Please use this identifier to cite or link to this item: https://hdl.handle.net/10321/3707
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dc.contributor.advisorMoyane, Smangele Pretty-
dc.contributor.advisorNkomos, N.-
dc.contributor.authorDlamini, Sanelisiwe Preciousen_US
dc.date.accessioned2021-11-29T12:36:01Z-
dc.date.available2021-11-29T12:36:01Z-
dc.date.issued2020-12-01-
dc.identifier.urihttps://hdl.handle.net/10321/3707-
dc.descriptionSubmitted in fulfilment of the requirements of the degree of Master of Management Sciences in Administration and Information Management, Durban University of Technology, 2020.en_US
dc.description.abstractFailure of students to complete postgraduate studies is a matter of concern globally to several stakeholders among them academics, postgraduate candidates, government representatives, HEIs administrators, and postgraduate funders. The contemporary terminology for this phenomenon is throughput, regarded as the completion of studies within a minimum or maximum allocated timeframe. Throughput related issues in higher education include the length of time it takes for students to graduate, the students’ success rates, termination of studies and dropping out of the system before graduation or remaining in the system inactively, etc. In the context of South Africa, postgraduate throughput is noticeably lower in Universities of Technology (UoTs) given that research was previously not their primary focus. With reference to the above, this study, aimed to examine the factors influencing the throughput of postgraduates in a South African University of Technology. The aim of the study was achieved by establishing awareness of and adherence to the completion timelines for postgraduate studies, determining the research capacity available for the completion of postgraduate studies and determining the factors hindering the completion of postgraduate studies. To fully appreciate the concept of postgraduate studies and issues associated with postgraduate throughput, the literature on the factors influencing postgraduates’ throughput was reviewed. The theory of Student Integration (Tinto 1975) was employed to guide the present study. Tinto’s theory recommends that the extent of students’ integration into the academic life and social life within academia, and the extent of students’ commitment and diligence to their studies and the university-oriented goals are the symptoms signifying students’ persistence within academia. The study was informed by the post-positivist research paradigm allowing for the combination of both qualitative and quantitative approaches in a single study within a survey research design. The population groups targeted for data collection were postgraduate students, academic supervisors, faculties’ research coordinators, and library personnel (librarian). Self-administered semi-structured questionnaires were used to collect data from postgraduate students and academic supervisors. Data from librarians was collected by means of face-toface semi-structured interviews. The collected quantitative and qualitative data was analysed through descriptive statistics and thematic content analysis, respectively. Analysis through descriptive statistics was limited to frequency counts, percentages, tables, charts, and graphs. Qualitative data results were presented in a narrative form (textual formats). The study findings outlined the importance of awareness of completion timelines, and rules and regulations governing postgraduate studies to throughput. It was, however, clear that there was laxity in terms of adherence to rules and regulations, even though the study could not determine whether the extent of laxity extended to failure to meet completion timelines as the majority of those who responded were still within their candidature. The study also found that there is optimum visibility of the core research capacity (in terms of facilities including library and research support programs, and trained personnel) for throughput and the satisfaction thereof was by and large on the moderate to satisfactory scale. The availability of academic writing skills was reported to be low yet significant to postgraduate throughput. The study confirmed the significance of personal/students, supervisory, and institutional related factors to throughput. The most influential factors were slow feedback; challenges associated with financial resources; lack of readiness to conduct research; lack of commitment to conduct research, lack of research skills; supervisors’ workload, commitments associated with family responsibilities; lack of sound training in research methodologies and methods as well as lack of technical support. The institution has the opportunity for significant improvement regarding the factors hindering the throughput of postgraduates.en_US
dc.format.extent196 pen_US
dc.language.isoenen_US
dc.subject.lcshEducational attainment--South Africaen_US
dc.subject.lcshGraduate students--South Africaen_US
dc.subject.lcshAcademic achievement--South Africaen_US
dc.subject.lcshUniversities and colleges--South Africa--Graduate studentsen_US
dc.titleFactors influencing the throughput of postgraduates in a South African University of Technologyen_US
dc.typeThesisen_US
dc.description.levelMen_US
dc.identifier.doihttps://doi.org/10.51415/10321/3707-
local.sdgSDG04-
local.sdgSDG05-
item.languageiso639-1en-
item.fulltextWith Fulltext-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.grantfulltextopen-
item.openairetypeThesis-
item.cerifentitytypePublications-
Appears in Collections:Theses and dissertations (Accounting and Informatics)
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