Announcing Our Latest Doctorate Recipients
Dr Regan Berry
Thesis:
A framework to facilitate the holistic transformation of South African township primary schools: Cultivating hope amid despair.
Abstract: This research originates from the researcher’s decade-long collaboration with the principal and community of a primary school in Alexandra Township, Johannesburg. The thesis contributes to the understanding of the complexity of the context of South African township schools and the critical need to transform these schools.
The study utilises constructivist grounded theory and draws on the in-depth study of one township primary school the research culminates in the construction of a framework to facilitate a process of holistic transformation of township primary schools. The study highlights nine key areas to be addressed to ensure a focus on holistic learning and teaching. The theoretical contribution of the study includes a theory of change for township schools, specifying what should be changed, how it should be changed, and why these changes should work.
The study provides systems psychodynamically informed insight into the unconscious dynamics present in township schools and basic education in South Africa, addressing a gap in education research. The study spotlights the need to create safety and containment which enable thinking, learning, and innovation and offers a practical contribution to ways of creating containment. The study was already presented at two international and two national conferences reflecting on The impact of the COVID-19 pandemic on the community of Alexandra; an autoethnographic account of collecting data in a multiracial group; the unconscious dynamics present in the school during the transformation process, magnified by the trauma of the COVID-19 pandemic; and a constructed framework to guide holistic transformation of township primary schools. Supervisor: Dr R Viljoen
Dr. Sara Bint Moneer
Thesis: Islam, arts, and renewal of thought, integral approach to art advocacy, visual literacy, and engagement in the Muslim communities of Cape Town, South Africa.
Abstract: This study delved into the multifaceted world of art within the Muslim context, centered in Cape Town, South Africa. The study stemmed from the researcher’s role as a curator and a pivotal question: how can art advocacy, visual literacy, and engagement within Cape Town’s Muslim communities be enhanced to amplify their involvement in the local art scene? This inquiry arose from a revelation in 2015, uncovering the absence of Muslim voices in the city’s artistic narrative due to socio-economic hurdles, political complexities, religious intolerance, and a limited grasp of Islam in the South African art sphere. The study aimed to bolster art advocacy, visual literacy, and engagement among Cape Town’s Muslim populace, fostering dynamic discourse within the local art milieu.
The research focused on three critical facets: art advocacy to support artists, especially within the Muslim community; visual literacy to unravel unique perspectives on art within Muslim culture; and engagement to scrutinise community participation and contribution to the local art scene. Guided by the Process of Holistic Development (PHD) within the integral research framework, the doctoral process, within a vibrant ecosystem of co-learners and innovators, strived for tangible transformation through the MASHŪRAH process and the establishment of the MASHŪRAH Arts initiative.
This approach, aligned with Mode 2 social research, aimed at fostering social innovation and addressing societal imbalances. Drawing from diverse research methodologies, including hermeneutics, phenomenology, critical theory, and feminist theories, the research-to-innovation culminated in the establishment of MASHŪRAH Arts – an organisation dedicated to uplifting advocacy, visual literacy, and engagement within Muslim art communities. The inaugural exhibition ‘MASHŪRAH’, hosted at Greatmore Studios in Cape Town, generated a significant social return on investment (SROI) for the community. It fostered a sense of belonging, heightened awareness, facilitated storytelling, encouraged consultation, spurred innovation, facilitated knowledge exchange, and promoted inclusivity within Muslim art communities, making a distinctive and invaluable contribution to Cape Town’s cultural landscape.
Supervisor: Prof A Schieffer and Prof R Lessem
Dr. Pule Ishmael Moeketsi
Thesis: Analysis of the South African defence industry: A normative model.
Abstract: The study is located within the domain of state-owned-enterprise (SOE) performance and the associated potential contribution to the economy of a typical developmental state such as South Africa. It analyses the rise and fall of Denel SOC while demonstrating its enormous potential to bring about socio-economic development and national security in the country. The complexity of analysing various security sector reform initiatives was further compounded by challenges linked to fiscal constraints, skills shortages, corruption, and subdued domestic demand for defence hardware and services. Despite all of these factors, the researcher managed to identify core concepts, and major developments in the defence industry, both locally and internationally, and ultimately provide an integrated and coherent picture through a systems approach.
The study has contributed towards the body of knowledge through the development of a normative model which could assist various state-owned enterprises to perform optimally. It proposes mechanisms for reviving Denel SOC, beyond just recapitalisation by government. The normative model further demonstrates how government can identify and synergise hard power and soft power capabilities through companies such as Denel SOC. There is no doubt that the study has lived up to the expectation of contributing towards addressing national challenges, especially in the defence industry space.
Supervisor: Dr MB Khanyile
Dr. Manyaradzi Makota
Thesis: Developing a Strategic Skills Planning and Implementation Framework: A Chemical Industries Education and Training Authority (CHIETA) Case Study.
Abstract: The study chose a topical issue on strategic skills development in South Africa and the role that the CHIETA and its strategic stakeholders can play in both skilling learners and upskilling employees thereby increasing return on investment for employers, employees, and learners involved. Skills are the drivers of economic growth and South Africa cannot transition into a developed economy without a skilled workforce.
Currently, there is no clear functioning skills integration matrix between the private sector, the government, and the CHIETA. Having determined the context of strategic skills within the chemical industry in South Africa, the need to develop an effective strategic skill planning and implementation framework became evident. The study therefore set out to examine how the CHIETA can develop a strategic skills planning and implementation framework. The researcher utilised a mixed methods case study and qualitative as well as quantitative methods of inquiry.
The researcher was interested in exploring how the CHIETA develops its strategic skills planning as well as ascertaining the level of collaboration and innovation between the CHIETA and its strategic skills stakeholders. In addition, the study set out to identify strategic skills implementation challenges within the sector with a view to suggesting corrective action. The significance of the thesis has already come to light as the researched organisation has started applying some of the recommendations from this study. Some of the major findings were that, though the CHIETA practiced strategic skills planning, the process was not well structured. Furthermore, collaborations, though existing, were found to be weak. In addition, strategic skills implementation gaps were identified.
Supervisor: Dr L Chipunza
Dr. Jayanathan Soobramoney
Thesis: An integrated framework to address the Work Integrated Learning challenges faced by engineering diploma students at selected South African Universities of Technology.
Abstract: The study entailed a critical analysis of the challenges encountered in securing placement opportunities for learners to complete the Work Integrated Learning (WIL) module for engineeringrelated qualifications at selected South African Universities of Technology. The researcher adopted a pragmatic research paradigm and a mixed methods approach that incorporated quantitative and qualitative data collection techniques. The data was collected via survey questionnaires as well as through focus group interviews.
The quantitative data collected from a purposeful and convenient sample of learners, academic staff, and industrial mentors using closed-ended questions was statistically analysed and presented. Data from focus group interviews with a carefully selected sample of competent and experienced participants was coded, organised into themes, and qualitatively assessed. The key findings concerning the challenges included poor mentoring, lengthy placement delays, poor understanding of industrial documentation and drawings, poor teamwork skills, and a lack of thorough understanding of WIL processes and systems.
Based on the research findings, a comprehensive WIL framework was developed to minimise barriers and improve performance among all the relevant stakeholders. Measuring the talents and competencies of Industry Mentors, whose credentials, experience, skills, training, and personality were not adequately addressed by the research, emerged as an important priority area for future research.
Supervisor: Prof K Govender
