Explore publications.

This paper addresses the critical issue of eroding service delivery by the South African public and local government. One of the primary arguments presented is that a significant contributory factor is the theory-practice gap endemic to public servants. Drawing on a vivid analogy used by the Indian Supreme Court's outrage at the appointment of judicial officers without on-the-job experience, this paper contends that theoretical proficiency alone is not adequate for complex, high-stakes professional work. Through a qualitative, descriptive, and analytical literature review, the study is grounded on conceptual analysis highlighting the inadequacies of academic training devoid of real-world practice. A theoretical framework is then developed by bringing together Kolb's Experiential Learning Theory (ELT) and Competency-Based Education (CBE), demonstrating how these pedagogical frameworks can bridge the knowledge-practice divide. Contextual critique assesses the South African public sector setting based on secondary data sources including government reports, academic studies, and public policy briefs. Failures in governance, financial mismanagement, political meddling, and a systematic lack of practical competencies are revealed by the analysis to be underlying factors of the defects in service delivery in the country. The article proposes an integrated "Competency-Driven Public Service" model on such a basis that integrates experiential learning and skills development within public administration. This conceptualisation model aims to foster ethical leadership, induce a culture of continuous organisational learning, and enhance practical competency at all levels of public administration. The article concludes with practical suggestions made particularly for policymakers and leaders in public administration. These aim to reboot public service provision through education reform and organizational capacity building. Overall, the article contributes to the debate around public sector reform through the provision of theoretically informed, practically useful analysis of a significant issue of governance.

This study explores how administrative culture shapes institutional resilience and adaptive governance in South Africa’s volatile policy environment. Confronted with service delivery failures, governance instability, and public trust deficits, the public sector requires adaptive capacity to withstand systemic shocks. Using a comparative case study of selected national and provincial departments, the research integrates interviews with senior officials, policy document analysis, and survey data. Findings show that collaborative ethos, openness to innovation, and internal accountability strengthen resilience, while rigid hierarchies and siloed decision-making impede responsiveness. Departments with inclusive, learning-oriented cultures adapt more effectively to disruption. By positioning administrative culture as a pivotal enabler of adaptive governance, the study contributes to public administration theory from a Global South perspective and offers actionable guidance for reform. Practically, it underscores that cultivating resilience-oriented cultures can enhance service delivery, rebuild trust, and stabilize governance systems in South Africa’s ongoing institutional reform efforts.

Immigrant entrepreneurship has been credited for its contribution to economic development globally. The importance placed on immigrant entrepreneurship has put it at the centre of debate in South Africa. The debate emanates from whether immigrant entrepreneurs bring value to the economy of South Africa or not. However, studies have revealed that immigrant entrepreneurship, if properly regulated, plays a pivotal role in the economy. The study aimed to investigate the role of cultural and disruptive innovation on immigrant entrepreneurs' competitive advantage. The study used a qualitative research methodology, which allowed the study to have a deeper insight into the experiences of immigrant entrepreneurs regarding the aspects of cultural and disruptive innovation, which play a role in their business performance. Data was collected from 20 immigrant entrepreneurs operating in the Eastern Cape. The study findings reveal that cultural and disruptive innovation aspects that have aided immigrant entrepreneurs in having a competitive advantage have more to do with adopting unique business models and strategies, which include networking, adaptability, and market creation or differentiation. The study also highlighted policy and practitioner implications, especially for South African township entrepreneurs.

This study explores Artificial Intelligence’s potential in promoting social inclusion in South African tertiary institutions. Despite advancements in expanding access to higher education, historical disparities continue to exclude marginalised groups from accessing equal opportunities in education and human capital development. Artificial Intelligence (AI) offers a promising avenue to bridge this gap by enhancing accessibility, promoting personalised learning, and streamlining administrative processes. The study adopts a desktop literature review to explore how AI-powered tools can leverage intelligent assistive technologies, personalised learning experiences and automated administrative tasks that reduce bureaucratic barriers to enhance physically challenged students’ accessibility and address their diverse learning styles and needs. Despite the potential benefits of AI tools, challenges such as the digital divide, infrastructure constraints, AI bias, cultural sensitivity, and institutional capacity persist to hinder massive adoption. The study recommends infrastructure development, digital literacy programs, culturally sensitive AI design, and capacity-building initiatives for educators to fully harness AI's potential for social inclusion in higher education institutions. The study contributes new knowledge to the ongoing discourse on AI-driven social inclusion in higher education. It emphasises opportunities and challenges prevalent in South Africa. Hence, the study demonstrates how leveraging AI can foster a more inclusive and equitable learning environment

In emerging economies, women entrepreneurs play a critical role in job creation and social and economic progress, particularly in townships. However, the specific context of women's township entrepreneurship has mainly been overlooked in South African research, which remains fragmented and lacks cohesive insights. This study explores the role of microfinance in fostering women's township entrepreneurship within a South African context. Research has repeatedly demonstrated that microfinance institutions hold a vital position in the economic advancement of women, resulting in elevated female participation in business activities and ultimately fostering their overall empowerment. The investigation focused on women entrepreneurs within the marginalised township of Mdantsane, located in the Eastern Cape Province of South Africa.  Using a qualitative approach, the study involved in-depth interviews with 15 women entrepreneurs selected through purposive sampling. The data was analysed using thematic analysis, revealing five key themes: empowerment through financial independence, building entrepreneurial skills and networks, increased business volume and turnover, overcoming socioeconomic barriers, and reduction in gender inequalities. The findings suggest that an intervention mapping approach is crucial for policymakers to design tailored microfinance programs for women entrepreneurs in township economies. This approach involves a systematic process that begins with a thorough assessment of the specific financial needs and challenges faced by women in these communities, followed by the development of targeted interventions that address those needs.

This review paper examines how digitisation has affected South Africa's skill development while comparing it to worldwide patterns. This examines the impact of digital transformation on training and development practices, particularly through the utilisation of online learning platforms, virtual reality, and augmented reality to enhance learning experiences and engagement, thereby facilitating improved skills acquisition while addressing cultural issues and the digital divide within a South African context. The analysis consolidates findings from literature and studies undertaken between 2020 and 2024, emphasising the improved accessibility to training materials enabled by digital platforms, particularly for underprivileged communities. Nonetheless, a major difference in the use of these technologies between urban and rural areas is evident, highlighting considerable obstacles associated with infrastructure and digital literacy. The review underscores the significance of culturally pertinent frameworks in the execution of digital skills training. Evidence indicates that these frameworks augment involvement and boost outcomes among varied people, addressing particular socioeconomic settings in South Africa. This research emphasises the need for inclusive and contextually relevant strategies to effectively incorporate digital technology into skills development projects by comparing case studies from both emerging and developed economies. The findings underscore that although digitisation has substantial potential for improving skills development, it is essential to tackle institutional constraints and guarantee equitable access to attain favourable outcomes across all communities

This article explores the nature of supervisor-supervisee relations at a rurally located institution of Higher Learning. Although the university is an organization of writing retreats, literature provides little insight into the crucial role these academic activities play in enhancing supervisor-supervisee skills and language competence among authors. The process of supervisor-supervisee takes place with the assumption that it yields the intended output of increasing postgraduate research output. Despite the call by the Department of Higher Education and Training (DHET) for increased postgraduate throughput, some Historically Disadvantaged Institutions (HDI) have not shown the required throughput rate. The main aim of this study was to explore the nature of the supervisor-supervisee relationship in a rurally located university. Twelve participants, six (6) research supervisors, and six (6) postgraduate students were purposively sampled as relevant for this study. For data gathering purposes, the authors interviewed the participants through the administration of the semi-structured interviews.  Contained in the interview schedule were open-ended questions, which allowed for robust discussions between the interviewers and the interviewees. Atlas Ti software was used to analyse data according to themes and categories. The main findings of the study demonstrate that postgraduate students are confronted with a range of difficulties, including (i) communication impediments and (ii) resource limitations, which are exacerbated by the heavy workload of supervisors. The study recommends the need to strengthen postgraduate research supervision capacity to enhance research quality. The study advocates for enhanced postgraduate research mentoring and personalized research support that might assist in nurturing a well-informed generation of scholars who can positively contribute to the academic fraternity.

Entrepreneurship is often examined from psychological, social, and economic perspectives. However, this fragmented approach limits our understanding of how these dimensions interact, especially in a world shaped by rapid technological changes and evolving market dynamics. To address this, the Yolk Entrepreneurship Framework was introduced as an integrative model that unifies diverse perspectives. This study employed a conceptual research design and systematically reviewed two decades of literature from leading journals. Through thematic analysis, it explores six key variables: entrepreneurial mindset, sociocultural influences, economic factors, intrapreneurship, sustainable entrepreneurship, and technological advancements. The findings reveal that entrepreneurship is shaped by the dynamic interplay between individual traits and broader contextual factors. Notably, social capital enhances innovation driven by a mindset, highlighting the synergy between internal attributes and external networks. The Yolk Framework visualises these interconnections and promotes a comprehensive view of entrepreneurship. This underscores the need to integrate psychological, sociological, and economic insights to fully grasp the entrepreneurial process. This framework offers a comprehensive lens for scholars, practitioners, and policymakers to understand entrepreneurship as a dynamic, interconnected phenomenon that supports informed research, inclusive policy design, and context-sensitive practice.

Governments are diligently striving to attain sustainable development objectives.  The Constitution of the Republic of South Africa 1996, in Chapter Two, section 27, states that “everyone has the right to health services, water, adequate food, and social security.”  These constitutional obligations have established the archetypal local government, described as a governmental entity that upholds the principles of democracy, accountability, transparency, and inclusivity while effectively and efficiently addressing the needs and interests of its community.  Nevertheless, the government encounters numerous obstacles in realising an optimal local governance structure.  The Fourth Industrial Revolution (4IR) is prompting the government to reevaluate its operations.  This study aimed to examine how optimal local governance may be attained through the fourth industrial revolution, emphasising the role of citizens.  The research employed technological determinism theory as its theoretical foundation.   The study's findings indicate that the Fourth Industrial Revolution enhanced citizen transparency, involvement, and participation in municipal government institutions.  The Fourth Industrial Revolution facilitates the implementation of e-government systems to tackle existing developmental challenges.  The primary challenge confronting South Africa is the lack of sufficient sustainable resources, encompassing digital illiteracy and inadequate infrastructure support.  The report advocates for the critical necessity of investing in skill development and a telecommunications infrastructure that promotes openness and transparency within the socio-institutional aspect of the Fourth Industrial Revolution.  The study provides a structured framework that enhances efficiency, transparency, and service delivery by addressing the challenges of digital transition.  It retains contextual relevance to South African towns while drawing from worldwide best practices and delineates essential implementation processes, funding sources, and capacity-building activities for government workers.  The findings contribute to the discourse on the modernisation of the public sector and digital governance.

The overarching aim of this study is to shed light on the effects of the competitive dynamics between local and international enterprises in townships and rural regions of the Chris Hani District Municipality (CHDM), Eastern Cape province, South Africa. To achieve this aim, our study compares the effects of these selected strategies between local and foreign businesses owned by local and foreign traders in townships and rural areas in the CHDM. We employed a quantitative research approach using questionnaires to gather data. In the complete model, the indirect effect of product diversification (PD) on competition dynamics (CD) through pricing strategy (PS) is minimal and non-significant. Similarly, for foreign businesses and local businesses, the mediation effect remains negligible. These findings suggest that while PD influences CD directly in some contexts, PS does not play a significant intermediary role. Overall, the results highlight the direct impact of PD on CD, particularly for foreign businesses. The mediating role of PS is negligible, and the importance of diversification for competition differs significantly between foreign and local businesses. These findings suggest the need for tailored diversification strategies based on the business context to enhance competitive positioning

In a learning environment where the system is insensitive to the learners' different needs, this is likely to sideline specific learners' populations, preventing their full participation in the teaching and learning processes. This study aimed to explore how translanguaging can enhance an equitable language learning environment in additional English language classrooms. This systematic review addressed two research questions: How can translanguaging enhance an equitable language learning environment in additional English language classrooms? What are the hindrances to translingual practices in English first additional language learning? This data was retrieved from major databases, including Google Scholar, Semantic Scholar, and Web of Science. After identifying all the articles for the research review, we coded them according to the research questions and theoretical focus. The findings revealed that because of its global appeal in multilingual education, translanguaging has received a plethora of definitions; thus, presently, it has no absolute definition. Also, the paper reveals that translanguaging helps break the language barrier by enhancing the integration of the learners' home languages with the language of teaching and learning, which is English, in this context. Through translanguaging, teachers will employ learner-centred teaching and learning, and not a top-down approach, which is in line with the communicative approach to language teaching. Moreover, through translanguaging, language teachers can use the collaborative approach to language learning; it promotes teamwork, enhances communication skills, and allows for the exchange of diverse perspectives among students. Lastly, the paper shares that the current testing measures are devoid of multilingual approaches in language testing, though there is a call to include learners' multilingual repertoires in their constructs to reflect multilingual lifeworld.