https://ir.unisa.ac.za/handle/10500/2589 Sun, 20 Sep 2026 09:48:26 GMT 2026-09-20T09:48:26Z https://ir.unisa.ac.za/handle/10500/33033 Career wellbeing framework within the Namibian higher education context Elias, Elizabeth The study investigated the role of career-related dispositions (job satisfaction and career agility) and career wellbeing in the construction of a career wellbeing framework within the Namibian higher education context in the digital career space, with an emphasis on digital transformation in the higher education context accelerated by the COVID-19 pandemic. This study thus aimed to determine whether a significant relationship exists between career-related dispositions and career wellbeing in the digital career space, whether career-related dispositions significantly predict career wellbeing in the digital career space, and, lastly, whether individuals differ by means of their socio-demographic groups (such as gender, age, marital status, race, job level and parental status) in terms of job satisfaction, career agility and career wellbeing in the digital career space within the Namibian higher education context. To address this gap, a quantitative approach using valid and reliable measuring instruments was used to achieve the study objectives. The sample of the study included 253 full-time permanent academic employees of the public higher education institution in Namibia. The study employed a cross-sectional design within a single institution using non-probability convenience sampling; therefore, the findings are context-specific and do not imply national representativeness. Inferential statistics such as descriptive statistics, canonical analysis, correlation analysis, regression analysis and ANOVA/T tests were used to test the research hypotheses. Key findings revealed that job satisfaction showed the strongest statistical association with career wellbeing in this sample, whereas career agility did not demonstrate a statistically significant relationship with career wellbeing in this study, challenging contemporary Western career theories emphasising agility. The study contributes by validating multidimensional career wellbeing constructs, providing the first rigorous documentation of career wellbeing patterns in Namibian higher education, and integrating the Ubuntu philosophy with career theory. The findings suggest prioritising career satisfaction-building initiatives over career agility-development programmes, establishing comprehensive transformation frameworks, implementing differentiated career support systems, and developing family-supportive policies. The results demonstrate that in resource-constrained African contexts, career wellbeing derives primarily from career satisfaction rather than agility competencies, requiring institutional responsibility for creating fair, adequately resourced and supportive employment conditions.; Die studie het die rol van loopbaanverwante ingesteldhede (werksbevrediging en loopbaanbuigsaamheid) en loopbaanwelstand ondersoek in die ontwikkeling van ’n loopbaanwelstand-raamwerk binne die Namibiese hoëronderwyskonteks en die digitale loopbaanruimte, met spesifieke klem op digitale transformasie in hoër onderwys, wat deur die Covid-19-pandemie versnel is. Die doel van hierdie studie was daarom om vas te stel of daar ’n beduidende verband bestaan tussen loopbaanverwante ingesteldhede en loopbaanwelstand binne die digitale loopbaanruimte; of loopbaanverwante ingesteldhede ’n beduidende voorspeller is van loopbaanwelstand binne die digitale loopbaanruimte; en, laastens, of daar ’n verskil by individue bestaan oor sosiodemografiese groepe (soos geslag, ouderdom, huwelikstatus, ras, werkvlak en ouerstatus) met betrekking tot werkstevredenheid, loopbaanbuigsaamheid en loopbaanwelstand in die digitale loopbaanruimte binne die Namibiese hoëronderwyskonteks. Ten einde die studiedoelwitte te bereik, is ’n kwantitatiewe benadering, wat die gebruik van geldige en betroubare meetinstrumente behels, aangewend. Die populasie van die studie het bestaan uit 253 voltydse, permanente akademiese werknemers aan ’n openbare hoëronderwysinstelling in Namibië, wat deur middel van nie-waarskynlikheidsgerieflikheidsteekproefneming gekies is. Die navorsingshipoteses is getoets deur middel van inferensiële statistiese tegnieke, insluitend beskrywende statistiek, korrelasie-analise, kanonieke analise, regressie-analise en ANOVA/t-toetse. Sleutelbevindinge het getoon dat loopbaantevredenheid as die dominante voorspeller van loopbaanwelstand vorendag gekom het, terwyl loopbaanbuigsaamheid geen beduidende voorspellende verband getoon het nie. Hedendaagse Westerse loopbaanteorieë wat beklemtoon dat buigsaamheid sentraal tot welstand is, word deur hierdie bevinding uitgedaag. Die studie dra by tot die literatuur deur ’n multidimensionele konstruk van loopbaanwelstand geldig te maak, die eerste gestrenge dokumentasie van loopbaanwelstandspatrone in Namibië se hoëronderwyssektor te bied, en die Ubuntu-filosofie binne loopbaanteorie te integreer. Aanbevelings wat uit die bevindinge voortspruit, sluit in die prioritisering van inisiatiewe wat loopbaantevredenheid bo programme bevorder wat uitsluitlik op die ontwikkeling van loopbaanbuigsaamheid fokus; die vestiging van omvattende transformasieraamwerke; die implementering van gedifferensieerde loopbaanondersteuningstelsels; en die ontwikkeling van institusionele beleide wat die gesin ondersteun. Oor die algemeen dui die resultate daarop dat loopbaanwelstand in hulpbronbeperkte Afrika-kontekste hoofsaaklik uit loopbaantevredenheid spruit eerder as uit buigsame vaardighede, en dit beklemtoon die institusionele verantwoordelikheid om regverdige, voldoende befondsde en ondersteunende werksomstandighede te skep.; Ucwaningo luhlole iqhaza lezimo ezihlobene nomsebenzi (ukwaneliseka ngomsebenzi kanye nekhono lomsebenzi) kanye nenhlalonhle emsebenzini ngenhloso yokwakha uhlaka lokusebenza oluphilile ngaphakathi emfundweni ephakeme eNamibia kanye nalapho kusetshenzwa khona ngedijithali, ukugxila kakhulu kuguquko lwedijithali emfundweni ephakeme, nokusheshiswe ubhubhane lweCovid-19. Ngakho-ke inhloso yalolu cwaningo bekuwukuthola ukuthi ngabe bukhona yini ubudlelwano obuqinile phakathi kwezimo ezihlobene nomsebenzi kanye nenhlalonhle endaweni yomsebenzi wedijithali; ukuba ngabe izimo ezihlobene nomsebenzi zibikezela ngokuphawulekayo yini inhlalonhle yomsebenzi emsebenzini wedijithali; futhi, okokugcina, ngabe kwehluka ngokwabantu yini (ngobulili, ubudala, isimo somshado, ubuhlanga, izinga lomsebenzi kanye nesimo sabazali) maqondana nokugculiseka ngomsebenzi, ubuchule emsebenzini nenhlalonhle emsebenzini wedijithali emfundweni ephakeme eNamibia. Kusetshenziswe indlela yocwaningozinombolo ehlanganisa ukusetshenziswa kwamathuluzi okulinganisa asemthethweni futhi athembekile ngenhloso yokuzuza izinjongo zocwaningo. Inani labantu ababeyingxenye yocwaningo lihlanganisa abasebenzi abangu-253 abaqashwe ngokugcwele esikhungweni sikahulemeni semfundo ephakeme eNamibia, abakhethwe ngoba bekulula ukusebenzisana nabo ngesikhathi socwaningo (non-probability convenience sampling). Imibono engafakazelwe yocwaningo ihlolwe kusetsheniswa izindlela zokuhlaziya ezihlanganisa idescriptive statistics, correlation analysis, canonical analysis, regression analysis and ANOVA/t-tests. Okutholakele okubalulekile ukuthi ukwaneliseka ngomsebenzi yikhona okuhamba phambili okuholela ekutheni kubenenhlalonhle emsebenzini, kanti ubuchule bomsebenzi bona abuhlobene nakancane nalokho, nokuphikisana nemibono yaseNtshonalanga kwezemisebenzi ethi ubuchule bomsebenzi bunomthelela omkhulu kwezenhlalonhle emsebenzini. Ucwaningo luneqhaza ekubhalweni ngokuqinisekisa ukwakheka kwenhlalonhle kwezemisebenzi ehlukahlukene, lunikeza imibhalo yokuqala eqinile yamaphethini enhlalonhle emkhakheni wezemfundo ephakeme eNamibia, kuhlanganisa noBuntu ngaphakathi kwinjulalwazi yemisebenzi. Izincomo ngalokhu okutholakele zibandakanya izinhlelo ezibeka phambili ukuthuthukisa ukwaneliseka kwabasebenzi kunalezo ezigxile kuphela ekuthuthukisweni kobuchule bomsebenzi; ukusungula izinhlaka eziphelele zoguquko; ukusebenzisa izinhlelo ezehlukene zokwesekela imisebenzi; kanye nokuthuthukisa izinqubomgomo zesikhungo ezisekela umndeni. Sekukonke, imiphumela iphakamisa ukuthi ezimweni zase-Afrika ezentula izinsiza, inhlalonhle emsebenzini incike kakhulu ekwanelisekeni emisebenzini esikhundleni sekhono lobuchule, okugcizelela isibopho sesikhungo sokwenza izimo zokusebenza ezilinganayo, ezinezinsiza ezanele nezisekelanayo. Abstracts in English, Afrikaans and Zulu Fri, 07 Nov 2025 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/33033 2025-11-07T00:00:00Z https://ir.unisa.ac.za/handle/10500/32715 An ethical leadership competency framework for managing the efficiency of internal controls and accountability to facilitate effective governance Burger-Snyman, Dorothee This study aimed to develop an ethical leadership competency framework to strengthen internal controls and accountability, thereby enhancing effective governance. A cross-sectional quantitative research design was employed, using a purposive sample of 274 permanently employed officials at post levels 9 to 15 from two national government institutions. The sample represented diverse sociodemographic characteristics, including age, race, gender, years of public service, staff category, and educational level. The study examined the relationships between ethical leadership, internal control, accountability, and effective governance, while also analysing perceptual differences across sociodemographic groups to inform the development of an ethical leadership competency framework and a governance and ethical leadership scorecard. Data were analysed using descriptive statistics, correlation analysis, and inferential techniques, with structural equation modelling applied to test the relationships among the constructs. Ethical leadership was operationalised through three dimensions: character, influence, and morality. Effective governance was measured using six dimensions: inclusiveness, managerial structures, staff support, management controls, staff loyalty, and work–life balance. Internal control effectiveness was assessed through compliance frameworks and structures, compliance culture, risk management, and operational controls, while accountability management was measured at both strategic and operational levels. The results revealed significant and positive relationships among ethical leadership, internal control, accountability, and effective governance. Ethical leadership was found to enhance accountability and strengthen internal control systems. Internal control emerged as the central pathway to effective governance, exerting a particularly strong influence on governance Page | vi outcomes. While ethical leadership plays a critical enabling role, the quality of governance was primarily driven by the robustness of internal control systems rather than leadership practices alone. Governance was most effective when ethical leadership behaviours were embedded within organisational practices, creating an environment conducive to accountability. Sociodemographic variables, including age, race, gender, length of public service, staff category, and education level, significantly influenced perceptions of ethical leadership, governance, internal control, and accountability. This study contributes to the field of Business Administration by proposing an ethical leadership competency framework and scorecard to support the institutionalisation of ethical leadership, enhance internal controls and accountability, and promote effective governance in both public and private sector organisations. Thu, 01 Jan 2026 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/32715 2026-01-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/32702 Investigating the effectiveness of learning and development (L&D) provided to e-tutors in an ODeL institution Makhuvele, Lazarus Nyiko This study investigated the effectiveness of the Learning & Development (L&D) offered to e-tutors at an Open Distance eLearning (ODeL) institution. The ODeL institution where the study was conducted has historically experienced low throughput, a low pass rate and a high dropout rate. To address these challenges, the ODeL institution relies on strategies that include, among others, the recruitment and appointment of e-tutors to support and mentor students throughout their academic journey. The primary objective of this study was to investigate the effectiveness of e-tutors’ L&D in enhancing students’ learning experiences in an ODeL institution. A cross-sectional quantitative research approach was adopted for this study. Data were collected using a questionnaire. The instrument was captured on MS Forms and the link was shared via email to a census sample of 869 e-tutors appointed at the ODeL institution. One hundred and ninety-nine (199) e-tutors participated in the study and the quantitative data were analysed using descriptive and inferential statistics. The findings of the study revealed that the e-tutors’ L&D was effective in improving e-tutor’s skills and competences. However, the study revealed that a majority of e-tutors require further training on subject-related content, online communication and technological skills. The study concluded that the ODeL institution must make subject-specific assessment compulsory across all colleges, prioritise online communication and technological skills training interventions and advanced training for experienced e-tutors. Recommendations include: standardised subject-specific assessment; improved technological and communication training; increased the frequency of training; and the development of a tiered training model.; Dyondzo leyi yi lavisisile matirhelo ya Dyondzo na nhluvukiso (L&D) leyi nyikiwaka vadyondzisi va xielekitironiki eka nhlangano wa Dyondzo ya le Kule leyi Pfulekeke (ODeL) eka dyondzo yale henhla. Ahlangano wa ODeL laha ndzavisiso wu endliweke kona hi matimu wu vile na vuhumelerisi bya le hansi, mpimo wa le hansi wa ku pasa na mpimo wa le henhla wo tshika xikolo. Ku lulamisa mintlhontlho leyi, nhlangano wa ODeL wu titshege hi tindlela leti katseke,na tin’wana ta tona , ku thola na ku thoriwa ximfumo ka vadyondzisi va xielekitironiki ku seketela na ku letela swichudeni eka riendzo ra swona hinkwaro ra dyondzo.Xikongomelonkulu xa ndzavisiso lowu a ku ri ku lavisisa ku humelela ka L&D ya vadyondzisi va xielekitironiki eku nhluvukiseni ka ntokoto wa dyondzo ya swichudeni eka nhlangano wa ODeL. Endlelo ra ndzavisiso ra tinhlayo leri hlengeletaka vutivi hi nkarhi wun’we ri amukeriwile eka ndzavisiso lowu. Datha yi hlengeletiwile hi ku vutisa swivutiso. Xitirhisiwa lexi xi tekiwile eka Tifomo ta MS naswona linki yi rhumeriwe hi imeyili eka xikombiso xa nhlayo ya vanhu va Madzana ya nhungu –makume tsevu na nkaye (869) wa vadyondzisi va xielekitironiki lava thoriweke eka nhlangano wa ODeL. Dzana na makume nkaye nkaye (199) wa vadyondzisi va xielekitironiki va nghenelerile eka ndzavisiso naswona datha ya nhlayo yi xopaxopiwile hi ku tirhisa tinhlayo leti hlamuselaka na ta xiringanyeto. Leswi kumiweke eka ndzavisiso lowu swi paluxe leswaku vadyondzisi va xielekitironiki L&D a yi tirha kahle eku antswiseni ka vutshila ni vuswikoti bya vona. Hambi swi ri tano, ndzavisiso wu kombise leswaku vunyingi bya valeteri va le ka vadyondzisi va xielekitironiki va lava ku leteriwa ku yisa emahlweni eka timhaka leti yelanaka ni dyondzo, vundzeni, ”online” mbulavurisano, vutivi na vutshila bya thekinoloji. Ndzavisiso wu gimete hi leswaku nhlangano wa ODeL ri fanele ri endla leswaku tikholichi hinkwato ti boheka ku endla xikambelo xa dyondzo yo karhi hi nhloko-mhaka yo karhi, wu rhangisa mbulavurisano hi ku tirhisa Inthanete ni ku letela vanhu hi thekinoloji, ni ku nghenelela eku leteleni ka vadyondzisi lava nga ni ntokoto hi ku tirhisa Inthanete. Switsundzuxo swi katsa nkambisiso lowu ringaniseriweke wa dyondzo yo karhi, ndzetelo wa thekinoloji lowu antswisiweke na vuleteri bya vuhlanganisi na nhluvukiso wa modele wa ndzetelo wa switepe.; Ngudo iyi yo ṱoḓisisa mvelelo dza u Guda na Mveledziso (L&D) dzo ṋetshedzwaho vhagudisi nga inthanethe kha tshiimiswa tsha u Guda nga inthanethe kha Ngudo nga Inthanethe kha Vhukule Hovuleaho (ODeL). Tshiimiswa tsha ODeL he ngudo ya itwa hone tsho tshenzhela ḓivhazwakale ya u bvelela ha fhasi, tshivhalo tsha fhasi tsha u phasa na tshivhalo tsha nṱha tsha u litsha tshikolo. U tandulula khaedu idzi, tshiimiswa tsha ODeL tsho ḓitika nga zwiṱirathedzhi zwine zwa katela, vhukati ha zwiṅwe, u topola na u sedzulusa vhagudisi vha u gudisa nga inthanethe u itela u tikedza na u eletshedza matshudeni kha lwendo lwavho lwoṱhe lwa zwa pfunzo. Tshipikwa tshihulwane tsha ngudo iyi tsho vha tshi tsha u ṱoḓisisa mvelelo dza L&D ya vhagudisi vha vha u gudisa nga inthanethe kha u khwinisa tshenzhemo dza u guda dza matshudeni kha tshiimiswa tsha ODeL. Nḓila ya ṱhoḓisiso ya khwathithethivi ya zwipiḓa zwo fhambanaho yo ṱanganedzwa kha ngudo iyi. Data yo kuvhanganywa hu tshi shumiswa mbudzisombekanywa. Tshishumiswa tsho dzhiiwa kha Fomo dza MS nahone vhuṱumani ha kovhelwa nga imeiḽi kha sampuli ya mbalo ya vhathu ya vhagudisi vha u gudisa nga inthanethe vha 869 vho tholwaho kha tshiimiswa tsha ODeL. Vhagudisi vha u gudisa nga inthanethe vha ḓana na fuṱahe-ṱahe (199) vho shela mulenzhe kha ngudo nahone data ya tshivhalo yo senguluswa hu tshi shumiswa zwitatisitiki zwi ṱalusaho na zwi bveledzaho. Mawanwa a ngudo o dzumbulula uri L&D ya vhagudisi vha u gudisa nga inthanethe yo vha i tshi khou shuma kha u khwinisa vhukoni na vhukoni havho. Fhedziha, ngudo yo bvisela khagala uri vhunzhi ha vhagudisi vha u gudisa nga inthanethe vha ṱoḓa vhugudisi ho engedzeaho nga ha zwi re ngomu zwi tshimbilelanaho na thero, vhudavhidzani ha inthanethe na vhukoni ha thekinoḽodzhi. Ngudo yo pendela nga ḽa uri tshiimiswa tsha ODeL tshi tea u ita uri tsedzuluso yo khetheaho ya thero i kombetshedzee kha khoḽedzhi dzoṱhe, u vhea phanḓa vhudavhidzani ha inthanethe na vhudzheneleli ha vhugudisi ha zwikili zwa thekhinoḽodzhi na u wana vhugudisi ha nṱhesa ha vhagudisi vha u gudisa nga inthanethe vha re na tshenzhemo. Themendelo dzi katela u ṱola ho linganelaho ho livhaho kha thero, vhugudisi ho khwiniswaho ha thekhinoḽodzhi na vhudavhidzani, u engedzwa ha tshifhinga tsha vhugudisi na mveledziso ya modele wa vhugudisi wo ṱanganelanaho. Text in English with abstract and keyword in Tsonga and Venda Wed, 25 Feb 2026 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/32702 2026-02-25T00:00:00Z https://ir.unisa.ac.za/handle/10500/32653 Multi-Generational Differences: Females’ Perspectives on Factors Influencing Employee Retention Gopal, Denelle Devanisha The aim of this study was to explore the multi-generational differences in the driving and inhibiting factors that influence employee retention from a female perspective. A qualitative research design was used, and 20 semi-structured interviews were conducted. The data were analysed through thematic coding using ATLAS.ti. The findings revealed that emotional and psychological well-being, inclusive leadership and value alignment are central factors that influence retention, particularly for women navigating personal and professional responsibilities. Multi-generational differences emerged in participants’ perceptions of organisational support, leadership styles and career development opportunities. The study highlights the importance of fostering inclusive and empathetic workplace cultures that support life transitions, promote diversity and build trust through transparent communication. Recommendations are provided to guide human resource practitioners and organisational leaders in developing retention strategies that are responsive to generational needs and gender-specific challenges.; Die doel van hierdie studie was om die multigenerasieverskille in die motivering- en stremmingsfaktore wat werknemerbehoud beïnvloed vanuit ʼn vroulike perspektief te ondersoek. ʼn Kwalitatiewe navorsingsontwerp is gebruik, en 20 semi-gestruktureerde onderhoude is gevoer. Die data is ontleed deur tematiese kodering met behulp van ATLAS.ti. Die bevindinge het getoon dat emosionele en sielkundige welstand, inklusiewe leierskap en waardebelyning sentrale faktore is wat behoud beïnvloed, veral vir vroue wat persoonlike en professionele verantwoordelikhede navigeer. Multigenerasieverskille het na vore gekom in deelnemers se persepsies van organisasie-ondersteuning, leierskapstyle en loopbaanontwikkelingsgeleenthede. Die studie beklemtoon die belangrikheid van die bevordering van inklusiewe en empatiese werkplekkulture wat lewensoorgange ondersteun, diversiteit bevorder en vertroue deur deursigtige kommunikasie bou. Aanbevelings word verskaf om menslikehulpbronpraktisyns en organisasieleiers te lei in die ontwikkeling van behoudstrategieë responsief tot generasiebehoeftes en geslagspesifieke uitdagings.; Inhloso yalolu cwaningo ukuhlonza umehluko phakathi kwezizukulwane eziningi mayelana nezinto ezinomthelela ekuqhutshweni nasekuvinjelweni kokugcinwa kwabasebenzi emsebenzini, ngokubona kwabesifazane. Kwasetshenziswa ucwaningo oluhleliwe oluyikhwalithi kanti futhi nemibuzo engama-20 engahleliwe ngokuphelele nayo yasetshenziswa. Idatha yahlaziywa ngokusebenzisa ukuhlukanisa ngemixholo ye-ATLAS.ti. Imiphumela yadalula ukuthi inhlakahle ngokwengqondo nangokwemizwa, ubuholi obubandakanyayo kanye nokuhambisana ngokwamanani kungumgogodla wokugcinwa kwabasebenzi emsebenzini, ikakhulukazi abesifazane abanezibopho zabo siqu kanye nezasemsebenzini. Umehluko phakathi kwezizukulwane eziningi, waqala emva kwemicabango yababambiqhaza yokwesekwa kwenhlangano, izindlela zobuholi kanye namathuba okuthuthukisa umsebenzi. Ucwaningo lugqamisa ukubaluleka kokugqugquzela ukubandakanya kanye namasiko okusebenza anozwelo eseka ukuguqula impilo, agqugquzela ukwehluka kanti futhi akha ukwethembana ngokuxhumana okusobala. Kuhlinzekwe ngezincomo ezizokweluleka abasebenzi ababhekelela izindaba zabasebenzi kanye nabaholi benhlangano ekusunguleni amaqhinga azohlangabezana nezidingo zesizukulwana kanjalo nezingqinamba eziqondene nobulili obuthile. Abstract in English with Afrikaans and Zulu translation Fri, 27 Feb 2026 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/32653 2026-02-27T00:00:00Z