socio-economic realities. Grounded in decolonial and human capital theories, the study critiques existing programmes that are dominated by Western pedagogies privileging individualism and profit maximization. A literature review shows that current curricula inadequately reflect indigenous knowledge, community-oriented practices, and the informal economy, which remains a crucial site for livelihoods and economic participation. Three key gaps are identified: an overreliance on Eurocentric content, weak contextual relevance to South Africa’s socio-economic challenges, and the exclusion of indigenous and community-driven approaches. These shortcomings limit the curriculum’s capacity to prepare students to address pressing issues such as unemployment, inequality, and informality. The study argues for a decolonised curriculum that integrates African epistemologies, emphasizes social and community entrepreneurship, and produces graduates capable of contributing to inclusive and sustainable development. This study adopts a conceptual and integrative literature-based approach to examine the decolonisation of entrepreneurship education in South Africa. Drawing on peer-reviewed journal articles, policy documents, doctoral studies, and prior empirical research conducted within South African higher education contexts, the paper synthesises existing scholarship to identify structural gaps, epistemic exclusions, and contextual misalignments within entrepreneurship curricula. Rather than presenting new primary empirical data, the study draws on illustrative insights from established South African studies to support conceptual arguments. This approach is appropriate given the paper’s aim to advance theoretical clarity, curricular reflection, and contextually grounded recommendations for entrepreneurship education reform.

This PRISMA-guided review synthesises evidence from 32 studies on how multilingual training supports women’s entrepreneurship in South African townships and rural areas. We focus on post-2010 literature from South Africa and comparable African contexts to examine the intersection of language, culture and capability-building in entrepreneurship support. Findings show that integrating indigenous languages and bilingual facilitation into training improves comprehension, confidence and customer reach; strengthens access to markets, finance and networks; and contributes to higher start-up participation and business resilience. Multilingualism emerges not only as a communicative aid but as a strategic resource that enhances inclusion, opportunity recognition and market insight. Policy and ecosystem factors such as public SME support and mobile enabled learning moderate these effects. We argue for language-sensitive curricula, co-delivery with community partners and targeted localisation of digital content. The review highlights design elements for more inclusive entrepreneurship development and outlines implications for policy and training providers. Keywords: multilingual training; women’s entrepreneurship; South Africa; language barriers; rural development; PRISMA.

This study rigorously analysed policy deficiencies and structural vulnerabilities in climate-resilient water and sanitation governance in the Eastern Cape Province of South Africa. The research employed a qualitative approach, utilising semi-structured interviews with fifteen purposefully selected stakeholders, comprising municipal water technicians, engineers, planners, national and provincial authorities, and civil society representatives. The investigation examined the interaction between climate-induced pressures—such as droughts, floods, and rainfall variability—and governance deficiencies that undermine water and sanitation systems. The data collection concentrated on personal experiences of infrastructure failure, discrepancies between policy and reality, and obstacles in institutional coordination. Findings indicated that despite the province functioning inside advanced national frameworks like the National Water Act and the Disaster Management Act, their execution is cursory and predominantly reactive. Participants emphasised an excessive dependence on obsolete national climate models that neglect spatially distinct vulnerabilities across urban, peri-urban, and rural areas. Chronic underinvestment in infrastructure maintenance has become a persistent issue, as municipal budgets prioritise new capital projects over lifespan asset management. The technical team had institutional memory but lacked decision-making power because of bureaucratic procurement processes and disjointed interagency collaboration. The study additionally revealed significant deficiencies in real-time monitoring and enforcement capabilities, as well as gender discrepancies that marginalised women's involvement in governance frameworks. The study concludes that without immediate reforms to decentralise climate data generation, incorporate localised risk assessments, enhance preventive maintenance systems, and institutionalise participatory, technology-driven governance mechanisms, the water and sanitation systems in Eastern Cape will continue to be structurally fragile and susceptible to climate impacts. These insights provide novel empirical evidence to the discourse on sub-national climate adaptation in Africa, highlighting the necessity for multi-tiered, data-driven, and gender-sensitive reforms rooted in the realities of communities impacted by climate change.