Enterprise Resource Planning Tools Management in Private Higher Education in South Africa

Joseph Mithi and Saths Govender

Journal of Education and Vocational Research, 2021, vol. 11, issue 2, 12-22

Abstract: In this research on Enterprise Resource Planning Tools Management in Private Higher Education in South Africa, the study objective was to determine critical issues influencing Enterprise Resource Planning (ERP) tools selection in academic management in Private Higher Education Institutions (PHEIs) in South Africa. A mixed-methods (qualitative and quantitative) research methodology was used to triangulate the results of the research from an interpretive position. The research analyzed and reported on subjective and quantitative data to ascertain knowledge about the participants’ recognition of critical issues affecting the management of ERP tools in academic management in PHEIs in South Africa. In this study, the following groups of participants were purposefully sampled: students, lecturers and management staff working in the three PHEIs in Gauteng. The study found that academic attainment in PHEIs could be enhanced through ERP tools management in ICT integration. The research outcomes suggest that there is enhanced coaching and students' personal interactions through online conference tools, a practice that may be backed up and carry the same weight and recognition as physical learning contact hours. Issues of integration in the selection of any robust, dynamic PHEI tools may call for a firm’s financial readiness and company-wide consultations with potential users of the system. Any HE ERP system that does not have a student portal, without integrated online issues of applications, checking of results, enhancement of teaching and learning but partly integrating one or two departments in isolation to others, may not be considered fit or robust as a higher educational ERP tool.

Date: 2021
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Persistent link: https://EconPapers.repec.org/RePEc:rnd:arjevr:v:11:y:2021:i:2:p:12-22

DOI: 10.22610/jevr.v11i2(V).3143

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