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Globally, digital disruption has accelerated in the last few years. It is argued that this technological revolution would fundamentally alter our interactions with one another, our work, and our lives. The Fourth Industrial Revolution (4IR) can blur the boundaries between the physical and biological worlds. Although the extent of the effect is unclear, many anticipate massive changes in the economic and educational spheres. Given the close relationship between the economy and the drivers of entrepreneurship in universities, the survival of entrepreneurial universities remains contingent on the influence and preparedness of the 4IR. This review aimed to ascertain South African entrepreneurial universities’ readiness for the 4IR. Systematic literature analysis was adopted for this study; it draws on journal articles, books as wells as online publications relating to disruptive innovation, entrepreneurial universities, and 4IR. The paper argues that there is a need for a radical overhaul of the current curriculum, as retraining lecturers to prepare for 4IR disruptions.

This systematic literature review is aimed at determining the predominance of existing studies conducted in HRIS as it relates to HRM, HRH, workforce management and the use of Information Systems (IS) and technology within the health sector. The main findings of the study demonstrate that HRIS benefits are the most researched at 11.8% with a) impact: implementation and IS in healthcare:10.5%; b) effectiveness: motivation, competence, workforce IS and adoption: 9.2%; c) workforce retention and migration: 7.9% d) HRIS and EHRM for decisions 5.3%, e) HRIS in HRM and digital records 2.6%; f) IT in the healthcare setting standing at 1.3%.

An organisation's performance suffers when employees are not adequately skilled in certain job areas.  This article sought to investigate whether training and development affected the delivery of citizen-centric services in a government department in South Africa. The study adopted a mixed research methodology and a non-experimental research design. The data was collected via 20 open-ended interviews and 130 structured questionnaires. The study results indicated that shifting the government's focus to citizen-centricity would improve efficiency and service delivery. One of the significant findings suggests that training in service delivery requirements awareness could positively improve and motivate public officials' performance to remain relevant to the needs of citizens.

Retracted Paper This paper aims to evaluate students’ feedback on the impediments to developing critical thinking in the classroom. Interpretative phenomenological analysis techniques were used to obtain data from postgraduate and undergraduate students of an Internal Auditing department in a South African university. The students identified several barriers to developing critical thinking in the classroom some of which are (1) the lecturers who are most times not knowledgeable in the field of critical thinking, (2) the students themselves who are simply not interested, (3) finally the educational system, according to the students who all argued that critical thinking is not ingrained in the country's educational institutions. According to the students, their lack of knowledge of critical thinking including the lecturers’ seeming insufficient knowledge of critical thinking calls for urgent intervention in the form of re-curriculation and training of lecturers. The findings of this research could have important implications for the auditing profession, as lecturers are often challenged to identify innovative ways to assist students in improving their critical thinking skills.

This paper explores stakeholder engagement in the strategic management process for service delivery in government. The main objective is to determine the factors influencing insufficient stakeholder engagement of strategic management processes for service delivery by a government department. The four moments of translation concept of Actor Network Theory (ANT) was utilised as a theoretical framework to understand and explain the interplay between the initiator of the network of service delivery and other actors in the network in aligning diverse interests to achieve service delivery goals. The assumption was that the phenomenon was ontologically subjective and that it was appropriate, epistemologically, to adopt an interpretive paradigm as the leading research philosophy, using a mixed approach of qualitative and quantitative elements wherein quantitative data was used to test the reliability of the qualitative data. Using the Western Cape Education Department (WCED) as a case study, a sample of 26 participants included 11 managers of WCED and 15 Khayelitsha Education Forum (KEF) members representing the community, school governing bodies and school principals and educators of 64 schools around Khayelitsha township. The study revealed that stakeholder engagement could address non-service delivery during service delivery strategy formulation and implementation. The findings suggest that a network of aligned interests should be established for continuous engagement in implementing strategic plans and service delivery in line with the mandate of Government departments and entities. The results imply intense arrangements and relationship building between government departments and citizens are needed to improve stakeholder relationships and alignment of service delivery expectations to reduce service delivery challenges.

This article systematically reviews literature on the challenges affecting the delivery of low-income housing in Cape Town, South Africa. A systematic method, informed by PRISMA, was employed to identify, evaluate, and select relevant scholarly works, official documents, policy papers, and governmental publications. The identified sources were subjected to a thematic analysis with the objective to pinpoint recurrent issues that impact the provision of low-income housing. The review found that low-income housing delivery in Cape Town is affected by interconnected challenges, including land availability, spatial inequality, funding constraints, infrastructure limitations, administrative delays, weak institutional coordination, limited stakeholder participation and transparency concerns. The results demonstrate that low-income housing delivery should be viewed as a major governance, planning, and service-delivery issue in addition to the building of housing units. This paper suggests that integrated human settlements, better financial planning, more transparent approval processes, more intergovernmental cooperation, significant stakeholder participation, and open communication should be given top priority when it comes to Cape Town's low-income housing delivery. Through summarizing previous research and emphasizing the necessity of an integrated strategy to address Cape Town's low-income housing issues, the article adds to the conversation regarding housing delivery.

This paper examines how drawing skills can be taught to unemployed youth in under-resourced contexts to support the expression of their lived experiences during the COVID-19 pandemic. Framed within a vocational education and training (VET) skills ecosystem orientation, the study positions creative skills development as part of broader human development and livelihood sustainability initiatives in informal settings. The paper aims to explore the potential of arts-based research (ABR) as a pedagogical and methodological approach for developing 21st-century skills, with a specific focus on drawing as a tool for communication and reflection during a crisis. We employed a qualitative arts-based research design that combined creative workshops, visual artefacts, and participant reflections. Due to pandemic-related restrictions, the research design was adapted to a digital environment, with WhatsApp used as the primary platform for skills instruction, interaction, and data collection. The dataset comprised visual drawings produced by unemployed youth participants, reflective narratives, and facilitator observations generated during a series of online creative workshops. The qualitative and visual data were analysed thematically, resulting in six key themes that captured participants’ experiences of unemployment, uncertainty, resilience, identity, and the challenges of learning creative skills in a digitally mediated, resource-constrained context. The main findings demonstrate that (i) drawing skills can be effectively taught using low-cost digital platforms, even in under-resourced settings; (ii) creative processes enable unemployed youth to articulate and reflect on their lived experiences during a pandemic; and (iii) a VET-oriented skills ecosystem provides a useful framework for situating arts-based skills development within broader livelihood and social support structures. Despite a small sample size, the study contributes practical insights into conducting arts-based research during crises and offers guidance for integrating creative skills development into informal youth skills ecosystems.

This article examines the influence of mentorship on women entrepreneurs in Cape Town, South Africa. The study assesses the extent to which mentorship contributes to personal empowerment, entrepreneurial performance, and innovation, while accounting for the effects of systemic barriers and the policy environment. A qualitative research design was employed, incorporating a systematic literature review guided by the preferred reporting items for systematic reviews and Meta-Analyses (PRISMA) framework to synthesize existing evidence. The review followed an iterative screening process, identifying three peer-reviewed studies that explicitly address mentorship in relation to women entrepreneurs within the African context. The findings from the literature indicate that women entrepreneurs across Africa face persistent structural constraints, including social-cultural norms, limited access to skills development, weak support systems, financial exclusion, and inadequate policy frameworks.  To complement the literature, primary data were collected from ten young female entrepreneurs in Cape Town who participated in a mentorship programme at RLabs. The empirical finding reinforce the significance of mentorship as a critical enabler of entrepreneurial growth, particularly in enhancing self-efficacy, business capabilities, and innovative practices. The study concludes that mentorship functions as a context-dependent and multifaceted mechanism that bridges personal empowerment and entrepreneurial outcomes. However, its effectiveness is contingent on the alignment of mentorship programmes with the specific social-economic realities of women entrepreneurs. The article recommends the design and implementation of targeted, context-sensitive mentorship interventions supported by enabling policy frameworks. While women's entrepreneurship is increasingly recognised as a catalyst for economic development in Africa, persistent systemic constraints continue to impede their full potential. This study contributes to literature by advancing a nuanced understanding of mentorship as both an individual and structural lever for entrepreneurial success within emerging economies. 

Artificial intelligence (AI) is transforming digital marketing by enabling advanced analytics, automation, and personalised customer engagement. Despite growing adoption, qualitative insights into how small retail enterprises in emerging economies adopt AI remain limited. This study examines AI adoption in digital marketing among small retailers in Cape Town using an interpretivist qualitative case study design. Grounded in an integrated Technology–Organisation–Environment (TOE) and Unified Theory of Acceptance and Use of Technology (UTAUT) framework, data were collected through semi-structured interviews with 18 participants identified via snowball sampling. Thematic analysis shows that AI adoption is driven by competitive pressure, customer expectations, and perceived performance benefits, but is constrained by skills gaps, cost concerns, and data-related challenges. The study extends TOE–UTAUT theory by demonstrating how platform-based AI tools reduce technological barriers while amplifying organisational and capability-related constraints in emerging market contexts. The findings provide actionable insights for policymakers and practitioners aiming to support sustainable digital transformation in small business ecosystems.

The Constitution of the Republic of South Africa, 1996, grants all official languages parity of esteem and equal treatment. The Constitution also recognises injustices of the past and historical diminished use of indigenous (African) languages. It is against this backdrop that this democratic constitution calls-upon the national and provincial government to take practical and positive measures in encouraging the use and elevation of the status of African languages. In advocating for these languages, the Constitution declares that a minimum of two official languages be used by the government in executing government activities. Contrastingly, the heads of court resolutions in 2017 declared English a lingua franca in South African courts. In a diverse country such as South Africa with twelve official languages, this raises critical concerns in terms of the country’s diversity, inclusivity, and multilingualism policies. With a distinct focus on Eastern Cape legal courts, this study examines the constitutional linguistic rights on the use of English as a lingua franca in South African courts system. The study adopted a qualitative research approach embedded within the exploratory-explanatory research design. The data was obtained from secondary sources, which in this context are judicial precedents. To analyse the collected data, close-reading and thematic content analysis techniques were adopted. The findings of the study exhibit English as a language of power and access in law, this positions African languages at the periphery, limiting their development and incorporation in legalese. Also, the use of English as a lingua franca in the Eastern Cape courts contravenes the provisions of the Constitution of the Republic of South Africa, 1996. This study submits that legal practitioners and linguists should critically explore, language studies to bridge the knowledge gap.  Additionally, the government should create channels which allow the practical use of African languages in the court of law.