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This study investigates the perceptions of Management Sciences students in Bloemfontein, South Africa, regarding the role of technology in facilitating entrepreneurship and its impact on business success. In the context of a rapidly evolving technological landscape, the research aims to evaluate students' knowledge, attitudes, and comprehension of how technology influences entrepreneurial endeavours. Utilising a quantitative approach, this study identifies gaps in students' understanding, assesses their readiness to embrace technological advancements, and evaluates their awareness of the strategic importance of technology in the entrepreneurial journey. Findings reveal significant insights into students' perceptions and highlight areas for improvement in educational curricula designed to enhance technological literacy among aspiring entrepreneurs. This study contributes to the development of interventions that equip students with the necessary skills and knowledge to navigate the increasingly digital entrepreneurial landscape, thereby promoting a generation of technologically proficient and entrepreneurial-minded individuals.

This empirical paper examines the challenges third-year students face in learning Economic and Management Sciences (EMS) at a University of Technology. The primary issue is that students frequently struggle to grasp the subject effectively, resulting in unsatisfactory outcomes. The paper is rooted in Constructivist Learning Theory, pioneered by Vygotsky and Piaget, which posits that students develop their understanding through active engagement and social interaction. Participatory Action Research was employed as the primary method for data collection, and a thematic approach was used for data analysis. A WhatsApp group was created to facilitate group discussions for data collection and analysis. Participants included nine (n=9) third-year students specialising in EMS as one of their elective subjects. The study found that inadequate mentorship and support significantly affect the effectiveness of learning EMS. The complexity of EMS, a lack of accounting background, and the workload were identified as key challenges hindering effective learning. Based on these findings, the study recommends that students, particularly those without a strong foundation in accounting from high school, receive adequate support. Additionally, it advocates that each course should be treated independently rather than combining multiple subjects under EMS. Based on these findings, the study aims to contribute to the enhancement of EMS teaching and to propose strategies for addressing the frustrations experienced by third-year students within the module.

Despite extensive research on the impact of educational technology in enhancing the quality of teaching, learning, and learner academic achievement, there remains a notable lack of research focusing on teachers’ perspectives regarding the role of technology in addressing educational inequities. Using South Africa as a case study, this qualitative investigation sought to explore South African teachers’ views on the perceived role of educational technology in promoting educational equity. Semi-structured interviews were conducted with four purposefully selected teachers from public schools in South Africa. The thematic findings indicated that the participants believed educational technology holds the potential to significantly contribute to the redress of educational inequities by expanding access to information and resources, improving the quality and efficiency of education, and catering to diverse learner preferences. However, participants also expressed concern that technology could potentially worsen existing disparities rooted in socioeconomic status. They emphasized the importance of equitable access to technological infrastructure. This study provides insights into the complex relationship between educational technology and equity within the South African context and underscores the importance of incorporating teachers’ perspectives in the implementation of technology-driven initiatives intended to eliminate educational inequalities.

The maturing democracy in South Africa is navigating challenges within the context of participatory democracy, which has evolved into two distinct states. The arrangement of these two states reflects the citizens' efforts to mobilise for the public state, as opposed to their belief in the private state. The public state is exemplified by active participation aimed at advancing the interests of the impoverished, which should serve as a foundational element to inform the government of its citizens' desires. The second state is the private state (intra-state), which functions in the digital age and communicates swiftly on various matters distinct from those of the public state. All these states appeal to the same government, yet one state appears to be thriving more than the others, complicating the philosophical framework that underlies South Africa's public administration aimed at unifying the nation. This study aims to illustrate the quality of services and the dependencies of these two states on government, highlighting how their existence is scientifically steering the government in divergent directions. Secondly, this illustrates how these two states are influenced by class contradictions within society, where one class oppresses another to promote its interests through government influence. The study concludes that intra-state arrangements are illegitimate, serving to exploit power dynamics over the public state and impacting national interests. A single public state is recommended for establishment.

A subtle inherent contest exists between supervisors and subordinates during performance appraisal sessions. Examining the moderating effect of training on employees' self-appraisal to foster curiosity. This study seeks to analyse the value proposition of self-appraisal in the context of 360-degree organisational performance. A self-appraisal was conducted among a random sample of employees from five companies in South Africa. The research employs a positivist paradigm, utilising a deductive approach characterised by quantitative methods. It incorporates a longitudinal study and a pre-post quasi-experimental survey design to gather data from a randomly sampled population of 526 participants. Utilising diverse multivariate statistical methods, such as analysis of variance (ANOVA) and correlation and regression modelling, for data analysis. This study illustrates that training improves self-efficacy, learning outcomes, and performance. Additionally, it highlights the integrity of self-appraisals in the post-training context, with 66% of participants favouring self-rated performance over supervisor assessments due to perceived bias. This paper offers insights for both practitioners and scholars, highlighting how a strong culture of human capital development (T&D) enhances self-efficacy and predicts positive organisational behaviours and optimal performance.      

This study investigates the perceptions of Management Sciences students in Bloemfontein, South Africa, regarding the role of technology in facilitating entrepreneurship and its impact on business success. In the context of a rapidly evolving technological landscape, the research aims to evaluate students' knowledge, attitudes, and comprehension of how technology influences entrepreneurial endeavours. Utilising a quantitative approach, this study identifies gaps in students' understanding, assesses their readiness to embrace technological advancements, and evaluates their awareness of the strategic importance of technology in the entrepreneurial journey. Findings reveal significant insights into students' perceptions and highlight areas for improvement in educational curricula designed to enhance technological literacy among aspiring entrepreneurs. This study contributes to the development of interventions that equip students with the necessary skills and knowledge to navigate the increasingly digital entrepreneurial landscape, thereby promoting a generation of technologically proficient and entrepreneurial-minded individuals.

This empirical paper examines the challenges third-year students face in learning Economic and Management Sciences (EMS) at a University of Technology. The primary issue is that students frequently struggle to grasp the subject effectively, resulting in unsatisfactory outcomes. The paper is rooted in Constructivist Learning Theory, pioneered by Vygotsky and Piaget, which posits that students develop their understanding through active engagement and social interaction. Participatory Action Research was employed as the primary method for data collection, and a thematic approach was used for data analysis. A WhatsApp group was created to facilitate group discussions for data collection and analysis. Participants included nine (n=9) third-year students specialising in EMS as one of their elective subjects. The study found that inadequate mentorship and support significantly affect the effectiveness of learning EMS. The complexity of EMS, a lack of accounting background, and the workload were identified as key challenges hindering effective learning. Based on these findings, the study recommends that students, particularly those without a strong foundation in accounting from high school, receive adequate support. Additionally, it advocates that each course should be treated independently rather than combining multiple subjects under EMS. Based on these findings, the study aims to contribute to the enhancement of EMS teaching and to propose strategies for addressing the frustrations experienced by third-year students within the module.

Despite extensive research on the impact of educational technology in enhancing the quality of teaching, learning, and learner academic achievement, there remains a notable lack of research focusing on teachers’ perspectives regarding the role of technology in addressing educational inequities. Using South Africa as a case study, this qualitative investigation sought to explore South African teachers’ views on the perceived role of educational technology in promoting educational equity. Semi-structured interviews were conducted with four purposefully selected teachers from public schools in South Africa. The thematic findings indicated that the participants believed educational technology holds the potential to significantly contribute to the redress of educational inequities by expanding access to information and resources, improving the quality and efficiency of education, and catering to diverse learner preferences. However, participants also expressed concern that technology could potentially worsen existing disparities rooted in socioeconomic status. They emphasized the importance of equitable access to technological infrastructure. This study provides insights into the complex relationship between educational technology and equity within the South African context and underscores the importance of incorporating teachers’ perspectives in the implementation of technology-driven initiatives intended to eliminate educational inequalities.

The maturing democracy in South Africa is navigating challenges within the context of participatory democracy, which has evolved into two distinct states. The arrangement of these two states reflects the citizens' efforts to mobilise for the public state, as opposed to their belief in the private state. The public state is exemplified by active participation aimed at advancing the interests of the impoverished, which should serve as a foundational element to inform the government of its citizens' desires. The second state is the private state (intra-state), which functions in the digital age and communicates swiftly on various matters distinct from those of the public state. All these states appeal to the same government, yet one state appears to be thriving more than the others, complicating the philosophical framework that underlies South Africa's public administration aimed at unifying the nation. This study aims to illustrate the quality of services and the dependencies of these two states on government, highlighting how their existence is scientifically steering the government in divergent directions. Secondly, this illustrates how these two states are influenced by class contradictions within society, where one class oppresses another to promote its interests through government influence. The study concludes that intra-state arrangements are illegitimate, serving to exploit power dynamics over the public state and impacting national interests. A single public state is recommended for establishment.

A subtle inherent contest exists between supervisors and subordinates during performance appraisal sessions. Examining the moderating effect of training on employees' self-appraisal to foster curiosity. This study seeks to analyse the value proposition of self-appraisal in the context of 360-degree organisational performance. A self-appraisal was conducted among a random sample of employees from five companies in South Africa. The research employs a positivist paradigm, utilising a deductive approach characterised by quantitative methods. It incorporates a longitudinal study and a pre-post quasi-experimental survey design to gather data from a randomly sampled population of 526 participants. Utilising diverse multivariate statistical methods, such as analysis of variance (ANOVA) and correlation and regression modelling, for data analysis. This study illustrates that training improves self-efficacy, learning outcomes, and performance. Additionally, it highlights the integrity of self-appraisals in the post-training context, with 66% of participants favouring self-rated performance over supervisor assessments due to perceived bias. This paper offers insights for both practitioners and scholars, highlighting how a strong culture of human capital development (T&D) enhances self-efficacy and predicts positive organisational behaviours and optimal performance.