Educational Technology (EDUTECH)

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    Conceptualising a Personal Capacity Development Framework for Senior Management Service in the Department of Defence
    (Stellenbosch : Stellenbosch University, 2022-12) Ledwaba, Ncediwe Vivian; Khoza, Lindiwe Mhakamuni; Bester, Piet Cornelius; Stellenbosch University. Faculty of Military Science. Dept. of Educational Technology (EDUTECH)
    ENGLISH ABSTRACT: rocesses aimed at military professionalism and public service professionalism through capacity development for senior management services (SMS) by means of education, training, and development (ETD) opportunities are imperative. Equally crucial is that these opportunities match the competencies required in the Department of Defence (DOD). This study aims to propose a DOD-specific development framework for personal capacity development of SMS through an analysis of the status of current governance. A qualitative research method was employed within the interpretivist paradigm with a resultant case design. Two custom designed questionnaires were used as primary sources of data. In addition, document analysis aimed to validate and triangulate the findings. The SMS in the DOD is a unit of analysis comprised of 270 SMS members, inclusive of Defence Act Personnel (DAP) and Public Service Act personnel (PSAP) designated in respective Services and Divisions. Purposive sampling was utilised to describe a phenomenon of which little is known from existing literature. All members of the SMS working in an HR environment were targeted to participate in the study. Seventeen participants responded voluntarily to the questionnaires. Furthermore, accountability documents of the DOD were sampled to determine the balance and consistency of the information. Areas in which they are detailed, and areas in which they are not, in relation to the research questions, were also investigated. Systems theory underpinned in DOD HR processes revealed the identified aspects thereof that add value to working together effectively, cooperatively. Findings revealed that capacity development is a continuous process that changes over time and which is influenced by three capacity levels for example, environmental, organisational, and individual, all of which interact mutually while impacting clearly the capacity development framework. Further studies are recommended towards understanding pedagogical enhancement related to the topic of research, and the incorporation of gender considerations into the curriculum of Professional Military Education (PME). The study is limited to DOD SMS members, even though it is understood that SMS is a universal institutional function. The proposed framework underpins the leadership, management, and governance processes that support learning and innovation commanded by strategists who embrace the African philosophy.
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    Looking closely at what they say and what it tells us: experiences in a digital learning space
    (Higher Education Learning and Teaching Association of South African (HELTASA) , 2022) Khoza, L. M.; Van der Merwe, K.
    This study explores lecturer and student experiences of using the Learning Management System (LMS) within a Faculty at a South African University. The results of the study highlight the extent to which lecturers and students engage with the LMS. This article aims to determine the following: 1) the value that lecturers and students place on using the LMS as a platform to facilitate learning and teaching, 2) the typical resources, activities and assessments that lecturers and students place value on and why, and 3) to compare lecturer and student perspectives on the best utilization of the LMS. Quantitative data were collected from the LMS and qualitative data collected from lecturers and undergraduate students through questionnaires and focus groups. A Social Constructivist framework was adopted as a lens for analysis of collected data. The results show resources are valued the most by both lecturers and students but the majority of students only access, on average, just more than half of the postings. In terms of the constructs of the Social Constructivist framework, Learning and Connectedness showed positive responses, while improvement is necessary for Making Meaning and Agency.