Influence of Brand Equity on Choice of University: A Study of First-Year Students
- Authors: Tukwayo, Grace Yonela
- Date: 2025
- Subjects: Brand equity , Quality education , Stakeholder perceptions , Walter Sisulu University
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/11260/16000 , vital:80660
- Description: This study examined organisational brand equity, focusing on brand image, corporate identity, and reputation, using Walter Sisulu University (WSU) as a case study. Brand equity, which includes brand image, corporate identity and reputation, is crucial for attracting students and maintaining a strong institutional image. Consistent branding and positive experiences are essential for sustaining brand equity.WSU’s unique positioning, with a predominantly Black student population (99.2%) and regional influence, makes it a compelling case for understanding university choice factors. This research explored how brand image, corporate identity, and reputation affect prospective first-year students' decisions, an area previously unexplored for WSU. Using a qualitative approach, the study gathered data through interviews, revealing that while brand equity influences university choice, other factors play a significant role. WSU’s reputation is shaped by word-of-mouth, media narratives, and personal networks, including schoolteachers and family members who are often WSU alumni. Key factors influencing university selection include brand equity, academic reputation, location, affordability, and career prospects. Additionally, financial considerations and proximity to home significantly impact decisions... , Degree: M. Commerce in Business Management
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- Date Issued: 2025
Improving Quality Education in Rural South African Schools through Shared Leadership Style: A Case Study of Three Rural Secondary Schools
- Authors: Ziduli,Mlungiseleli , Buka, Mqondiso Andrea
- Date: 2023
- Subjects: Shared leadership , Community-based leaders , Competencies , Capabilities , Quality education
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/15483 , vital:80153 , DOI: https://doi.org/10.38159/ehass.2023487
- Description: This paper discussed how to improve the quality of education in rural schools in South Africa by advocating for the inclusion of community-based leaders (CBLs) such as traditional leaders, religious leaders and business leaders in school affairs by principals. The study was premised on the observation that principals lack the competencies and capabilities to share leadership with community-based leaders such as traditional, religious and business leaders. The exclusion of community-based leaders in crucial decision-making processes resulted in poor learner performance. The study was grounded on the assumption that sharing leadership expertise by principals would sustain a quality learning and teaching culture in rural schools. The belief is that community-based leaders are the most respected people in their communities and therefore their voices can be heard when it comes to parent participation and combating social ills in schools. The study was conducted purposely in poor-performing rural schools whereby community-based leaders were excluded in school matters. A phenomenological study with an interpretive-constructivism paradigm was conducted to establish sustainable principals’ shared leadership roles for quality education. Data collected through interviews in three schools were thematically analysed and it revealed that: Principals lack competent and capable leadership skills to include community-based leaders in school matters. Also, social ills prevail which affect learning and teaching negatively. Further, community based-leaders were only invited when there was a crisis and once the crisis solved, their input was no longer needed. Thus, the authors recommended that the Department of Basic Education could spend more resources on training rural school principals about the importance of including community-based leaders in crucial decision-making processes to improve and sustain quality education in rural areas. The authors also recommend ZiCBL's Model for the improvement of quality education in rural areas.
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- Date Issued: 2023
Secondary School Learners Migration Impact in Urban Schools in South Africa
- Authors: Songelwa, Piliso , Nomtshongwana, Thanduxolo , Buka, Mqondiso Andrea
- Date: 2023
- Subjects: Learner migration , Overcrowded classes , Quality education , Rural schools , Urban schools
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14479 , vital:79589 , DOI: https://doi.org/10.38159/ehass.202345313
- Description: This study employed a qualitative research approach to explore the impact of learner migration in urban secondary schools of OR Tambo Inland District in the Eastern Cape Province, RSA. The study was triggered by the observation of increasing learner enrollment in urban schools whereas declining in rural schools. The study was grounded on the assumption that understanding the factors that contribute to learner migration will help to identify its impact and come up with ways of mitigating the situation. The study adopted an interpretive-constructive paradigm where a case study research design was employed. Verbatim accounts and natural meaning units were used to present and analyse data. The study found that there is an influx of learners from rural to urban schools. Learners migrate to urban schools in pursuit of better quality education in urban schools. This according to findings leads to overcrowded classes and shortages of resources in urban schools. The study recommended that attention be given to rural schools as they sometimes lack necessary resources like infrastructure and human resources. The study also recommended that urban school teachers be equipped with the necessary skills on how to deal with overcrowded classes. This research adds to the existing literature on learner migration.
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- Date Issued: 2023
Secondary School Learners' Migration Impact in Urban Schools in South Africa
- Authors: Songelwa, Piliso , Nomtshongwana, Thanduxolo , Buka, Mqondiso Andrea
- Date: 2023
- Subjects: Learner migration , Overcrowded classes , Quality education , Rural schools , Urban schools
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14397 , vital:79305 , DOI: https://doi.org/10.38159/ehass.202345313
- Description: This study employed a qualitative research approach to explore the impact of learner migration in urban secondary schools of OR Tambo Inland District in the Eastern Cape Province, RSA. The study was triggered by the observation of increasing learner enrollment in urban schools whereas declining in rural schools. The study was grounded on the assumption that understanding the factors that contribute to learner migration will help to identify its impact and come up with ways of mitigating the situation. The study adopted an interpretive constructive paradigm where a case study research design was employed. Verbatim accounts and natural meaning units were used to present and analyse data. The study found that there is an influx of learners from rural to urban schools. Learners migrate to urban schools in pursuit of better-quality education in urban schools. This according to findings leads to overcrowded classes and shortages of resources in urban schools. The study recommended that attention be given to rural schools as they sometimes lack necessary resources like infrastructure and human resources. The study also recommended that urban school teachers be equipped with the necessary skills on how to deal with overcrowded classes. This research adds to the existing literature on learner migration.
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- Date Issued: 2023