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Access status: Open Access ,
Well-being needs of Master of Business Administration (MBA) students at the University of Free State
(University of the Free State, 2024) Sinra, Ronald Wesley; Massyn, Liezel
Well-being among postgraduate students is increasingly recognised as crucial for academic success and personal development. Yet, many experienced high levels of stress, anxiety, and isolation, impacting their overall academic experience. This qualitative research study explores the well-being of Master of Business Administration (MBA) students at the University of Free State, aiming to identify the well-being needs and support required, in addition to the services provided by the institution. The study adopted a qualitative research approach and interpretive phenomenological design. A population of 131 MBA students who were enrolled were approached to participate voluntarily. From the initial voluntary sample group of 25 MBA students, 14 semi-structured interviews were conducted, and reflexive thematic analysis was appointed to answer the main research question. The thematic analysis led to the identification of five themes and a variety of subthemes coupled with them: 𝗦𝘂𝗽𝗽𝗼𝗿𝘁, 𝗘𝘅𝗽𝗲𝗿𝗶𝗲𝗻𝗰𝗲 𝗼𝗳 𝗪𝗲𝗹𝗹-𝗕𝗲𝗶𝗻𝗴, 𝗡𝗲𝗲𝗱𝘀, 𝗗𝗲𝗺𝗮𝗻𝗱𝘀 𝗮𝗻𝗱 𝗥𝗲𝘀𝗼𝘂𝗿𝗰𝗲𝘀. 𝗦𝘂𝗽𝗽𝗼𝗿𝘁: Students highlighted the significance of both emotional and institutional support systems. Positive relationships with faculty and fellow students cultivated a sense of belonging and enhanced their resilience. 𝗘𝘅𝗽𝗲𝗿𝗶𝗲𝗻𝗰𝗲 𝗼𝗳 𝗪𝗲𝗹𝗹-𝗕𝗲𝗶𝗻𝗴 is where participants reported a complex interplay of emotional, social, and academic well-being, emphasising the importance of a balanced lifestyle to maintain mental health during their studies. 𝗡𝗲𝗲𝗱𝘀 indicated in the findings revealed specific needs related to academic guidance, mental well-being resources, and work-life balance, emphasising the necessity for tailored support services. 𝗗𝗲𝗺𝗮𝗻𝗱𝘀 that refer to the demands of the MBA program, including intensive coursework and time pressures, were identified as significant stressors, contributing to feelings of being overwhelmed and burnout. 𝗥𝗲𝘀𝗼𝘂𝗿𝗰𝗲𝘀 relate to the students’ expression of the need for better access to resources, including communication, collaboration and peer learning, information technology, counselling services, and stress management workshops, to help them navigate their academic challenges effectively. The findings emphasise the critical role of institutions in supporting student well-being, suggesting that a structured approach that addresses these themes can significantly enhance the overall academic experience of MBA students. This result contributes to the growing body of literature on student well-being in higher education. It offers practical to implement effective support systems for MBA students. Various recommendations to support the well-being needs of MBA students better were identified in this study. These speak to the 𝘪𝘯𝘤𝘭𝘶𝘴𝘪𝘰𝘯 𝘰𝘧 𝘸𝘦𝘭𝘭-𝘣𝘦𝘪𝘯𝘨 𝘵𝘰𝘱𝘪𝘤𝘴 𝘪𝘯 𝘵𝘩𝘦 𝘔𝘉𝘈 𝘤𝘶𝘳𝘳𝘪𝘤𝘶𝘭𝘶𝘮, 𝘵𝘩𝘦 𝘤𝘰𝘯𝘥𝘶𝘤𝘵 𝘰𝘧 𝘳𝘦𝘨𝘶𝘭𝘢𝘳 𝘸𝘦𝘭𝘭-𝘣𝘦𝘪𝘯𝘨 𝘸𝘰𝘳𝘬𝘴𝘩𝘰𝘱𝘴, 𝘪𝘯𝘷𝘰𝘭𝘷𝘦𝘮𝘦𝘯𝘵 𝘰𝘧 𝘱𝘦𝘦𝘳 𝘴𝘶𝘱𝘱𝘰𝘳𝘵 𝘱𝘳𝘰𝘨𝘳𝘢𝘮𝘮𝘦𝘴, 𝘱𝘦𝘳𝘴𝘰𝘯𝘢𝘭𝘪𝘴𝘦𝘥 𝘢𝘤𝘤𝘦𝘴𝘴 𝘵𝘰 𝘤𝘰𝘶𝘯𝘴𝘦𝘭𝘭𝘪𝘯𝘨 𝘴𝘦𝘳𝘷𝘪𝘤𝘦𝘴, 𝘪𝘯𝘤𝘰𝘳𝘱𝘰𝘳𝘢𝘵𝘪𝘰𝘯 𝘰𝘧 𝘧𝘢𝘤𝘶𝘭𝘵𝘺 𝘮𝘦𝘮𝘣𝘦𝘳𝘴 𝘪𝘯 𝘤𝘰𝘰𝘳𝘥𝘪𝘯𝘢𝘵𝘪𝘰𝘯 𝘰𝘧 𝘴𝘦𝘳𝘷𝘪𝘤𝘦𝘴 𝘢𝘯𝘥 𝘭𝘢𝘴𝘵𝘭𝘺, 𝘱𝘳𝘰𝘮𝘰𝘵𝘪𝘰𝘯 𝘰𝘧 𝘸𝘰𝘳𝘬-𝘭𝘪𝘧𝘦 𝘣𝘢𝘭𝘢𝘯𝘤𝘦 approaches. Ultimately, gradual implementation of the recommended initiatives will eventually enhance the overall well-being of MBA students.
Access status: Open Access ,
Strengthening local government capability for inclusive economic governance: an analysis of local economic development and rural entrepreneurship in South Africa
(Springer, 2026) Modirapula, Tshalofelo David; Dlamini, Nokulunga Linet; Gabela, Bongeka
This article examines how local government capability shapes inclusive economic governance, local economic development (LED) and rural entrepreneurship in South Africa’s periphery. Despite comprehensive LED frameworks, strategies often prioritise attracting formal, private-sector businesses while neglecting the development of rural entrepreneurs. This oversight undermines rural entrepreneurship’s potential to drive job creation, poverty reduction, and inclusive growth. By systematically reviewing peer-reviewed and grey literature, the study identifies institutional constraints affecting LED and rural development. Anchored in Institutional Capacity Theory and Economic Location Theory, the findings reveal significant capability deficits in rural municipalities, limiting their ability to support grassroots entrepreneurship. The paper advocates for recalibrated LED approaches that prioritise institutional strengthening, context sensitivity, and targeted support for rural entrepreneurial ecosystems. Strengthening municipal planning and investing in local capabilities are essential for enabling rural communities to thrive in a globalised economy.
Access status: Open Access ,
Analysing the legality of the right to development in South Africa
(University of the Free State, 2024) Moseli, Khothalang; Ngang, Carol Chi
This doctoral dissertation undertakes a critical examination of the legal status of the right to development in the South African context. It engages with the core research question: What is the legality of the right to development in South Africa? The study situates this inquiry within a broader historical and theoretical milieu, tracing the evolution of the right to development through international human rights instruments and analysing its incorporation and recognition within domestic legal frameworks. Through a comprehensive analysis of constitutional provisions, statutory laws, and relevant case law, this thesis critically evaluates the formulation and practical enforcement of the right to development in South African. The thesis also considers the socio-economic realities facing marginalised communities and the implications of these realities for the realisation of the right to development. Employing a multidisciplinary approach, the thesis highlights the nexus between legal, political, and social factors that shape the practical application of the right to development. Ultimately, the findings reveal the complexities surrounding the legal recognition and enforceability of the right to development in South Africa, emphasising the need for enhanced legal recognition and implementation strategies to ensure equitable access to development opportunities for all citizens, especially the poor, vulnerable and marginalised. This thesis enriches the broader discourse on human rights and development, offering nuanced insights for policymakers, legal practitioners, and scholars through an interdisciplinary lens.
Access status: Open Access ,
Culture as a barrier to the realisation of sexual minority rights in Zimbabwe
(University of the Free State, 2025) Muganyi, Tanaka; Kamga, Gerard; Westman, Claire
Homophobia is a well-known problem in Zimbabwe, as homosexuality is believed not to be part of African culture. As a result, 10% of the estimated homosexual individuals in Zimbabwe, most of them face abuse, discrimination and exclusion in all spheres of life. The Zimbabwean legal system of human rights is completely silent on sexual minority rights despite the Constitutional non-discrimination clause and international human rights and instruments that call for the protection of such rights. This study aims to explore the cultural barrier to the realization of sexual minority rights in Zimbabwe, with hopes to promote and pave the way for the progressive realisation of such rights. This research is a desktop study and makes use of a combined research method. Firstly, a critical perspective research method will be utilised to analyse how cultural and traditional values of Zimbabwe are a barrier to the full realisation of sexual minority rights. Secondly, a deconstructive perspective research method will be used to examine how the existing laws regarding homosexuality are wrongly constructed, which calls for change. Lastly, an analysis on avenues that can be taken in an effort to protect and realize sexual minority rights in Zimbabwe will be carried out.
Access status: Open Access ,
Geography teachers’ reflection on the Curriculum implementation in rural schools of South Africa
(Society for Research and Knowledge Management, 2025-07-30) Molapo, Karabo
The need for geography teachers to understand and reflect on the practices requires interrogation of their ability to provide better implementation of the curriculum in the classroom. The implementers have enforced the implementation, but reflection by geography teachers is not well addressed for better implementation. This study examines geography teachers’ reflections on curriculum implementation in rural schools. Qualitative and case study designs reflect on the curriculum implementation in rural schools. The interpretivism paradigm was employed to check teaching practices since 2012 up to date in rural schools to understand the daily practices on the implementation of the geography curriculum. A convenient sample consisted of ten geography teachers. Individual semi-structured interviews and document reviews were used as data collection methods. The realist social theory on curriculum was used as a lens for the present paper. Geography teachers do not reflect on their daily classroom teaching practices, such as lesson plans and content knowledge. The study concluded that collaborative teaching practices, mastery of geography content, and pedagogical analysis are significant in curriculum implementation in South African rural schools. Proper assessment by the School Management Team should be in place among schools to constantly review the lesson plan used by geography teachers in line with the policy framework on the curriculum implementation in South African rural schools.
Access status: Open Access ,
The search for high energy gamma-ray emission from two white dwarf pulsar candidates Euve J0317-85.5 and J1912-4410 using fermi-LAT data
(University of the Free State, 2025) Minnie, Lurgasho Hristo; Meintjes, Petrus J.; Maritz, Jacques
The discovery of the first fast spinning, highly magnetic neutron star or "pulsar" (Hewish, Bell, Pilkington, Scott, and Collins (1968)) opened the doors to the possibility that fast spinning, highly magnetic white dwarfs could mimic the same behavior seen in these pulsars. Indeed, the first discovery of a binary "white dwarf pulsar" AR Scorpii by Marsh et al. (2016) confirmed that possibility. EUVE J0317-85.5 (J0317) is an isolated magnetic white dwarf which showed optical (Barstow et al. (1995)) and far-ultraviolet (FUV, Ferrario, Vennes, Wickramasinghe, Bailey, and Christian (1997)) pulsations at a spin period of 725 seconds (12 minutes) and its first harmonic ~362.9 seconds. This was also confirmed with new optical data from the BOOTES-6 and 7 robotic telescopes. Using archival X-ray data from ROSAT, possible soft X-ray pulsations were also found at the first harmonic. Observations from 𝘍𝘦𝘳𝘮𝘪-LAT revealed low-level γ-ray pulsations in the 0.5-10 GeV energy range at both the spin period 𝘗=724.65±0.54s at ~4.01σ (~3.72σ using the H-test Test Statistic) and its first harmonic 𝘗=362.65±0.29s at ~3.77σ (~3.61σ using H-test Test Statistic). The γ-ray light curve phase-folded on the rotation period was phase-aligned with the new BOOTES-6 and BOOTES-7 optical folded light curves using the same spin ephemeris suggesting a similar origin of the optical and γ-ray photons in J0317. 𝘍𝘦𝘳𝘮𝘪-LAT observations of the con firmed white dwarf pulsar J191213.72-441045.1 (J1912) revealed γ-ray pulsations in the 0.5-10 GeV energy range at a period 𝘗=319.99±0.35s at ~5.74σ (~4.73σ with H-test Test Statistic) or which the phase-folded γ-ray light curve is also in phase with the optical folded light curves using the same spin ephemeris provided by Pelisoli, Marsh, et al. (2023). In both of these systems, the γ-rays could be produced by the curvature radiation mechanism in which electrons slide along the magnetic field line emitting γ-rays modulated at the white dwarf rotation period.
Access status: Open Access ,
The moderating effect of gender: perceived parenting styles and anxiety symptoms among adolescents
(University of the Free State, 2023) Mchunu, Siphesihle Phakamani Praisegod; Tadi, F.
Persistent anxiety symptoms during adolescence can lead to debilitation with a possible long-term negative impact in adulthood. Hence, reducing the burden of anxiety symptoms is a crucial public health priority. This quantitative study examined the moderating outcome of gender on the association between perceived parenting and anxiety symptoms among adolescents aged 13 to 17. A non-probability convenience sampling method was employed to select a sample of 153 participants between the ages of 13 and 17, comprising adolescent learners (boys and girls) in Grades 8–11 attending English medium schools. The study applied a quantitative, non-experimental and correlational research design. The results of the current study propose that gender may moderate the impact of parenting styles, in particular the authoritative style, with female adolescents displaying lower levels of anxiety symptoms when they perceive their parents’ parenting style as authoritative. By contrast, there would appear to be a slight increase in anxiety symptoms in male adolescents when they perceive their parents as authoritative. This research contributes to an understanding of the nuanced interplay between gender, perceived parenting styles and anxiety symptoms during adolescence, offering insights that may inform targeted interventions for this vulnerable population.
Access status: Open Access ,
Towards a reparational, relational, and respectful engagement with the temporal environment: an algae research, design and manufacturing institute at Hartbeespoort Dam
(University of the Free State, 2022) Meyer, Ane; Smit, Jan; Olivier, Jako
Algal blooms, or the growth of algae in bodies of water, are a cause of concern around the world, with essential water supplies experiencing more frequent and dangerous blooms over the last decade. During a visit to Hartbeespoort Dam, I was struck by the natural gorge within the ancient Magaliesberg mountain range, the sun shaded by trees and burning red on the “kloof” walls’ quartzites, shales, chert, and dolomite. For more than 30 years, the Hartbeespoort Dam has been subjected to intense algal blooms. This design dissertation investigates the feasibility of establishing an Algae-related Research, Design and Product Manufacturing Institute at the dam, with a sincere concern for the environment, the permanence it emulates, and the fleeting moments it contains and entertains. The institute is a hypothetical collaboration between the University of Johannesburg, the Department of Water Affairs and the Wits Innovation Centre. The Dam is a result of the division between human and the natural world. The design research seeks to physically and metaphorically expose the pre-existing natural wound, engage with nature to heal the injury under a protective scab and to naturally decay in place, leaving only a scar - a place of remembrance of the wound that was there.
Access status: Open Access ,
Evaluating construction 4.0 attributes in South African Higher Education Curriculum: an activity theory perspective
(University of the Free State, 2025) Du Plessis, Hendri Blignaut; Holtzhausen, S. M.
The Fourth Industrial Revolution (4IR) has brought about profound changes in the field of Construction and the Built Environment (CBE), requiring attributes that are aligned with Construction 4.0 (C4.0) technologies. This doctoral study investigates the evolution and integration of C4.0 attributes at South African Higher Education Institutions (HEIs) with a focus on Quantity Surveying (QS) and Construction Management (CM) curricula. The research applies Cultural Historical Activity Theory (CHAT) to explore how students, lecturers and Industry professionals perceive, understand and react to C4.0 developments. The study employs an explanatory, sequential, mixed-methods design, combining quantitative and qualitative data from semi-structured surveys, with qualitative data from focus-group discussions and interviews. The Quantitative analysis utilised a combination of descriptive statistics, Cronbach’s alpha for internal reliability, and inferential methods such as one-way ANOVA and Pearson correlation to explore relationships between variables. Qualitative data were thematically coded and analysed through content analysis to identify patterns, perspectives, and emergent themes across stakeholder groups. Quantitative analyses assess the awareness and preparedness of students and lecturers regarding C4.0 attributes, while qualitative analyses explore deeper insights into the integration of the understanding, relevance and approach needed to develop C4.0 attributes and their influence on Construction 5.0 (C5.0) developments. C5.0 is the humancentric framing of future industry practices, emphasising ethical, collaborative, and socially responsive engagement with digital technologies. While findings reveal that South African HEIs are progressively aligning curricula with emerging industries, there is still a gap between academic programmes and the practical application of C4.0 technologies in the workforce. Students and lecturers recognise the importance of digital literacy, problem-solving and adaptability. Still, there is a need for HEIs to enhance technical and soft skills further to improve the preparedness of graduates for the evolving construction industry. This research contributes to the existing body of knowledge by offering two frameworks for integrating C4.0 graduate attributes into HEI curricula with a special focus on expansive learning (EL). Additionally, it emphasises the importance of industry collaboration in shaping higher education that responds to the dynamic demands of the CBE. The study’s findings can assist educators in aligning higher education programmes (i.e. QS & CM) to foster the required C4.0 attributes for the CBE. This research contributes to the existing body of knowledge by offering a proposed preliminary framework for integrating C4.0 graduate attributes into HEI curricula, emphasising the importance of industry collaboration in shaping education that responds to the dynamic demands of the CBE.
Access status: Embargo ,
A collaborative exploration of pedagogical refrain within science education
(University of the Free State, 2023) Venter, Elizabeth Petronella (Zettie); Müller, Marguerite
As a science educator becoming an educational researcher, I share this personal narrative hoping to encourage a deepened awareness about everyday experiences and how my integrating of memory and imagination helped me to explore disregarded complexities of life-living. Such intensified awareness could subtly influence the field of science education and remains a topic for future exploration. In this study, characterised as a post qualitative inquiry and a creative experiment folding interchangeable beginnings and endings, I have chosen the concept of refrain to help me understand how I put memory and imagination together during my lived interactions with humans and the more-than-human. Early in my childhood, I discovered that my perception of human and more-than-human relationships differed from that of others and during this study I enhanced my understanding of such relationships by engaging with artistic materials. During this inquiry I have followed William Pinar's interpretation of 𝘤𝘶𝘳𝘳𝘦𝘳𝘦 to narrate my educational journey, highlighting how my curiosity led me to pursue the study of sciences. Throughout various stages of 𝘤𝘶𝘳𝘳𝘦𝘳𝘦 I moved from a quantitative perspective in the sciences to creatively experiment with interchangeable beginnings and endings during art making. Over decades, I delved into conscious modes of knowing and became deeply immersed in Western epistemology. However, I faced increasing frustration in my attempts to convey my perceptions about the complexities of human and more-than-human relationships to others. During my PhD journey, I discovered the transformative potential of artistic expression, specifically through mediums such as drawing, drumming, painting, and poetry. By responding to personal multifaceted, sensory perceptions through artistic means, I experienced a co-existence of actual and virtual encounters and theory collapsed into practice for me. My 𝘵𝘩𝘪𝘯𝘬𝘪𝘯𝘨 𝘸𝘪𝘵𝘩 refrain allowed me to figure out my recurrent inclination to imaginatively undertake unfamiliar tasks and grapple with the challenge of communicating my actions and insights to others. Metaphorically speaking, it felt as though I was weaving a tapestry from behind, resulting in a somewhat chaotic process. However, through collaboration with others and further engagement with artistic practices during this study, I gradually realised that by concurrently performing familiar tasks alongside unfamiliar ones, I could metaphorically, flip the canvas and work on the forefront as well. Thus, my understanding of the transversal connections among information deepened, and likewise, my interaction with artistic materials provided me with the conditions to establish such connections. Consequently, I recognised that, through attentive interaction with artistic materials, educators and educational researchers in science education may attend to disregarded complexities during ordinary life-living and possibly, by way of integrating memory and imagination, acknowledge pedagogical refrains informing their becoming.