UWCScholar

This repository serves as a digital archive for the preservation of research outputs from the University of the Western Cape

Communities in UWCScholar

Select a community to browse its collections.

Now showing 1 - 5 of 11

Recent Submissions

A quasi-ethnomethodological analysis of examinees' ways of working in the Grade 12 National Senior Examinations (NSC) high stakes examinations: The case of sequences and series
(University of the Western Cape, 2025) Maphosa, Lydia Nokukhanya
This study employed a quasi-ethnomethodological approach to investigate and elucidate the intricate ways in which examinees engage with sequences and series in the Grade 12 National Senior Certificate (NSC) high-stakes examinations. Adopting a qualitative research approach, the study focused on examining situations in their natural settings and applied an interpretive paradigm. To arrive at recommendations and findings, an ethnomethodological analysis was employed, coupled with Pickering’s resistance and accommodation, which he refers to as the "dance of agency," to reveal the textures of examinees’ ways of working. Examinees’ scripts from different examination centres were used as data for this study. This study focused on the examinees’ ways of working with sequences and series. The data was analysed using the documentary approach to make visible those aspects that typically go unseen in their way of working. Ethnomethodology studies how people develop and apply shared methods to make sense of their social environment, investigating the everyday practices used to interact with one another and form social relationships. This study viewed the interaction as examinees acting in situ with the problem text. The study sought to show examinees' ways of working in a high stakes examination and how the context influenced the production of mathematical work through social facts. The study offered to provide feedback to policymakers and curriculum developers and empower Grade 12 teachers to adjust their pedagogical strategies. The scripts came from the Department of Higher Education's (DHET) marking centre in the Western Cape. The researcher ensured the confidentiality and safety of any information collected from the marking centre.
Factors influencing e-learning acceptance in technical and vocational educational and training colleges: A study of the Western Cape province of South Africa
(University of the Western Cape, 2025) Mutseta, Elliot Munyaradzi
This study investigated the use of e-learning in TVET colleges in the Western Cape, South Africa, using the UTAUT framework. A correlation analysis, including Pearson, Kendall’s tau-b, and Spearman’s rho, revealed several significant relationships among the constructs. In this study, performance expectancy demonstrated strong positive correlations with social influence (r = 0.539, τ = 0.421, ρ = 0.530, p < 0.01) and attitude toward e-learning (r = 0.568, τ = 0.420, ρ = 0.535, p < 0.01), indicating that students who perceive e-learning as useful also report more positive attitudes and are influenced by peers. The study noted that effort expectancy was positively associated with facilitating conditions (r = 0.430, τ = 0.260, ρ = 0.279, p < 0.01) but negatively correlated with social influence (r = –0.173, τ = –0.220, ρ = –0.261, p < 0.05), suggesting that ease of use is supported by institutional resources but reduces reliance on social encouragement. Social influence also positively correlated with attitude (r = 0.383, τ = 0.278, ρ = 0.370, p < 0.01), highlighting its role in shaping learner perceptions. Hence, facilitating conditions showed a weak positive correlation with behavioural intention (r = 0.222, p < 0.01), yet other constructs did not significantly predict intention to use e-learning. These findings imply that while perceived usefulness, social influence, and institutional support strongly shape attitudes, they do not automatically lead to higher behavioural intention. The results provide practical insights for policymakers, educators, and administrators to enhance e-learning adoption by focusing on improving support structures and leveraging social influence to encourage consistent engagement among students.
The development of a maturity framework to guide small to medium enterprises in the implementation of cybersecurity practices in the Eastern Cape
(University of the Western Cape, 2026) Sandi, Siyabulela
Technology continues to play a critical role in the modern corporate environment, making the adoption of sound cybersecurity practices essential, particularly for small and medium-sized enterprises (SMEs). Cybercriminals frequently target SMEs due to their perceived vulnerabilities and limited security resources. This study examined the current state of cybersecurity practices among SMEs in South Africa’s Eastern Cape province, a region with significant economic potential but high susceptibility to cyber threats that can compromise business operations and consumer trust. Using an interpretivist qualitative research approach, data were collected from 22 SMEs across diverse sectors through semi-structured interviews supported by questionnaires and supplementary document analysis. A constructivist grounded theory approach guided the iterative coding and analysis process. Drawing on institutional theory and structural functional theory, the study explored how SMEs respond to cybersecurity expectations shaped by their institutional environments and internal organisational structures. Thematic analysis revealed several recurring weaknesses, including limited familiarity with cybersecurity frameworks, the absence of formal cybersecurity governance structures, reliance on basic security tools, lack of structured cybersecurity training programmes, and the marginal prioritisation of cybersecurity within organisational decision-making. These shortcomings were primarily driven by limited awareness, financial constraints, and restricted technical capacity. Based on these findings, the study developed a Cybersecurity Maturity Framework tailored to the Eastern Cape SME context. The SME CyberMat framework is structured around four interrelated dimensions: human, organisational, technical, and policy/external. These dimensions collectively capture the internal capabilities and external institutional pressures that influence cybersecurity maturity within SMEs. By integrating organisational behaviour, governance structures, technical controls, and regulatory engagement, the framework provides a developmental roadmap for SMEs to progressively assess and strengthen their cybersecurity posture in resource-constrained environments. The study contributes to both theory and practice by providing an empirically grounded and context-sensitive maturity framework that reflects the realities of SMEs operating in developing economies. It demonstrates that cybersecurity maturity is shaped not only by technological adoption but also by institutional pressures, organisational structures, and governance capacity. Strengthening cybersecurity within SMEs is therefore not merely a technical exercise but a strategic imperative for safeguarding South Africa’s economic resilience and supporting the long-term sustainability of its most vital enterprises.
An exploratory study of factors involved in psychosocial behavioural changes amongst youth participating in sport programmes in the Cape Metropolitan Area.
(University of the Western Cape, 2025) Mangiagalli, Cherice
This exploratory study aimed to explore the psychosocial behavioural changes among youth participating in sport programmes within the Cape Metropolitan Area by addressing several key questions, as an insufficient understanding existed of the factors involved in psychosocial behavioural changes amongst youth involved in sports programmes in the area. It sought to identify the factors influencing these changes, analyse existing theoretical frameworks to better understand these factors, and compare national and international cases to highlight similarities and differences in psychosocial behavioural influences. Additionally, the research explored the factors of psychosocial behavioural changes in sport programmes and examined how current factors could be modified to enhance program effectiveness and outcomes. The focus of this research sought to identify necessary modifications to enhance outcomes while evaluating qualitative models to ascertain factors influencing the psychosocial behaviour of youth engaged in sports within the Cape Metropolitan Area. A desktop review analysed international sport programmes to identify similar psychosocial behavioural changes to provide a broader contextual understanding. The study explored sports specialists’ perceptions regarding the impact of sports participation on these behavioural changes and provided insight into the various changes that came about. Based on the findings, recommendations for modifying and improving existing factors of psychosocial behaviour were proposed. Data was collected through structured interviews, focus group discussions, and a comprehensive desktop review. A thematic analysis was used to analyse the qualitative data, which involved familiarizing with the dataset, generating initial codes, and identifying recurring themes. These themes were thoroughly reviewed, named, and reported in detail, providing insights into the impact of sport programmes on psychosocial behavioural change. Research showed that an individual’s psychological, mental, and social well-being contributed to holistic human development. Internal factors related to self-concept, such as self-esteem, self-identity, self-respect, and self-awareness, were explored through cognitive and affective models of self-esteem formation and functioning. External factors were analysed within the framework of the socio-ecological model, highlighting how environmental influences shape individual experiences. Positive psychosocial behavioural changes may have been displayed as enhanced self-esteem, increased confidence, improved social skills, emotional regulation, discipline, and effective goal setting. In contrast, negative psychosocial behavioural changes led to heightened pressure and anxiety, social isolation, burnout, harmful behaviours, and diminished academic performance. Factors of psychosocial behavioural change needed to include a broader spectrum to focus on the holistic aspect of development. This encouraged complete consideration of individuals who participated in sport programmes so that the intended aims and objectives of programmes produced efficient, valuable outcomes.
Capability evolution as a cyclical process: reframing the dynamic capabilities lifecycle
(Emerald Publishing, 2026) Sibindi, Ntandoyenkosi
Purpose – This paper aims to develop a process theory of capability evolution that explains how organisational capabilities persist, erode and renew over time. It addresses limitations in capability lifecycle theory by reconceptualising capability evolution as a recursive process driven by capability–environment alignment and misalignment. Design/methodology/approach – The paper develops a conceptual, mechanism-based process theory by synthesising dynamic capabilities theory, capability lifecycle theory and complementary perspectives on organisational learning, process theory and organisational microfoundations. The framework identifies capability persistence, managerial recognition and capability reconfiguration as interconnected mechanisms underlying recurring capability evolution. Findings – The framework conceptualises capability evolution as a continuous, relational and recursive process. Capability–environment alignment supports persistence, while environmental change can generate misalignment and erosion. Managerial recognition of misalignment and subsequent capability reconfiguration enable renewed alignment. Each cycle reshapes the conditions for subsequent organisational adaptation. Research limitations/implications – The paper is conceptual and does not empirically test the proposed framework. Future research should examine the model through longitudinal and process-oriented studies, develop measures of its core mechanisms, and investigate its applicability across different organisational and institutional contexts. Practical implications – The framework suggests that managers should treat capability renewal as a continuous process. Regular assessment of capability–environment alignment, environmental scanning, organisational learning and capability reviews can help organisations recognise emerging capability gaps and support timely capability reconfiguration.