Academic literature on the topic 'African studies|Management|Business education'

Purpose The purpose of this paper is to present reasons for the mobility of women in senior management positions in South African higher education. Against the backdrop of women underrepresentation and retention challenges in institution of higher learning in this country, it is pertinent to share the experiences of senior women, with the aim of understanding institutional structures and cultures that make it difficult for women to survive in senior positions. Design/methodology/approach The paper used a qualitative approach. The focus of this paper was on the women who had held or were still holding senior management positions in higher education in South Africa. The requirement for this paper was that these women should have moved out or across institutions while at a senior management position. This paper drew from five women from different institutions and involved them in in-depth interviews. The women who fitted the category of senior management in this paper included deputy vice chancellor, deans and heads of departments. Findings The findings indicated that the decisions to opt out of senior management positions for the women ranged from personal to institutional. The personal reasons that emerged from this paper pointed mainly to issues of salaries. The women opted to move out of their positions for better salaries which they believed they would get in the private sectors or in other institutions. Professional development also led women to move to more promising spaces that could afford them an opportunity to grow. Apart from these personal reasons, hostile institutional cultures were cited by all women as the most serious contributory factor to their turnover. Of these, they cited patriarchal practices that led to oppression and dominance, which made it difficult for them to cope in the senior positions they held. Originality/value This paper aimed to respond to a gap in research on senior management women’s mobility in higher education, specifically in South Africa. According to Samuel and Chipunza (2013), there is a serious concern that pertains to retention of senior management within African higher education. However, most studies do not provide a focused attention on women but offer a general interpretation of senior management turnover. There seems to be lack of research that aims at understanding the contextual reasons that lead to turnover of women senior management in South African higher education. Against the backdrop of low representation of women in senior positions in specifically South African higher education and calls for equity, the study looked at the reasons why higher education institutions at times fail to retain this most sought after group (women) in these positions of power. Understanding issues around this matter has the potential to contribute towards improved practices while adding a voice to discourses around gender equity and equality.

Learning outcomes The learning outcomes are as follows. Students can assess effective business strategies, determine the role of business in shaping informal institutions, understand managing issues in social enterprises, from talent management to expansion to mission drift, and develop deeper understanding of the African context. Case overview/synopsis The case presents the challenges facing the award-winning CEO/Founder of Tanzanian social enterprise Girls’ Technical Education (GTE). GTE provides technology and coding skills in Tanzania, focussing on educating women and girls. GTE has experienced significant success – expanding into neighbouring Malawi. GTE has a strong vision and mission, clearly articulated and prioritised by the Founder and his Board. Hybrid organisations, blending a social and financial mission, are expected to experience management tensions or mission drift, yet GTE seems to have avoided this. As an emerging organisational form, social enterprises – like GTE – often face hurdles regarding legitimacy and acceptance in the markets in which they operate. GTE is working to understand the Tanzanian and regional contexts and challenges in these ecosystems, seeking to influence norms and bring about positive impact. Complexity academic level Postgraduate courses including MBA, Executive Education and courses focussing on Organisation Studies, Management and Strategy. Supplementary materials Teaching Notes are available for educators only. Subject code CSS: 7 Management Science.

Purpose The purpose of this study is to assess how inclusive education affects inclusive economic participation through the financial access channel. Design/methodology/approach The focus is on 42 sub-Saharan African countries with data for the period 2004-2014. The empirical evidence is based on the generalised method of moments. Findings The following findings are established. First, inclusive secondary education moderates financial access to exert a positive net effect on female labour force participation. Second, inclusive “primary and secondary school education” and inclusive tertiary education modulate financial access for a negative net effect on female unemployment. Third, inclusive secondary education and inclusive tertiary education both moderate financial access for an overall positive net effect on female employment. To provide more gender macroeconomic management policy options, inclusive education thresholds for complementary policies are provided and discussed. Originality/value Policy implications are discussed in the light of challenges of economic development in the sub-region and sustainable development goals.

Learning outcomes This paper aims to present an opportunity to explore the opportunities and challenges involved in running a business with a strongly ingrained social vision in the complex, multi-dimensional environment of an emerging economy. Key learning areas are as follows: How the concept of inclusive innovation applies to the real-world difficulties faced by businesses operating in informal economies. By exploring the tensions between growth and inclusivity in Silulo’s development, students will grasp the challenges entrepreneurs face as a business starts to gain momentum and change, and gain appreciation for the trade-offs that occur when choosing between franchising and organic growth. The challenges of a rapidly evolving technological environment, the need to adapt service offerings at pace, and the importance of balancing financial considerations with deeper social values will find application far beyond the informal economy context of the Silulo story. Case overview/synopsis This teaching case looks at Silulo Ulutho Technologies via CEO Luvuyo Rani and the challenges he faces in balancing expansion and profitability with its mission of empowering disenfranchised communities – challenges exacerbated by a changing telecommunications environment, with more widespread internet availability, mobile phones and online training courses encroaching on Silulo’s traditional service offering. Complexity academic level This case focusses primarily on the processes of inclusive innovation and is suitable for graduate courses in social entrepreneurship, business model innovation, sustainability, business and society, strategic management, emerging markets, business in Africa and organisational studies in general. The case is suitable for Masters of Business Administration (MBA) and Executive MBA academic programmes and delegates on Executive Education programmes. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 3: Entrepreneurship

Learning outcomes This trio of cases is appropriate for upper-level undergraduate classes or for postgraduate programs in non-profit management, leadership and community development, international development, global studies, women’s and gender studies and social entrepreneurship. It allows the instructors and students to engage with classical leadership tenets and emerging social entrepreneurship literature. Upon completion of the case study discussion and assignments, students will be able to: identify diverse obstacles that African women face in starting social enterprises; understand the ways that African women leaders build a social dimension to their enterprise; and identify characteristics of women’s leadership and critique the value of women’s leadership for establishing sustainable social enterprises. Case overview/synopsis The case stories of the three African social enterprises portray how female leaders have fostered sustainable organisations through prioritising social, over economic and governance investments. Martha Letsoalo, a former domestic worker, founded the Heartfelt Project in South Africa, which now employs fifteen women, ships products all around the world and enriches the community of Makapanstad with its workshop, training and education centre. Victoria Nalongo Namusisi, daughter of a fisherman in rural Uganda, founded Bright Kids Uganda, a thriving care facility, school and community centre that educates vulnerable children, empowers victims of gender-based violence and distributes micro-loans to female entrepreneurs. Gertrude, abandoned in Lusaka, Zambia, founded Chikumbuso, a home of resilience and remembrance to educate children and offer women employment in a cooperative business. Each case documents the founding years of the social enterprise and outlines some of the shared women’s leadership approaches. The case dilemma focuses on why and how women start social enterprises in socially and economically difficult contexts. Complexity academic level This trio of cases is appropriate for undergraduate or graduate-level programs in non-profit management, leadership and community development, international development, global studies and social entrepreneurship. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 3: Entrepreneurship. Supplementary materials Teaching notes are available for educators only.

With the growing number of Africans living in China for education and business engagements, it is timely and relevant to study how they are influenced by Chinese cultural values. Applying the theory of acculturation, this article analyses the influence of Chinese culture on the entrepreneurial skills of Africans trained in China. Several reports in the existing literature suggest that adaptation can lead to improved performance and creativity. We extend this to include both social and business networks as moderating factors. Using a survey of 378 African returnees from China, we found out that sociocultural and academic adaptations influence entrepreneurial skills development positively, whereas psychological adaptation has a negative effect. In terms of moderating effects, networking seems to have a negative effect on the relationship between academic adaptation and entrepreneurial skills development. However, it does not significantly moderate the impact of psychological and sociocultural adaptations on entrepreneurial skills development.

In South Africa, the capability of tertiary institutions to provide the best possible education to its students is hindered by financial difficulties. Determining how to make a place of learning more accessible takes decent consideration for the needs and wants of students as well as management. Most South African tertiary institutions have large numbers of students who are faced with challenges of learning. A major challenge that this study highlights is that of the short supply of and access to both prescribed and recommended textbooks. Short supply refers to the library not acquiring enough support texts that go round, while access refers to the lack of funds by the student to own a prescribed or recommended text book. The study sample was derived from the business faculty of a South African university of technology. In order to get a representative sample, 300 business students were randomly chosen. Out of this number, only 157 usable questionnaires were returned. The results indicated, amongst others, that the majority of the participants come from less fortunate backgrounds and as a result sought support from several sources for their studies. This is a strong indication that given the cheaper cost of textbooks, these students will favor a secondhand book store. This study explored the possible contribution to teaching, learning and academic development by a used book store. The findings indicated that a used bookstore would provide enormous support to student learning and development. This paper’s significance stems from its originality given that it is the first time that attention is paid to this serious issue of teaching and learning challenges in this regard.

Abstract Aging is considered a significant risk factor for diabetes, and over the next decade, the largest increase in diabetes prevalence is expected to be in older adults. Our study aimed to investigate the challenges in managing type 2 diabetes in older adults and its multifactorial components that affect diabetes goal setting. “My Diabetes GOAL” hypothesized that a nursing intervention, along with a collaborative approach to management, education, and care, can engage older patients in personalized goal setting and address barriers to quality of life. A total of 88 patients with type 2 diabetes mellitus were included in this 6-month randomized controlled trial, with 42 patients enrolled in the intervention arm and 46 patients in the delayed-start control arm. Patients were required to complete a survey delivered through the patient portal to initiate personalized goal setting and care management support. Patients in the intervention arm received their first telephonic care management call by a study team nurse within five business days of the initial survey completion. The nurse discussed survey responses, barriers, and concerns the patient may have involving their care. Barriers included hypoglycemia, medication, co-morbidity, and physical activity. For this abstract, we report the frequency of care management topics for all 88 patients. The majority of our patient population identified as African American (68%) and female (68%). The average A1c at baseline was 7 %. For every monthly call, A1c goal setting and education was a required discussion topic and did not vary significantly throughout the intervention (73% month one, 74% month six). During the first call, hypoglycemia was addressed among 56% of participants, and education on medication was provided to 64%. Co-morbidities (heart failure, incontinence, depression, chronic pain, falls, lung conditions, malignancies) were highly prevalent, with 68% having one or more. Physical activity was discussed in 42% of conversations with participants, and a referral (diabetes education, physical therapy) was needed by 25%. After six months, discussions regarding hypoglycemia (14%), medication (19%), co-morbidities (56%), physical activity (22%), and referrals (6%) were reduced. These results suggest that personalized telephonic care management for older adults can positively impact patient outcomes. Diabetes care management is not a one size fits all. Personalized goal setting was successfully discussed based on an individual’s risk factor, which took into consideration co-morbidities and physical mobility barriers. Future studies should evaluate long-term clinical outcomes with a randomized control design.

Learning outcomes This case study introduces students to the core characteristics of social entrepreneurship by teaching Santos (2012) positive theory. The case allows students to transition from comprehension and application of what social entrepreneurship is, to considering how they operate. Druckers (2005) argument that social organisations will never have sufficient resources to do their work because they operate in an environment of infinite need is the catalyst for a conversation on resource dependency theory and the risks of mission drift. Students are introduced to the funding spectrum that can be used to understand the type of income that comes to an organisation, and to apply this to the case. By the end of their studies, students should be able to apply the Santos (2012) definition to social enterprises and social entrepreneurs, have insight into the complexity of operating in an environment of infinite need and able to apply the funding spectrum as a tool to manage to understanding financial sustainability. Case overview/synopsis The case tells the story of Sharanjeet Shan, a globally recognised social entrepreneur, and recipient of the Schwab Foundation’s Social Entrepreneur of the Year award in 2015. Shan moved to South Africa as the country moved into democracy, and has spent the past 20-plus years building the skills of Black African school children in mathematics and science through the organisation she leads, Maths Centre. But the country remains at the bottom of world rankings for the quality of its maths and science education, despite spending more per capita on education than any other country in Africa. Maths Centre has seen a dip in donations despite steady growth in the amount of money that businesses are investing in social change in South Africa through corporate social investment. But does Shan really need more donor income? Or are there other ways that she can build the financial sustainability of Maths Centre? Complexity academic level This case study is aimed at students of non-profit management, entrepreneurship, social entrepreneurship, women in leadership, corporate social investment, development studies and sustainable livelihoods. It is written at an Honours / Masters level and is therefore also appropriate for use in customised or short programmes. The case study is a good introduction for students with a background in business (e.g. Diploma in Business Administration / MBA / custom programmes) who are wanting to understand social enterprise and apply their learning's. Supplementary materials A list of supplementary materials is provided in the Teaching Note as Table I, which includes video's, radio interview recordings and a book chapter. Subject code CSS 3: Entrepreneurship.

Internationally, universities have come under increased pressure to respond to the changing market environment. A new axis for higher education institutions (HEIs) is a key to successful marketing, which lies in identifying the core business of institutions. Market orientation more closely reflects a philosophy that will not only serve to bring unity of purposes in HEIs, but serves as an indispensable tool that can assist HEIs to deliver their core business. The dynamics in the HE environment, the growth potential and the regulatory challenges make universities of technology (UoTs) ideal institutions for a study on the implementation of market orientation. It is against this backdrop that this paper considers the factors contributing to market orientation through the lenses of South African UoT academics through a quantitative study; 507 (n=507) academics participated in the study. Data are analysed through exploratory (to determine the factor structure) and confirmatory factor analysis (to confirm factor structure), descriptive and correlation analysis (to analyse the composition of the sample and to establish validity). Through the factor analysis procedure, seven factors were established, namely intelligence generation, inter-functional coordination, student-orientation, market intelligence dissemination, intelligence response design, intelligence response implementation and interdepartmental dynamics as a basis for operationalising the marketing orientation concept among UoTs. Through confirmatory factor analysis, the identified components seem to encapsulate the determinants of UoTs appropriately. From a practical standpoint, top management of universities could use these core market orientation factors to guide their strategic marketing plans and their strategic imperatives with the universities vision and mission in order to remain relevant and competitive. Future studies could expand these factors to provide a better understanding within HEIs in relation to their various stakeholders.

Education policymakers in Nigeria lack the knowledge on the views of Niger Delta youths, who rely on entrepreneurship education and its contents to fight poverty and unemployment in their area. This study’s purpose was to gain deeper understanding of the views of Niger Delta youths on entrepreneurship education, its contents, and its role in fighting their area’s high rate of poverty and unemployment. This study was framed and guided by three key concepts that focus on the challenges of poor communities: youth unemployment in sub-Saharan Africa, entrepreneurship education, and youth entrepreneurship. To address this issue properly, a qualitative multiple-case study was designed. Data were collected from multiple sources: semi structured interviews, archival data from government labor reports , and the researcher’s field notes.Data analysis was completed through thematic and cross-case synthesis analysis. . The findings showed that the Niger Delta is less privileged in financial availability, deepened in economic recessions under unemployment, poverty, inflation, hunger and starvations, with less chance of obtaining education, without qualification for employable white-collar jobs, neglected by the government of Nigeria, irrespective that Niger Delta region is the city of petroleum production that gives approximately 95% of Nigerian national revenue annually. With the adoption of entrepreneurship education in their school system and through training and skill acquisition, the Niger Delta would contribute to poverty alleviation, increased business career ownership, and meet the daily economic demands of their families, and be able to have a voice in social change. Social change can potentially be achieved through economic restoration and the enhancement of youths’ education and employment status, which in turn would help decrease the rate of poverty.

The purpose of this qualitative narrative inquiry was to explore how African American Online doctor of management students perceived engaging support to maintain motivation throughout the dissertation writing process. The study involved collecting and analyzing data from 10 African American online doctoral students who matriculated into an online doctor of management program or had completed the dissertation writing process. Participants shared perspectives on support through narrative storytelling and answered open-ended questions that described individual perceptions of engaging support to maintain motivation during the dissertation writing process. The general research question was as follows: How do African American online doctoral of management students engage support to maintain motivation during the dissertation witting process? Four themes emerged from the findings. The four themes were faith based support, collaborative coaches versus autonomous coaches, traditional faculty support versus nontraditional support, and chair lack of encouragement versus encouragement. The major implication was support to maintain motivation in an online learning environment must include communications and socialization on an ongoing basis during the dissertation writing process. Doctor of management organizational doctoral program leaders may use this study to examine doctoral student support issues, chairs’ encouragement strategies, and the need for dissertation coaching. The conceptual framework for this qualitative narrative inquiry was Bandura’s (1997) self-efficacy theory, Atkinson’s (1957) expectancy value theory, and Vygotsky’s (1978) social constructivist theory.

This quantitative corrleational descriptive study was to investigate if a correlation existed between the emotional intelligence (EI) and transformational leadership attributes of African American men and women. The study used 23 African American men and women in management or leadership positions throughout the United States. The purpose of the study was to explore the relationship between emotional intelligence and transformational leadership skills of African American men and women. The research questions guiding the study were (a) is there a significant difference between EI components of African American men compared to African American women? (b) Is there a significant difference between the EI components and transformational leadership skills of African American men compared to African American women? The EQ-i by Reuven Bar-On (2006) and the MLQ5x by Avolio and Bass (2004) were used as the instruments to assess emotional intelligence and transformational skills. Overall, results from the data revealed that a positive correlation existed for the emotional intelligence attributes for African American men and women. The results also indicated there is no significant correlation with emotional intelligence and transformational leadership skills of African American men and women. Further studies should be initiated to explore this research with a larger sample size and across ethnic groups.

This study examines a cultural pedagogy relating to race, culture, and improving student achievement, as well as the extent to which teachers' critical and reflective practices influence how they deliver classroom instructions. When teachers' practices are critical and reflective they can re-assess their current teaching practices while attempting to improve their teaching pedagogy (Morton, 2009; Hatzipanagos & Lygo-Baker, 2006). This study seeks to determine the relationship between student achievement and teachers' use of a cultural pedagogy. Research for this study considers three styles of pedagogy: culturally responsive pedagogy, culturally relevant pedagogy, and critical pedagogy. This study is intended to contribute to the body of research that focuses on student achievement in school districts with a predominantly African American student population. Information gained from this study should be of interest to most education administrators, practitioners, and counselors.

Agricultural system in Ghana underperformed because of limited financing, which constrained some small-scale maize and cassava farmers. The purpose of this case study design was to explore the methods that some small-scale maize and cassava farmers in Amankwakrom Subdistrict used in obtaining farm financing. Two themes from the literature review were a lack of collateral for small-scale farm financing and the small-scale farmers cooperative associations? role in farm financing. Regional-scale management sustainability index formed the conceptual framework for this study. Data collection included semistructured face-to-face interviews with 8 fluent English speaking small-scale maize and cassava farmers who have obtained farm financing in the previous years. Using the Microsoft Excel and Non-numerical unstructured data indexing and theorizing software program for data analysis method, 3 major themes emerged: the farmer?s membership benefits of working in cooperative associations; farmer?s ability to provide the collateral requirements for the financial institutions; and farmer?s good loan repayment history. The study findings indicated that some small-scale maize and cassava farmers obtained farm loans because they used the cooperative associations as their collateral assets in order to satisfy for the requirements of the financial institutions. Social implications include the potential to guide the small-scale maize and cassava farmers to access farm credits to use in expanding their farm sizes. Expansion in farm sizes may result in more maize and cassava production that can help eliminate hunger and reduce poverty in the Amankwakrom Subdistrict of Ghana.

The objectives of this explorative case study investigated a multistakeholder conflict in Tanzania Africa, using stakeholder theory as the theoretical foundation. While stakeholder theory has evolved and gained prominence as a method for reviewing conflict resolution processes it was important to conceptualize any discrepancies that could establish a framework for resolving conflicts in practice and in strategy. The research design analyzed five factors of framing, reframing, managing, power and trust with four different stakeholders involved in higher education loan conflicts. The results of the study showed distinct differences compared to previous research findings focused on multistakeholder conflicts. One primary distinction was characterization of the conflicts followed other studies however the lack of motivation to change was complex. There was a strong risk aversion which blocked a link for long-term solutions. Though like other studies competitive, collaboration and coalition for managing the conflicts were identified, risk aversion precipitated an unpredictable mixture of these management processes. Furthermore power imbalances and trust were identified as important aspects of multistakeholder conflicts; however this study linked the impact of results when risk aversion is included in the conflict. Finally, like other studies barriers to a strong conflict resolution process were related to normative values. However, this study enhanced the impact of a lack of societal values for motivating stakeholders to include normative values. It is recommended that further research be conducted to explore the implications of the multistakeholder conflict resolution model.

Thesis (M. Ed. (Didatics))
Assessment methods in Business Studies in the FET phase have had to change as a result of the implementation of OBE and the NSC in South Africa. In order to analyse how this has affected the education of learners, a case study, based on the IEB was analysed. Under the supervision of Umalusi, the IEB has developed new moderation systems in order to quality assure SBA (School Based Assessment), represented by learners’ portfolios which constitute 25% of the final promotion mark for the NSC. The guidelines and documentation for these moderation requirements are contained in the IEB Business Studies SAG (Subject Assessment Guidelines). This document forms the basis of the case study.The IEB, however, does not work in isolation and through their partnership with the DoE the experience gained through implementing new assessment methods in Business Studies as described in this study can be adapted for other subjects or schools in the public sector.

D.Ed.
It is an accepted fact that one of the school's duties is to prepare a pupil vocationally as well as to be economically literate. One of the reasons why this study is deemed to be of current interest is that pupils are being educated to be job seekers instead of -providers. The shortage of entrepreneurs is therefore reaching national proportions. At this moment in time education in South Africa does not aim to establish a culture of entrepreneurship and the pupils believe the only requirement is to complete their school careers successfully. After completion of his/her school career a pupil is geared to enter the labour market as an employee. Only in the minority of cases parents and schools educate their children to form any alternative ideas about themselves and life in general. This study looks at the responsibility of the school with regard to teaching entrepreneurship as it exists in the South African society at present. The aim of this study was to establish the following: what entrepreneurship is and which factors outside the school context play an influencing role, the ways in which the school plays a role in the forming of entrepreneurial skills and what the school's responsibility is with regard to educating entrepreneurship. The method of research which was followed was of a twofold nature and consisted of an in depth study of the literature and an empirical investigation. In the study of the literature the profile of an entrepreneur and the characteristics which play a role in the development of entrepreneurs in the family context as well as the environment and culture were investigated. Personal characteristics were also taken into account. The factors which may play a role in advancing and/or restraining entrepreneurial training in the school context were also investigated. The findings and conclusions with regard to these investigations were stipulated and recommendations were made. A questionnaire intended for businessmen/women and teachers was handed out to the relevant people in the Magisterial District of Springs. The validity and reliability of the said instrument were verified beforehand. The results were processed and interpreted by means of a computer. When two or more frequencies were compared the Two-Way Chi-Square was utilised. For the purposes of this study, contextualities and differences between the respondents were accepted as statistically significant on the 5% significance level as well as the 1cY0 significance level. Findings forthcoming from this study were that the school has an enormous educational task with regard to entrepreneurship and the creation of an entrepreneurial culture in South Africa. The curriculum at school should be directed to the development of young entrepreneurs and should also be practice based. Entrepreneurship and the value thereof should already be emphasized at primary school level. Certain recommendations are made which could be of directive assistance with regard to the establishment of a culture of entrepreneurship and aspects regarding the education of entrepreneurship at school. It is estimated that between 350 000 and 400 000 employees in South Africa are introduced to the labour market annually. Only 50 000 will be employed in the formal sector. It is further estimated that between 33% and 45% of the economically active population (approximately 11 million inhabitants at present) are unemployed. Something could be done about this gloomy picture by starting to look at the schools' involvement and/or task with regard to the education of entrepreneurship. The teaching of entrepreneurship with a view to the future of South Africa specifically and a change in the economic school of thought is primarily regarded to be an educational issue. It should be seen•as an investment in the people of South Africa. The above mentioned reasons underline the importance of an investigation of this nature into the schools' involvement and/or task with regard to the education of entrepreneurship.

Entrepreneurship education was introduced in South African schools in 2000 when it was made part of the Economics and Management Science curriculum for Grades 3 to 9, followed by incorporation in the Business Studies curriculum for grades 10 to 12. Problems noted by Shay and Nchu (2015) were that not all schools offered entrepreneurship education. Little is known about post-program effectiveness in actual start-ups and business performance. A study by Peterman and Kennedy (2013) investigating the effects of Young Achievement Australia on a sample of high school students in Australia found that the desirability and feasibility of entrepreneurship after attending the programme had increased, indicating that entrepre

Technology has bridged all areas in society from government, corporate, society and education. Technology has changed the classroom dynamics in higher education institutions. Management education attracts the most elite students into our programs. These students join the faculty so that they can acquire qualifications and skills and one day join the business, entrepreneurship or corporate world. The new technologies are teaching tools that can be used to assist academics to enhance their teaching in the classroom. Some of these technologies are: desktop and laptop computers; notepads, Software; including assistive software; interactive whiteboards; digital cameras; mobile and wireless tools, including mobile phones; Electronic communication tools, including e-mail, discussion; Virtual learning Environments and Learning activity management systems e.g. E-Learning. Management educators should embrace technology in their curriculum and program offerings.

Extensive research has been conducted in identifying the critical issues and the implementation challenges involved in an ERP project in higher education. But limited studies investigated the implementation issues in the context of higher education institutions. The authors attempt to observe and compare two different higher education institutions in South Africa and India with the objective of bringing out the practical determinants of roadblocks to a successful ERP project implementation and subsequently provide the readers with possible solutions. The findings suggest implementation issues broadly evolve from three major areas, namely, project management issues, which involve the technical as well as the functional aspects; issues concerning the improper application of software development life cycle phases; and human capital issues which involve beliefs and attitudes. The authors strongly believe that the learning received from the case studies significantly contribute to the organizational knowledge concerning technology and business process reengineering.

NOVA School of Business and Economics (NOVA SBE) identified the opportunity to complement the training of the best language universities in China to bring Chinese students with basic fluency in Portuguese to Universidade NOVA de Lisboa (UNL). They would be trained in Economics and Management at NOVA SBE and complement their Portuguese language studies at the School of Social Sciences and Humanities (FCSH-UNL) obtaining at the end a joint degree from UNL. After a lobby from the university leadership, the Portuguese Government eventually recognized this degree focused on its unique characteristics, namely (1) a Portuguese university as a means to cooperate with Chinese institutions to achieve their strategic goals in Africa and LATAM, (2) multidisciplinary cooperation putting together social sciences and business and economics, and (3) a potential internationalization cooperation for the Portuguese and Chinese HEI's markets far beyond the simple exchange of students.

Aim/Purpose: Improving or changing business processes is one of the most important roles for Information technologies functions. Yet, most organizations struggle with planned process change and even more with unplanned change. There is little support from research as the dynamics of planned process change is understudied and unplanned process change is seldom researched. Background: This paper describes the impact of unplanned business process change from a systems perspective. The #feesmustfall student protest movement, which began in 2015, and affected Universities throughout South Africa provides the context. Methodology: An interpretive abductive case study at a South African university used Steven Alter’s Work System framework to describe the unplanned business process change that occurred due to the #feesmustfall student protest movement. Contribution: Theoretically, this paper demonstrates the practical use of Alter’s work system framework to analyze unplanned business process change. Practically, it de-scribes and explains the impacts of the change which may be useful to executives or administrators responsible for operational systems within organizations. Findings: During unplanned business process change, change management, staff training, customizable technology and strategic fluidity and focus were found to be important. Unplanned business process change results in all elements of the work systems and its environment changing, even resulting in changed products and customer behavior. Impact on Society: If organizations are more aware of the impacts of unplanned process change they will be better equipped to control them. Future Research: Future action research studies on unplanned business process change could suggest actions for manager’s dealing with them.

Global research studies have shown that student perceive their academic qualifications as having a declining role in shaping their employment outcomes. While academic credentials are still seen as a significant dimension of their employability, students increasingly see the need to add value to them in order to gain an advantage in the labour market. To mitigate these concerns, a work readiness programme was developed to educate students about professional behaviour, dress etiquete and ethics necessary for the work place. It is against this backdrop that undergraduate in the Economics and Management Sciences were invited to participate in a pilot study to develop a work readiness programme. About eighty six business degree students participated voluntarily and attended several workshop by human resources industry experts such as HR talent managers, consultants and directors. Students who successfully completed the programme by doing an online assessment were automatically registered on a database to find short term employment in a business where they practice the graduate attributes for the world of work. The major challenges encountered while developing this programme were as follows: convincing employers to provide short term work placements and modify the programme several times for both students and employers.