Faculty of Business and Management Sciences
Research Proposal Submission Template (M&D Studies)
Registered Qualification
(E.g., M Tech: Business Administration)
Surname
Maqaqa
First Names
Zusakhe
Student number
217172172
Masters in Marketing
Physical/Postal Address
Tel (W)
Cell
E-Mail
0785606607
217172172@mycput.ac.za
Research title
Should be concise summary of the proposed study; maximum 12 to 15 words; reflect
important variables (independent, dependent and locational variables; avoid us of words like
analysis, investigation, exploration, study of, etc.)
IsiNtu in the teaching of marketing: An analysis of a translanguaging pedagogy at a South
African university
Supervisor
Dr Kevin Ncube
Co-Supervisor
Introduction (Preferably not more than 1 page OR approx. 250 words)
The introduction lays the groundwork by citing origin of the idea/problem, why topic is important to the discipline,
country (SA), region and globe. Have others studied this area and is there gap worth exploring?
Marketing is a component of business education, in South Africa, it is often offered as a
separate diploma or as a specialisation in a Bachelor of Commerce or similar e.g. Bachelor of
Business Sciences. Marketing has a role, and it is important to the South African economy as it
contributes to create employment opportunities and to grow the economy (OECD, 2017). In a
developing economy like South Africa, marketing serves the function of supporting both
established and upcoming businesses. It serves large corporates, small medium enterprises
(SMEs) and start-ups. Marketing education is thus fundamental to the maintenance and
development of national economies (The World Bank, 2018). Furthermore, South Africa has a
high unemployment rate which has been linked to a low success rate of SMEs and start-ups.
These upcoming businesses have been found to be lacking access to a variety of specialised
business skills including in marketing (Ngwenya & Zondi, 2021; Matsikidze, 2022). Ngwenya
and Zondi (2019) have also linked the high failure rate of SMEs and unemployment to social ills
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including poverty, social exclusion, inequality, crime and social instability. Support and
development of both established and upcoming business would serve the functions of
addressing the problem of unemployment and its associated social ills (Statistics South Africa,
2022). Such support may need to include a pedagogy that gives access to powerful marketing
knowledges and below is a discussion of arguments that the use of mother tongue in teaching
and learning gives access to disciplinary knowledges (Wheelahan, 2007). The teaching of
marketing may need to be explored as a means of addressing one of the problems experienced
in higher education which is low throughput rate.
The high dropout rates of students in higher education have been linked to a low success rate
and the most affected institutions are former Technikons most of which were reconstituted to
Universities of Technology (Cross & Carpentier, 2009; Council on Higher Education (CHE),
2019). In some Universities of Technology throughput rates have been as low as “21 in every
100 students completing a diploma qualification in three years” (CHE, 2019:v).
Marketing education in South Africa faces several challenges including a low throughput rate
which is a recurring challenge in the South African higher education sectors (CHE, 2019).
Several reasons for the low success rates have been cited and these include, the preparedness
of students, the languages of teaching and learning and more recently the preparedness of
higher education institutions for a diverse student cohort (McKenna, 2016; Gumbi & McKenna,
2020). Issues of language and culture have been highlighted as some of the most important
issues related to success in education broadly (Postma & Postma, 2011) and specifically in
marketing education (Ncube, 2020). Furthermore, challenges of throughput rate and its link to
the use of teaching methods which may not be relevant to the culture of the learners have
been argued to constitute a form of a hindrance to access to disciplinary knowledge
(Wheelahan, 2012). Learning within one’s culture has further been credited for the
development of a more solid understanding of what they are learning about (Prah, 2018).
In response to the issues of student’s success and its relation to use of mother tongue languages
in pedagogy ideas on bilingualism and multilingualism have been developed (Garcia & Hesson,
2015). While multilingual pedagogies have been found to fare better than monolingual
pedagogies especially for second languages speakers they have also been critiqued and a more
dynamic multilingualism has been proposed leading to the concept of translanguaging which has
been argued to be associated with the development of learners holistically and not away from
their language-culture (Prah, 2018). The concept of translanguaging is a method of teaching
learners using their mother tongue to enable access to knowledges and for the reorientation of
pedagogies which strengthen the African value of ubuntu (Makalela, 2017). Furthermore,
students who have been taught using translanguaging have demonstrated a deeper
understanding of disciplinary knowledge including English in such a way that they excelled more
than those who have been taught only in English (Makalela, 2019). The importance of marketing
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knowledges in business and in the development of the economy becomes a focus of this study
however, together with translanguaging as a pedagogy which makes such knowledges
accessible. Based on the literature, this study seeks to systematically ascertain the extent to
which translanguaging contributes to the success of learners who speak isiNtu as a mother
tongue.
Problem statement (preferably 1 page OR approximately 250 words)
Reflect what the problem is? The context where the problem exist (affected society, theoretical problem, etc.),
what is the extent and magnitude of the problem (can it be quantified? any statistics associated with the problem
or qualified)?; why is the problem important for researching?; have other authors identified or addressed this
problem before?; If already researched then what is the research gap to be addressed by this research?
The problem of a low throughput rate and high dropout rate in higher education and in
marketing can benefit from understanding the broad issues affecting the success of learners
who learn in a language which is “not the primary language spoken at home” (De Kadt &
Mathonsi, 2011). Prah and Brock-Utne (2009) point out the importance of considering the use
of mother tongue pedagogies arguing for a pedagogy which has a cultural fit to the learners
where such an alignment may also influence the selection and sequencing of ideas and
theories in response to the socio-cultural needs of learners and their communities.
While a number of theories on multilingualism are available and in use in Africa for example
code-switching, many of them are inadequate (Ramoupi, 2014). “Most theories on bilingualism
originate in the US, Canada, Europe and other industrialised countries and have been formed
on the basis of experiences in those parts of the world” (Brock-Utne, 2017:66). While some of
their formation/development may include for example the teaching of English as a second
language to Africans in the west, such theories may not be appropriate where an African has to
learn English as a second language while domiciled in Africa. Western developed language
learning theories are thus often inadequate as “they do not fit the situation in Africa” (BrockUtne, 2017:66). A paradigm shift is necessary in thinking about multilingual education in Africa.
In instances where efforts to use African languages have been made, a problem faced in the
use of African languages, is akin to Garcia’s (2019) claim that they are often used as a
steppingstone and not as a legitimate medium for learning. The use of African languages this
way ignores that “children learn best in a language which is familiar to them” and not in excolonial languages rendered official languages and thus assigned as ideal languages for
learning, yet they remain foreign languages to most Africans (Brock-Utne, 2017:68).
An effort to use African languages as a pedagogy would also need to consider challenges which
have emerged in similar prior research. For example, as English and most colonial languages in
the continent remain a prerequisite to accessing meaningful employment, many parents have
argued for their children to be taught in a language not spoken at home while admitting that
their access to powerful knowledge may be compromised. The research findings are that 80%
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of parents agreed that their children were not passing well because they “understood very
little when the teaching was in English” yet 65.5% of those parents wanted their children to be
taught in English (Qorro, 2005; Brock-Utne, 2017:68-69). These complexities arise from
conflation of language of teaching and learning and effectively learning a second language for
communication. While this may seem like a contradiction, the parents are objective in
observing that if their children are taught in African languages they will fail to be employed
(Brock-Utne, 2017). However, this research seeks to engage the conflation of language of
instruction and effectively learning of a second language. On one hand, language of instruction
seeks to give access to disciplinary knowledge, on the other hand learning a second language is
often for engaging with others discussing disciplinary knowledges in a language other than that
of the disciplinary experts. For example, English may be a second language used between two
scholars who may have learned similar disciplinary knowledges in mother tongue languages
other than English.
The views that favour learning in English or a similar colonial language also emanate from the
observation by most parents that most texts are in European languages, sometimes together
with a misconception that the use of English as a language of instruction is a universal practise
in universities across in the world (Qorro, 2005). However, most of the “countries in Europe use
their languages as medium of instruction both at secondary school and at the university” (BrockUtne, 2017:69). It has further being argued that most successful communities have tended to
predominantly build ideas relevant to their communities in mother tongue (Ndlovu-Gatsheni,
2018; Prah, 2018). Where issues of mother tongue languages are relegated to the home and out
of areas of prestige (Garcia, 2019), issues of relevance of the education system are often raised.
This study thus seeks to explore the use of mother tongue languages in a translanguaging
pedagogy and the extent to which they enable access to disciplinary knowledges.
Rationale and significance of the study (Preferably not more than half page OR approximately 125 words)
In what way will the study contribute to existing knowledge, existing practices and/or policies? State the anticipated
outcomes of the study in relation to theory, practice, policy, and personal learning. Identify social groups and
academic disciplines that might benefit from the study. Whom or what industry will if benefit?
The Rationale of your research is the reason for conducting the study.
The Significance is the extent to which something matters; its importance and can it add to the body of knowledge.
This research is expected to improve on existing knowledge and research on translanguaging
pedagogies in education and their contribution to the success of students. Some research is done
at primary school level (see, e.g. Makalela, 2019), and while in higher education multi-lingual
glossaries are commonly developed the use of African languages at theoretical level remains
rare. This study has significance in that it is one of the first that cuts across pedagogic practice
and includes multilingual tutorials, materials development and assessment in an African mother
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tongue language. The study hopes to inform practices for the wider adoption of multilingual
education in marketing and in higher education. The study will put to the test literature
advocating for a balanced multilingual pedagogies and claims that these can improve student
learning and success (Mgqwashu, 2009; Prah, 2018; Ncube 2020). As this study also seeks to
advance the use of multilingual pedagogies to improve student success. Such success would help
alleviate the high dropout rate, low trough put rate and low success rates (Cross & Carpentier,
2009; CHE, 2019). The low throughput rate in higher education is sometimes very low with only
21 from every 100 students completing or passing a diploma in the recommended three-year
time frame (CHE, 2019).
Theoretically the key beneficiaries are the field of marketing, in which access to otherwise
complex disciplinary ideas would be opened up to more candidates who would have been
excluded due to low proficiency in the language of instruction i.e. English. Other beneficiary
disciplines include the field of business education research, translanguaging, African languages.
Furthermore, research in multi-disciplinary and transdisciplinary research is also envisaged to be
beneficiary. Broadly, the use of African mother tongue languages in multilingual pedagogies is
also expected to improve the level of understanding of theories and making knowledges
accessible in African languages.
Aim and objectives of the study (Preferably not more than half a page OR approximately 125 words)
AIMS: Reflect the main purpose of conducting the research. Broadly, what is the study meant to accomplish? It is
a broad statement of what the research intends to achieve or contribute towards. Words such as explore, explain,
describe, develop are useful in stating the aim of a research.
OBJECTIVES: are achievable and outcome-based research intentions. They are concise statements that describe
what the study will accomplish. Reflect on specifics and provide a statement or statements on what the study
achieves at completion. Words such as discover, explain, evaluate, investigate, determine are useful in stating
objectives. Where objectives are numerous, they should be numbered (restrict objectives to preferably 4 or fewer.
All objectives should help achieve research aim (alignment).
Aim:
To explore the extent to which using isiNtu in a translanguaging pedagogy enables the success
of students.
Research objectives
1) To analyse the performance of students on an assignment written in isiNtu.
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2) To analyse students’ perceptions of their performance as an outcome of a
translanguaging pedagogy using Bernstein’s Instruction Discourse of selection,
sequencing, pacing and evaluation. In other words, to establish:
2.1) Students’ perceptions of the theories selected and learned in the course and how
relevant they are to their lives.
2.2) Student’s perception of sequencing on their comprehension of theories, where
sequencing is the placement of theories in relation to other theories taught.
2.3) Perceptions of students on pacing i.e. the freedom to control the time required
to learn the theories.
2.4) Perceptions of students on evaluation i.e. assessment as a part of learning on the
comprehension of theories.
Research Questions/Hypotheses (Preferably 125 words)
Research Questions:
These are the questions that will be addressed by the study. Research questions MUST be unambiguous. Research
questions guide the study because addressing the research questions addresses the research objectives. Each
question should be aligned/ linked to the research objective. If the aim is stated as: (a) to EXPLORE then words such
as “what and/or how” could be useful; OR (b) to EXPLAIN then words such as “how and/or why” could be useful; OR
(c) to DESCRIBE the words such as “what and/or who/which/when/where could be useful; OR (d) to DEVELOP then
words such as “why and/or who/which/when/where could be useful [see Cronje, J. 2016. Towards an integration of
paradigmatic and pragmatic research in information systems, EJISDC, 77(9), 1-14]
Research questions
1. Does the assessment in isiNtu demonstrate and understanding of knowledge of the theory?
2. What are the perception of students on the translanguaging pedagogy as an entities with
causal powers on their learning? The perception of students is analysed using Bernstein’s
Instruction Discourse of selection, sequencing, pacing and evaluation.
2.1. What are students’ perceptions of the theories selected and learned in the course and
how relevant they are to their lives?
2.2. What are students’ perception of sequencing on their comprehension of theories,
where sequencing is the placement of theories in relation to other theories taught?
2.3. What are the perceptions of students on pacing i.e. the freedom to control the time
required to learn the theories?
2.4. What are the perceptions of students on evaluation i.e. assessment as a part of learning
on the comprehension of theories?
Hypotheses or Propositions (Preferably 250 words)
Hypotheses are relevant for quantitative studies. A hypothesis statement predicts the relationship between
variables. It is an assumption that is made up front. An example from an experimental study could be: The
application of fertilizer to maize increases yields. Hypotheses need to be very clear and testable.
A Proposition is a tentative and speculative relationship between constructs that is stated in an affirmative form.
An example of a proposition is: “An increase in student intelligence causes an increase in their academic
achievement.” Propositions (relevant for qualitative studies) are generally derived based on logic (deduction) or
empirical observations (induction).
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The use of the translanguaging framework informs curriculum development and an effective
pedagogy, both of which lead to student success.
At the curriculum level translanguaging informs the appropriateness of theory to a target
student cohort and or the restructuring of theory to a more appropriate form or the search for
more relevant theory.
From the sequencing, pacing and evaluation, the translanguaging pedagogy enables learning and
subsequently success of students.
Underpinning Conceptual and Theoretical Framework (Preferably 500 words OR not more than ONE page for
proposal purposes. Could be longer in different departments. The more sources consulted/stated/cited the better)
A theoretical framework helps the researcher to explain time tested theories that embody the findings of numerous
investigations on how phenomena occur under given scenarios. The theoretical framework can be written in prose
(written format) or in a visual format (diagram) reinforced by a summarised explanation of the diagram. The
theoretical framework frames the study and identifies the key theories and concepts that underpin your study.
The conceptual framework is the researcher’s own position from the perspective of the theoretical framework on
the problem and gives direction to the study illustrating what the researcher expects to find through the research,
explaining the relevant variables, their assumed/hypothesised relationship for the study and maps out how those
variables, relate to each other. The conceptual framework can be written in prose (written format) or in a visual
format (diagram) reinforced by a summarised explanation of the diagram.
Provide background work done from using the selected theory for this field of study explaining the “how” and “why”
things have transpired in the manner that they have, to anchor your research and thesis. The narrative must include
examples of experimental trials or where it has been used and by who and their findings.
Theoretical and Conceptual Framework
This section discusses the conceptual and theoretical frameworks which are “the soul of every
research project” (Imenda, 2015: 185). They guide how the researcher goes about investigating
the problem, how they formulate the research problem and how the researcher attaches
meaning to the data collected from the investigation (Imenda, 2015).
Theoretical Framework
The theoretical framework which is going to guide the research is the Bernstein’s instructional
discourse (Wheelahan, 2007). The research will be focusing on how the use of isiXhosa in
pedagogy enables or constrains the success of learners in the subject of Consumer Behaviour.
The Bernstein’s instructional discourse has four dimensions which are selection, sequencing,
pacing and valuation of the knowledge in a curriculum (Bertram, 2020). Selection involves
consideration of “what counts as legitimate knowledge”, sequencing which is “how the
knowledge is arranged in the curriculum”, pacing which is “the expected or anticipated rate of
acquisition for students in the curriculum”, and evaluation which is the criteria to ensure that
knowledge is received, understood and reproduced (Hlatshwayo, 2018:41). The Bernstein’s
instructional discourse suggests that “access to both curriculum knowledge and to being a
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valued knower in the field” may depend on how effectively four components of the framework
are enacted (Hlatshwayo, 2018:v). The use of the Bernstein’s instructional discourse as a
theoretical framework is to develop an understanding of how use of mother tongue African
languages enable access to curriculum knowledge and ensure that students are able to
develop a critical understanding of theories in the module of Consumer Behaviour.
Conceptual framework
This research is underpinned by critical realism developed by Bhaskar (1975) and it will be
using the qualitative approach as the foundation of the study. The research data includes free
response answers which are explanations of theories and the use of interview techniques using
open ended questions to collect qualitative data. Qualitative data analysis will be carried out
for the purpose of interpretating of data for the purposes of discovering concepts and
relationships therein and thereafter then organising the findings into a theoretical explanatory
(Strauss & Corbin, 1988). In critical realism the research is not satisfied by assigning causality to
a single entity however the observed world is understood as an outcome of multiple entities
with causal powers (Rutzou, 2015). The entities are further understood to operate as a
mechanism made up of multiple parts. When the entities come together, they interact, release
their powers and an outcome which is the product of the interaction emerges (Gorski, 2013).
The entities may or may not be seen in operation. Experiences of the world are often empirical
and may be restricted to the seen. Such empirical experiences may only constitute a part of
the world, a part of the truth but not necessarily the whole truth (Wheelahan, 2009).
While critical realism may challenge the single cause hypothesis it however does not seek to
undermine the power of a single entity but rather seeks to establish the contribution of a
single entity to an outcome as a part of the causal mechanism (Archer, 2016). Each of the
entities are thus understood that when they release their powers they have the capacity to
enable or constrain (Matsikidze, 2022). In the study the focus is on the use of a mother tongue
African language as a medium of learning, analysed in an assessment. Critical realism would
consider such use of a mother tongue African language in an assessment as having the power
to enable or constrain the success of a candidate. Critical realism would further consider other
aspect of Bernstein’s instructional discourse for example the relevance of the theory to the
learner which takes place at the selection stage to also have the power to enables or constraint
the success of a candidate beyond the impact of using a mother tongue African language.
Literature review (Preferably 750 words OR NOT MORE three pages for proposal purposes. Could be longer in
different departments. The more sources consulted/stated/cited the better)
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Reflect information from studies that have been carried out addressing the stated problem or similar? What are
the conclusions reached by these studies? What are the gaps in the existing literature related to the problem? This
also partly clarifies why it is important to conduct the study and whether the problem is researchable. Examples of
sources of literature include peer reviewed journal articles (very important), working papers and reports
(government, NGOs, private sector etc.). Please use the Harvard referencing method in the text and reference list.
Consult mainly sources younger than 10 years except classical sources where applicable. Important to cite both
general literature and theory that foregrounds/informs this research.
This section starts with an overview of the role of marketing in business, it also discusses the
organising principles in the field of marketing i.e. how the marketing curriculum is structured,
for the purposes of understanding approaches to teaching and learning in marketing.
Thereafter, it focuses on a discussion of theories in marketing and in particular in consumer
behaviour from where the teaching, learning and assessment will evaluated. The final section
focuses on the role of mother tongue African languages in the learning of disciplines, with a
focus on their application to the learning of marketing.
Role of marketing
Marketing is a business discipline responsible for managing the interface between a business
which provides products and services to its target audience which are its consumers groups
(CIM, 2015). Target audience, includes a wide range of consumer groups, starting with
prospectives who have not yet bought to those who buy but with different frequencies to
those with stronger brand attachments and at higher levels on the relationship ladder (Payne,
1994). The field of marketing is as important as other fields in business as it contains various
specialised knowledges which are often acquired through learning in universities from
undergraduate to postgraduate levels (Schlee & Harich, 2010). The field of marketing needs to
be maintained at both the practice level through on the job training and the practice of
marketing and also in the university where theoretical fundamentals of the field are taught
(Winberg, 2006; Shay, 2016). This study thus focuses on marketing knowledges and the
effectiveness of the manner in which they are taught.
Teaching of theories in marketing using African languages
For marketing to effectively play its role in the business field, marketing theories have to be
well taught. This study will focus on the teaching of theories in marketing using African
languages. An analysis of marketing pedagogies requires an understanding of the structure of
the marketing curriculum, the knowledges therein and the pedagogy necessitated for effective
teaching and learning. This study thus explores Bernstein theories on curriculum structure and
on instructional discourse.
The theory on curriculum structure informs analysis based on three main curriculum types i.e.
singulars, regions and generics which may necessitate a peculiar pedagogy with implications on
the success of learners (Wheelahan, 2007; Ncube, 2020).
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Singulars are characterised as academic disciplines which are made up of specialised body of
knowledge. The examples of singulars include “physics, chemistry, history, economics,
psychology” and mathematics (Bernstein, 2000:52). The singulars only focus on developing
their field which makes it to be inward facing (Ncube, 2020). In other words, they do not
include knowledge from other fields nor are they controlled by professional bodies (Clarence,
2013). Singulars face inwards into themselves rather than regions which face outwards in the
way that vocational and professional disciplines do (Barnett, 2006). Singulars were conceived
as pure disciplines with a sacred face and creating “dedicated identities with no reference
other than to their calling” (Bernstein 2000, 54).
Regions constitute organised bodies of knowledge, associated with and obtaining ideas,
concepts or theories from other disciplines for the purpose of serving a number of industries
and functions other than itself (Linh, 2010). There are several regions and examples “include
medicine, engineering, management, and business studies” (Ncube, 2020:112). Regions are
facing both side which is inwards where it organises internal knowledges across different fields
and outwards which is the world of work. They have a profane face which represents “external
linkage and internal power struggles” (Bernstein, 2000:54). Regions bring together knowledges
from various fields and seeks to organise such knowledges to form a knowledge base with a
strong conceptual coherence which can serve the purposes of developing technologies for a
designated workplace (Bernstein, 2000). While new knowledges are developed within a region
these new ideas may be “influenced by ideas from the disciplines and fields from which the
region draws” (Ncube, 2020:112).
Generics are often framed in responses to new trends, fads or short-lived ideals (Bernstein,
2000). They tend to draw from several emerging and fast changing fields and thus are often
characterised by a lack of a stable intrinsic content (Linh, 2010). Characterised by a weaker
disciplinary core, generics are often easy instruments of the market (Ncube, 2020).
Marketing draws knowledges from a number of fields and as such it is akin to what Bernstein
refers to as a region. Some of these knowledges are used as they are but some are repurposed
for use in new areas which Bernstein refers to as recontextualisation.
The instructional discourse will also include concepts like selection, sequencing, pacing and
evaluation (Bernstein, 2000; Wheelahan, 2007) with similar implications on the success of
students. The instructional discourse is discussed in detail on the section on the theoretical
framework.
Structuring of knowledges in marketing
Marketing is organised in several ways for example using the marketing mix framework which
constitutes of product, price, place and promotion also known as the 4Ps. The 4Ps is often
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attributed to McCarthy (1960) who use it as an organising framework in a textbook and has
remained a key organising principle in marketing. Marketing focuses on a company endeavour
to satisfy consumer needs using the 4Ps which are a tool for companies to consider e.g.
product, the development of the product or service according to the needs and wants of
customers; pricing, how much it is going to charge; distribution, how it delivers products or
services to the customer and promotion, how it communicates to consumers about its
products and services (Chartered Institute of Marketing (CIM), 2015).
The importance of the 4Ps as an organising framework is shown as it appears in definitions
from major marketing authorities like the American Marketing Association (AMA) and the CIM.
According to the AMA definition of 1985 marketing is seen as “process of planning and
executing the conception, pricing, promotion, and distribution of ideas, goods and services to
create exchanges that satisfy individual and organisational objectives” (Wilkie & Moore,
2007:269). As services grew, scholars like Shostack (1977) raised concerns that the 4Ps were
insufficient to cover the marketing of services. The argument led to the development of the
product-service continuum which highlighted the unique characteristics of services but also
showed hybrid products with a strong good-service mix. The concerns raised by Shostack
(1977) led to the introduction of the extension of the 4Ps also knows together as the 7Ps i.e.
price, product, place, promotion which includes additional 3Ps which are people, process, and
physical evidence (Magrath, 1986).
In the 4Ps of marketing, the promotional P, constitutes of several promotional elements which
including sales promotion, personal selling, public relations and advertising. The advertising
component is one of the major aspects of promotion, sometimes mistaken for or used as a
synonym for marketing (Spring & Nesterenko, 2017; Ncube, 2020). Advertising as a persuasive
communication method is also closely linked to and draws ideas and theories from the field of
psychology and sociology (Rotfield & Stafford, 2007). This study will mainly focus on the
teaching of social-psychology theories in marketing drawn for use specifically in Advertising
and also in the study of the behaviour of consumers.
Marketing can also be understood as organised through other frameworks such as schools of
marketing thought. Ten schools of thought have been proposed and these include marketing
management, marketing systems and consumer behaviour schools of thought (Shaw & Jones,
2005). The schools of thought can be presented in several forms and as old schools may fade
into history new schools emerge, for example digital marketing may now qualify as a new
additional 11th school of thought due to having organised an expansive body of knowledge.
The consumer behaviour school of thought focuses on how consumers relate to a product or
brand including how consumers think, act and how consumers can be persuaded to buy
(Holloway et al., 1971). The consumer focus in consumer behaviour draws knowledges from
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psychology and sociology to understand the processes undertaken by an individual when
making purchase decision (Schiffman & Wisenblit, 2015).
Consumer behaviour draws knowledge from sociology to understand the impact of friends,
family and groups in decision making. For example, from sociology theories borrowed included
obedience to authority (Milgram, 1974) and conformity to group pressure (Asch, 1956) which
help marketing practitioners to understand when consumer feel the need to either comply or
not comply to social pressures in the making of a decision. On the other hand, theories from
psychology are drawn to understand the processes of an individual’s mind and how they affect
engagements with commercial products. Theories from psychology include the psychodynamic
theory (Freud, 1961), the marshmallow test (Mischel & Ebbesen, 1970) and the concept of
cognitive illusion (Ariely & Norton, 2008).
The role of language in learning theories in marketing
In the teaching of marketing, the discussion above shows that both curriculum theories and
pedagogy theories are important. However, there are issues of language of instruction which
has been raised by scholars in relation to the success of students (Ncube, 2020). Prah (2018)
argues that since as humans “we construct our cognitive development through the agency of
language it can be unequivocally argued that the language we think in and pre-eminently use
in our everyday life is crucial for the purpose of education”. In the case of South Africa,
language of instruction is predominantly English at most levels of learning including high
school, in university and also in the marketing diploma (Ncube, 2020). However, De Kadt and
Mathonsi (2011:93) have argued that “for many students the language required for academic
literacy is not the primary language spoken at home”. Similarly, Mgqwashu (2009) also argues
that there is a causal correlation between home language and language of instruction and the
success of learners. The success of learners is thus dependent on the similarity between home
language and language of instruction. Where the come language(s) used in the home is similar
to language of instruction, students are more likely to succeed and where they are dissimilarity
students are less likely to succeed. Furthermore, Brock-Utne (2014) also argues that using
English in teaching as a dominant medium of instruction has often been a constraint in the
acquisition of knowledges of a disciplinary.
In response to the understanding of the importance to use languages people are comfortable
in with to enable access to disciplinary knowledges the ideas of bilingualism were developed to
challenge the “misunderstanding and misinterpretations that are based on the dominant
monolingual ideologies that have historically encouraged linear and separate use of languages
in education” (Makalela, 2019: 237-238). While most of the bilingual theories have been well
intended some of them have fallen for the trap of becoming multiple monolingualism where
the languages are used in isolation (Makalela, 2019). Arguments for bilingualism as a dynamic
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construct have been raised by scholars like Garcia (2019) who also proposes a dynamic
bilingualism as giving a view of language as an integral single system. Furthermore, she
challenged the American and globally pervasive view of language as autonomous and pure
based on the one-nation, one-language construct, arguing that this view is misinformed if not
restrictive in its objective of rendering an education. Scholars like Makalela (2019) and Garcia
(2019) argue that translanguaging could be of solutions to the problems of making disciplinary
knowledges accessible. In brief translanguaging is understood to paradoxically accommodate
both the understanding of languages as socially named like isiXhosa and seSotho and also
uphold the understanding of language as an individual’s communicative resources. Individuals
draw from their communicative repositories “in the process of meaning-making where
linguistic boundaries are fluidly crossed over and disrupted” (Makalela, 2019:238).
Definition of KEY concepts (preferably a maximum of 100 concepts)
Clearly define the key concepts in your study (check key variables in the research title and key variables in the
problem statement). Please make sure that operational definitions are reflected where appropriate (contextualize
general definitions to your study, e.g., the universal definition of youth might differ from South African legislated
definition or universal definition of SME might vary from South African. Specify what is most applicable in this
research and why?). Use Harvard Method for referencing.
Ø Marketing: A field of business concerned with the interface between a company, its products and
consumer’s needs (CIM, 2023).
Ø Consumer Behaviour: A school of thought in the field of marketing which focuses on the
interpretation of how people make purchase decision, using theories of the mind (psychology) and
sociology (Schiffman & Wisenblit, 2015).
Ø Translanguaging: A language practice which “accommodates both the social construction of socially
named languages like isiZulu and English” and the “individual use of these communicative resources
in the process of meaning-making where linguistic boundaries are fluidly crossed over and
disrupted” (Makalela, 2019:238).
Ø Monolingual ideologies in education: The view to languages existing as separate and linear and in
education has informed ideologies which have historically encouraged education policies in which
one language exerts power over all speakers (Makalela, 2019).
Ø Critical realism: A philosophical position based on the view “that the world exists independent of
our knowledge of it” (Matsikidze, 2022:36). In critical realism, truth is therefore our current and
best explanation of the world; it is however fallible i.e. new knowledge can replace current
incomplete or incorrect epistemologies (knowledges) (Wheelahan, 2007).
Ø Bilingualism in education: Focuses in using language of instruction with one’s home language to
learn and access theories which may be foreign or out of one’s cultural domain (Rosa 2019).
Ø Mother tongue: It is a language which is used to communicate at home. It is however a contested
term as. Makalela states that “the separatist view of language and classifications of ‘first’, ‘second’,
‘mother tongue’ do not fit the socio-linguistic realities of the majority of the speakers in the 21st
century” (Makalela 2019:241). He further states that “it is inconceivable to use notions such as
mother tongue or first language because in reality these do not exist from the ubuntu locus of
multilingual development” (Makalela 2019:240).
Ø Psychodynamic theory: Is the study which focuses in the mind which is understood as a continuous
struggle between the primitive, unconscious drives and the rational, ethical which is composed of
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conscience principles, struggling for control over an individual’s behaviour. The id is identified as an
unconscious drive while the ego are superego are the conscious drives (Schiffman & Wisenblit,
2015).
Ø isiNtu: A collective term used refer to African languages and cultures as intersectional (Ncube,
2020).
Research Paradigm, Approach, Design, and Data Collection Methods
Paradigm/Philosophy (Preferably, about 100 words)
Clearly state the paradigm (the set of common beliefs and agreements shared between scientists about how
problems should be understood and addressed) that foregrounds your research project (e.g., positivist,
constructivist/interpretive or critical). Why is any of these paradigms most relevant in studying this research and
not the other? Use Harvard Method for referencing.
The methodology for this study like most research methodologies is to be framed within a
research paradigm. The quantitative and qualitative research methods are foundational and
often used across research paradigms and are also the most commonly cited by researchers
(Johnson & Onwuegbuzie, 2004; Guba & Lincoln, 2005). This study follows an interpretivist
qualitative research paradigm discussed in detail in the sections below, see “research
approach” and “research design/strategy”. A research paradigm is “a cluster of beliefs and
dictates which for scientists in a particular discipline influence what should be studied, how
research should be done, how results should be interpreted, and so on” (Assalahai, 2015:312).
Similarly, a research paradigm has been conceptualised as an approach to research which
embraces ‘‘the set of common beliefs and agreements shared between scientists about how
problems should be understood and addressed” (Wohlin & Runeson, 2021:1). Paradigms can
therefore be understood as a set of shared views, values and assumptions about a
phenomenon of concern in a field of scientific engagement.
This research will be underpinned by critical realism as the philosophical research paradigm. In
this study I take ontological realism as my position as the issues under study are understood to
be real and exist independent of the researcher’s knowledge of their existence (Rutzou, 2015).
Furthermore, the study will be underpinned by an epistemological relativist position in which
truth is often the current best explanation of the world (Archer et al., 2016). However, it can
be falsified when new knowledge becomes available. In this study what is considered
knowledge about the object of study is dependent on best tools available to researchers in the
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analysis of the object and as such findings from this study cannot be treated as absolute and
unchanging truths.
Research Approach (Preferably, about 100 words)
Flowing from the paradigm stated above, state whether the research will be qualitative, quantitative or combines
the two (mixed methods) and why? Or with the study be qualitative sequential quantitative? Use Harvard Method
for referencing.
The research follows a qualitative philosophical paradigm, in line with critical realism which is
the philosophical underpinning. Qualitative research is “an iterative process in which an
improved understanding” is achieved as the researcher moves to and from data and analysis
and thus “getting closer to the phenomenon studied” (Aspers & Corte, 2019:139).
This research will analyse two main sets of data i.e. assessment scripts and interview data. The
research will start with a review of marked student’s assessment scripts, where the focus is on
their understanding of the theory being examined. The assessment constitutes essay type
questions and as such they allow candidates to give free response answers, which resemble a
conversation in a natural setting (Guest et al., 2013). The answers which are free response
texts require a qualitative analysis as it uses an interpretive naturalistic inquiry (Flick, 2007). In
an interpretive naturalistic inquiry, a qualitative researchers “study things in their natural
settings”, and seeks to make sense of these through interpreting “phenomena in terms of the
meanings people bring to them” (Creswell, 1998:61). The qualitative analysis enables the
researcher to examine and reveal that which is the case in a social context. In the analysis of
the students writing, the focus will be on "observing and interpreting reality with the aim of
developing a theory that will explain what was experienced” (Assalahi, 2015:315).
In the second set of data, interview data will be collected from candidates whose scripts were
analysed. In the interviews the researcher collects more qualitative data for the purpose of
“exploring and describing the contextualised social reality through the eyes of the participants”
(Wallen & Fraenkle, 2001 in Assalahi, 2015:315). The qualitative research will use a “semistructured interview schedule” which covers the main ideas to be discussed with the
respondent (Bryman & Bell, 2019). It will also include prompts or probing questions to help the
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interviewer to collect as much of the necessary data during the time of the main interview. The
development of the interview schedule will be informed by Bernstein’s instructional discourse
which is one of the frameworks in the analysis. The instructional discourse is suited to identify
entities with causal powers which can enable or constrain the success of students (Wheelahan,
2009).
As this study focuses on the extent to which an African language in a translanguaging pedagogy
enables (or constrains) the success of students, a qualitative approach is appropriate as it is in
line with the critical realist philosophical underpinning. The qualitative approach would further
enable the uncovering of other entities beyond or linked to the language, entities which have
causal powers and may thus enable or constrain the success of students learning Marketing
using isiNtu as a translanguaging pedagogy.
Research Design/Strategy (Preferably, about 100 words)
What research design follows the chosen method/s (e.g., case study, cross-section, descriptive, experimental,
exploratory, historical, longitudinal, observational, philosophical, sequential, grounded theory, ethnographic, etc.
or a mix of different designs). Clearly state the rationale for choosing the research design. Why is this/ these
research designs the most appropriate for the study? Use Harvard Method for referencing.
The study is philosophical and is underpinned by a series of philosophical positions organised
to form critical realism which is compatible with qualitative research (Archer et al., 2016). The
two sets of data analysed in this study are both predominantly qualitative, these are: marked
students’ assessment scripts which are essay type explanations of theory and the open-ended
interviews about students’ experiences of the process from learning to assessment. Both data
sets allow candidates to give free response answers, which resemble conversations in a natural
setting (Guest et al., 2013). The essay type explanations allow candidates to demonstrate their
own understanding of the theory in a free-response manner. The open-ended interviews allow
students to reflect on other experiences which may have had an impact in their learning of the
theories.
The philosophical underpinning coupled with a qualitative research are also appropriate and
compatible with the data analysis framework. For example, Bernstein’s (2000) instructional
discourse enables the identification and analysis of entities related to use of an African
language and how such entities and their causal powers may enable or constrain the success of
students in assessment which test their ability to demonstrate understanding of theories in
Marketing (Easton, 2010).
Demarcation/Delimitation of study (Preferably, about 100 words)
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Usually a study covers a geographic area which can be clearly defined. If the area cannot be defined geographically,
then the demarcation context needs to be specified. Is it a theoretical demarcation? Reference and use empirical
sources to clarify the area, e.g. Statistics SA Census, Demarcation Board maps, etc.
The study will focus on multilingual assessments in Consumer Behaviour, a second year module
in a Marketing diploma at the Cape Peninsula University of Technology. While the subject is
taught in English, the subject has materials for study in African languages. Assessments have also
been taken in some of the African languages. The study will be limited to the assessments which
have already been undertaken in an African language and the language of focus will be isiXhosa.
Depending on the number of assessments, a census may be undertaken if the scripts selected
are below 10 or a selection criteria, a sampling methodology may be considers should more
assessments be available.
Research Methods/Processes
Population (Preferably, about 100 words)
Who is the population of a study, i.e., from who sample is to be drawn? Check the title of the study once more for
clear reference to who is to be studied. Inclusion and exclusion of units from the study population must be
unambiguous as this affects the ability to generalise from the study because generalisations can only be made to
the population or similar groups. The units of the population are the units of analysis that are used for sampling.
Collectively, the study units make the population of the study.
A population is the aggregate of all elements from which information is to be collected to solve
a research problem (Feinberg et al., 2013; Cant et al., 2008). The target population consists of
all the second-year students in the subject of Consumer Behaviour who took an assessment in
an African language, isiXhosa. Ten students took the assessment and thus constitute the
population. As such the population will be surveyed in its entirety, the examination of the
whole population constitutes a census (Tustin, Ligthelm, Martins & Van Wyk, 2005). As
required in an ethical study, the participants will be individually contacted and their permission
sought before their assessment scripts are analysed, as detailed in the ethics section.
Furthermore, a request to interview the participants will be made in line with the second data
set.
Sample method/technique and sample size (Preferably, about 100 words)
Who from the population defined above will be selected for participation in the study? (E.g., the population can be
females admitted at a particular hospital but the sample be only mother who gave birth in the past two weeks).
Remember quantitative sampling require probabilistic/representative sampling methods like random sampling,
systematic sampling, stratified random. Define the chosen methods and justify why they are the most
appropriate. Note the concept of saturation for qualitative study and generalizable sample sizes in
quantitative studies. Referencing is very important and use Harvard Method for referencing
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The study has a population of ten second-year students in the subject of Consumer Behaviour
and a census is intended. A census is “an investigation of all the individual elements that make
up a population (Zikmund, Babin, Carr & Griffin, 2013:312). A census will be undertaken given
the relatively small size of the population (Tustin et al, 2005).
The first set of data is an assessment script written by a Consumer Behaviour student in
isiXhosa. Before each script is analysed, the candidate will be contacted to request analysis of
their script. Furthermore, permission will be requested for the candidate to participate in the
second wave of data collection. The second set of data will be generated through interviewing
the participants about their experience in taking an assessment in isiXhosa. Similarly, the target
is to interview the whole population.
Data collection instruments (Preferably, about 100 words)
What data collection instrument are to be used in this research and why? E.g., structured questionnaire,
standardized questionnaire, interview guide. Where is information for the development of these instruments to be
found? How credible/ reliable are the instruments going to be (e.g., piloting of the questionnaire. Check application
of other validation processes
The first set of data are the assessment scripts and do not need an instrument for collection.
The second set of data will constitute interview data which will be collected using an interview
schedule as the main data collection instrument. An interview schedule is a research tool for
collecting qualitative data which covers the main ideas to be discussed with the respondent
(Bryman & Bell, 2019). It contains open-ended questions which enable participants to present
in their own words their experiences and opinions about undertaking the assessment in a
mother tongue African language (McDaniel & Gates, 2012). While an unstructured interview
schedule simply lists broad issues to be discussed and a structured interview schedule gives a
detailed, elaborate breakdown of the questions, the semi structured interview schedule allows
a combination of a list of broad issues and some questions to be included (Harris & Brown,
2010). This research will thus use a semi structured interview schedule in which the
interviewer is guided but has the freedom to pace and change the sequence in response to the
respondent’s experiences and manner of answering. Refer to Appendix 2 for the interview
schedule which is aligned to the analytical framework discussion in the “Data coding and
analysis” section below.
The interview schedule will also include prompts or probing questions to help the interviewer
to collect as much of the necessary data. Probing questions “are short general questions
inviting the respondent to reflect more deeply on what they already said without particular
reference to detail” (Bryman & Bell, 2019:4). The interviewer will probe participants to reveal
how their experiences learning in a mother tongue African language, enabled or constrained
their understanding and ability to explain the theories in the assessment. The interview
schedule will contain key questions aligned to the theoretical framework on the main aspects
of the Bernstein’s instructional discourse i.e. selection, sequencing, pacing and evaluation
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(Wheelahan, 2007). The interviews will be voice recorded and then transcribed. Analysis will
use qualitative software to assist with the coding like InVivo in tandem with the theoretical
framework which will also be the analytical framework.
Validity and reliability
Validity is “the accuracy of a measure or the extent to which a score truthfully represents a
concept” (Zikmund et al., 2013:258). The analytical framework is the Bernstein’s Instructional
Discourse, which is an educational model and is thus appropriate for the study and expected to
yield an acceptable validity.
Reliability is “the degree to which the results are repeatable” (Blanch, Durrheim & Painter,
2009:92), it is the index of consistency such that when two measures are conducted the results
are comparable or correlate (Zikmund et al., 2013). The interview schedule will be piloted and
checked if it produces sufficient and reliable data in the measurement of learning and
assessment experience.
Data collection/fieldwork (Preferably, about 100 words)
How will the field be accessed? The role of informants? Are there assisting fieldworkers to be recruited and trained?
Will data be collected with telephonic interviews or face to face? Define processes to be used and explain why it is
the most relevant. Reference.
The first set of data are assessment scripts and the second set of data will be collected through
face-to-face interviews as a means to collect more data on the experiences of students which
may have had an impact on their learning. Face-to-face interviews are an important method for
collecting data through “direct responses from participants about their understandings,
conceptions, beliefs, and attitudes” (Harris et al., 2010:2). The interviews will be conducted by
the researcher in person and they will be voice recorded and then transcribed. The transcription
will be done by either the researcher or a transcribing professional who will be required to sign
a non-disclosure agreement in line with the ethical parameters of ensuring confidentiality and
anonymity of the participants.
Data coding and analysis (Preferably, about 100 words)
How will data be captured? How will coding be done? What is the instrument/programme to be used for data
analysis methods (E.g., NVIVO, ATLAS TI, SPSS)? What data analysis techniques are to be performed (Descriptive or
measures of central tendencies? [e.g., mean, median, SD, etc.] and why? Or will it be inferential statistical analysis
for drawing inferences and federalisations like hypothesis testing [Chi-Squared tests, ANOVA?] factor analysis,
correlations or regression)? Why are these the most relevant techniques and how will the help respond to the
research questions and objectives? Reference all of them and use Harvard Method for referencing.
Assessment scripts will be in hand written text which can be scanned and kept as they are or
converted into digital text. The voice recorded interviews will also be transcribed into text.
Text data will be uploaded onto data analysis software like Atlas.ti. The software will assist in
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the coding of the data into categories and subcategories creating a hierarchy of codes in a
multi-level coding framework (Vollstedt & Rezat, 2019).
The two main sets of data will be analysed separately, the assessment scripts will be analysed
using a framework to check comprehension using a number of assessment performance
indicators like the use of an introduction, the explanation of parts of the theory and an
illustration of how the parts of a theory come together. The framework will include a checklist
of concepts and the answering technique; sample data from the assessments; a brief analysis
of the sample data and final remarks which entail a discussion of the implications of the
analysis (Refer to Table 1 below and Appendix 1 in the Appendices section). The checklist will
remain open to additions to incorporate unexpected finding and such addition will be
generated using an iterative method of moving between the theory and the scripts.
Table 1 (See Appendix 1 for further details on the framework)
Concepts
Introduction
Concept-1 e.g. id
Concept-2 e.g. Superego
Concept-3 e.g. ego
Language
Other
Conclusion
Data sample
Analysis
Final Remarks
The interview component will use Bernstein’s (2000) instructional discourse and will be
categorised into the major themes of selection, sequencing, pacing and evaluation
(Wheelahan, 2007) as illustrated in Appendix 2, the interview schedule and analytical
framework. Other themes will be considered as they emerge in line with the grounded theory
approach and its multi-level coding framework (Holton, 2009; Ononiwu, 2015) and will
contribute to the expansion of the analytical framework as necessary. The qualitative analysis
methods will all be enacted for the purpose of determining the experiences of students in
taking an assessment in a mother tongue African language and the extent to which the
translanguaging pedagogy “pushes limits and breaks boundaries” (Wei & Lin, 2019) and how it
contributed to the performance of the students as reflected in their assessments and in their
interviews.
Ethical consideration (Preferably, about 150 words)
State the ethical implications of this research and how you will address those (E.g., will minors be interviewed and
how will you make sure that their rights are protected? Will you seek informed consent, guarantee anonymity, etc.?
What do all these mean and imply? Define each and Reference it.
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The researcher will reflect on ethical issues throughout the study and will seriously take into
consideration the safety and all manner of well-being of the participants. According to Holmes
(2014:380) it is important for the researcher to give a full consideration of the “positionality,
reflexivity, the production of knowledge and the power relations that are inherent in the
research process in order to undertake ethical research”. The researcher’s positionality will be
declared and throughout the research there will be a continuous reflection on the extent to
which positionality may influence the process, from how the data is generation to how it is
analysed. In critical realist terms, judgemental rationality will be a reference point to ensure that
participants are not harmed by the decisions taken at various stages (Denzin, 1986).
In this study, ethical considerations will be addressed in a number of ways. Ethical clearance
has been obtained from the Cape Peninsula University of Technology (CPUT) Research Ethics
Committee (REC), it was obtained before the commencement of the data collection process.
Participants will also be guaranteed confidentiality that their information will not be shared
with others and anonymity i.e., their responses will not be published in a manner that will be
identifiable (Zikmund et al., 2013). The anonymity of participants will be protected through the
use of pseudonyms in the thesis and other publications. Permission to research the subject has
been received from the lecturer (See Appendix 5: Permission Letter) and further permission
will be sought from individual participants through consent forms which will contain details of
the research, its objectives, the ethical clearance information and the researcher details.
Outline of the dissertation (Preferably, not more than half a page)
Show the reader how the entire dissertation will be broken down in various chapters. Briefly explain the purpose
and focus of each chapter.
Chapter 1: Background of research: The chapter will give a background of the study, outlining
the rational for the study and the research problem. It will discuss the problems affecting
marketing departments in higher education like low success rates and high drop-put rates. It will
also discuss issues of language and multilingual pedagogies in relation to the problems in
marketing education.
Chapter 2: Literature review: The chapter will give an overview of the role of marketing and its
components in business. It will also broadly discuss the field of marketing and therein locate
consumer behaviour as one of the schools of thought. Thereafter, followed by a discussion of
theories in consumer behaviour from where the teaching, learning and assessment will be
evaluated. The final section will focus on the role of mother tongue African languages in the
learning of disciplines, with a focus on their application to the learning of marketing.
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Chapter 3: Research methodology: The research design and methodology will be discussed in
this chapter. The chapter will also outline the philosophical underpinning and qualitative
research which is the dominant research approach.
Chapter 4: Research findings: This chapter will give a detailed report on the findings of the
research.
Chapter 5: Discussion: This chapter will analyse the research findings from the data in line with
the aims and objectives of the research. It will consider the implications of the findings and
may give recommendations.
Chapter 6: Conclusion: This chapter will give an overview of the study. It will give a summary of
the findings and will discuss implications for further research.
Research plan (detailed plan with timelines for each year of the study)
It is useful to put together a research plan that reflects the major project activities and anticipated dates for carrying
out these activates. Check how Gantt charts are composed. It is equally very important to observe this plan so try
and apply your mind to make it realistic and operational.
Phase
Proposal and
February-
May-
September- January-
March-
May
April
August
December
February
April
2024
2023
2023
2023
2024
2024
X
X
X
Ethical clearance
Literature Review
X
Data Collection
X
Data Analysis
X
Conclusions and
X
X
X
X
X
Recommendations
Submission date
X
Limitations of the research (Preferably, about 100 words)
What are the barriers that can compromise the realization of your research plans? Possible limitations to achieving
the research agenda? Look at methodological, coverage and generalizability limitations as well as risks to credibility
of your research.
The research analyses already written assessments in a mother tongue African language,
isiXhosa. It premises on the importance of using a language one is familiar with in learning and
in assessments (Brock-Utne, 2017; Garcia, 2019; Prah, 2018). Furthermore the research will
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engage candidates on their experiences in learning in an African mother tongue language. While
at the surface level some correlations may be observed on use of mother tongue languages as
enabling or constraining, this study will exercise caution in drawing conclusions especially in
consideration of the fact that the use of African languages is at its infancy (Makalela, 2019) and
that much of the academy’s culture may not reflect the culture of students but in some cases
may lead to contradictions which may impede learning even in mother tongue (Postma &
Postma, 2011).
Reference List
List the all the references that have been used in the text through this proposal. Use the Harvard referencing
method. Do not include sources that have been read but not cited in the text.
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Blanch, M. T., Durrheim, K. & Painter, D. 2009. Research in Practice: Applied methods for the
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Bryman, A. & Bell, E. 2019. Interviewing in Qualitative Research - Social Research Methods, 5th
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Schaik Publishers.
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marketing and how it works. Maidenhead: Chartered Institute of Marketing.
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Council on Higher Education.
Clarence, S. L. 2013. Enabling cumulative knowledge-building through teaching: A Legitimation
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Thesis. Rhodes University. South Africa.
Creswell, J. W. 1998. Qualitative inquiry and research design: Choosing among five traditions.
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HDC Digital Submission
Please summarise your proposal in the following categories between 250 - 300 words and must include the
following for HDC Digital summary:
(a) Problem statement (about 70 words and must include “what” the problem is);
(b) Aim (about 20 words AND not more than four objectives must be included);
(c) Methodology (about 90 words and must include a summary of the philosophy, approach, and design of the study, data
collection method [population, sample method & size] and how data will be analysed);
(d) Ethical Considerations (about 60 words must include a summary of the 5 main ethical considerations);
(e) Significance of the study (about 60 words – for doctoral candidates it must indicate originality of study)
(a)
Problem statement
The higher education sector is experiencing a challenge of low throughput rate. One of the
broad issues affecting the success of learners are those students who learn in a language which
is “not the primary language spoken at home”. Furthermore, “most theories on bilingualism
FBMS HDC PROPOSAL TEMPLATE – 11 AUGUST 2021 VERSION 1.0
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originate … and have been formed on the basis of experiences in … industrialised countries”
and many of these are inadequate for use in Africa.
(b)
Aim
To explore the extent to which using isiNtu in a translanguaging pedagogy enables the success
of students.
(c)
Methodology
A qualitative research paradigm will be used to analyse scrips which are written in isiXhosa by
students in the module of Consumer Behaviour. The study will be underpinned by critical
realism and it will take an ontological realism position. The study will use a census to analyse
assessment scripts and semi structured interviews to collect data from participants. The data
will be analysed via Atlas.ti.
(d)
Ethical Considerations
The researcher will apply ethical issues to ensure safety measures are implemented to protect
the participants. Ethical clearance will be obtained from the Cape Peninsula University of
Technology Research Ethics Committee before the commencement of the data collection
process. Participants will also be guaranteed confidentiality that their information will not be
shared with others and anonymity.
(e)
Significance of the study
The study seeks to improve existing knowledge on translanguaging pedagogies in education
which might contribute to the success of students.
FBMS HDC PROPOSAL TEMPLATE – 11 AUGUST 2021 VERSION 1.0
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APPROVAL PROCESSES
1. SUPERVISOR
(Tick & sign appropriate boxes)
I certify that I am fully satisfied with the originality and science of this proposed study. I have the necessary expertise
to supervise the study and hereby present it to the department of Marketing at the Faculty of Business and
Management Sciences (FBMS) at the Cape Peninsula University of Technology.
Signature of
Supervisor
Date
18 April 2023
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Appendix 1: Analytical Framework for Assessment Scripts
Concepts
Data sample: what is written down
by the student
Introduction
Samples will indicate the extent to
How is the concept
which the candidates draw from the
of Psychodynamic
theorisation below or use own approach: explained, did the
student show
In the Psychodynamic theory the mind
sufficient knowledge
is understood as continuous struggle
to understand the
between unconscious drives (id) and
theory in isiXhosa.
conscious (superego and ego) and
principles for control over one’s
behaviour. Furthermore, our behaviours
are the outcome of the struggle between
three drives and they reflect which of
the drives won the struggle.
Concept-1 e.g. id
The id is a impulsive drives which are
closely associated with basic
physiological needs such as thirst,
hunger and sex. Furthermore, drives
have attributes which are animalistic,
chaotic, they use pleasure principles, not
recognising fear and seeking instant
gratification.
It is more as moral or an ethical brake
that restrain the impulsive forces of the
id. It further ensures satisfaction of
needs in a socially acceptable manner.
In this concept there is a recognition of
contraction of intercultural differences
whereby what is good in one’s culture
maybe bad to other cultural domain.
Ego attempts to balance the impulsive
demands of the id and sociocultural
constraints of the superego.
The assessment is expected to be written
in isiXhosa, sentences are structure and
the ideas are organised.
Concept-2 e.g.
Superego
Concept-3 e.g.
ego
Language
Analysis:
Final Remarks:
Recommending
How did the student
explain the concept
to demonstrate
knowledge, use of
relevant examples to
demonstrate
understanding of the
concept.
How did the student
explain the concept
to demonstrate
knowledge and
understanding.
Does the student
write in isiXhosa in
full sentences? The
coherence in
student’s ideas when
FBMS HDC PROPOSAL TEMPLATE – 11 AUGUST 2021 VERSION 1.0
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Other
Conclusion
Some unexpected comments about
assessment which may rise.
This part looks at the assessment
process if it took place as planned and
what were the outcomes, furthermore it
will provide possible recommendations
for future assessment.
explaining the theory
and examples.
Comments will be
made towards other()
Student may have
written in different
FBMS HDC PROPOSAL TEMPLATE – 11 AUGUST 2021 VERSION 1.0
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Appendix 2: QUESTION SCHEDULE for Interview and Analytical Framework
Questions
Alignment to Analytical Model
Bernstein’s Instructional Discourse
1. How the theory relates to other theories
1.1 What are the other theories or concepts you learned before the theory in your assessment?
Comment on whether they helped you to understand the theory in the assessment.
1.2 Comment on how the theory in the assessment was related to other theories in the chapter.
Sequencing
2. Time to learn the theory
2.1 What did you feel about the time you had to learn the theory? In your answer consider including those
moments where you could have wanted to ask the lecturer to speed up or slow down or asking for
materials to revisit during your own time.
2.2 What did you feel about the amount of time to learn the theory on your own or with peers outside
class time?
Pacing
3. Learning the theory form the assessment process
3.1 Comment on your experience with the assessment including activities before during and after the
assessment.
3.2 Describe if you had opportunities to reflect on the theory or to discuss it with peers after the
assessment. Comment on the feedback (on your scripts) and whether the feedback session (in class)
helped you to improve your understanding of the theory.
Evaluation
4. Relevance of the theory
4.1 Comment on the possibility of using the theories you learned in everyday life. You could include use
of theory at work or at home.
4.1.1 Please give situations you think you can use the theory. Comment on ideas from your
community which you think are related to the theory and may be taught together with or in
place of the theory.
Selection
5. Language
5.1 Comment on your experiences with language when preparing and taking the assessment.
5.2 Please share any other comments arising from this discussion-interview.
Thank you for your time and participation in this research-discussion.
FBMS HDC PROPOSAL TEMPLATE – 11 AUGUST 2021 VERSION 1.0
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APPENDIX 3: CONSENT FORM
Faculty of Business and Management
Sciences
Ethics informed consent form
CONSENT TO PARTICIPATE IN A RESEARCH STUDY
Category of Participants (tick as appropriate):
Staff/Workers
Teachers
Parents
Lecturers
Students
X
Other
(specify)
You are kindly invited to participate in a research study being conducted by Zusakhe Maqaqa
from the Cape Peninsula University of Technology. The findings of this study will contribute
towards (tick as appropriate):
An undergraduate project
A conference paper
An Honours project
A published journal article
A Masters/doctoral thesis
X
A published report
Selection criteria
You were selected as a possible participant in this study because:
You have written an assessment in Consumer Behavior module in isiNtu/ isiXhosa.
The information below gives details about the study to help you decide whether you would want
to participate.
Title of the research:
IsiNtu in the teaching of marketing: An analysis of a translanguaging pedagogy at a South
African university
The purpose of this research is:
To explore the extent to which using isiNtu in a translanguaging pedagogy enables and constrains
the success of students.
FBMS HDC PROPOSAL TEMPLATE – 11 AUGUST 2021 VERSION 1.0
35
Procedures
If you volunteer to participate in this study the following will be done:
1. Describe the main research procedures to you in advance, so that you are informed about
what to expect;
2. Treat all interviewees with respect by arriving on time for all the interview schedules and well
prepared;
3. Conduct an introduction with the interviewee in order to break ice;
4. All the interviewees will be asked for permission to record the interviews and also take some
note where applicable;
5. In a case where there is no clarity, the interviewees will be allowed to ask for confirmation or
clarity of words/sentences/phrases to ensure accuracy of the data collected;
6. Participants will be told that their data will be treated with full confidentiality and that, if
published, it will not be identifiable as theirs;
7. Participants will be given the option of omitting questions they do not want to answer or feel
uncomfortable with;
8. Participants will be told that questions do not pose any realistic risk of distress or discomfort,
either physically or psychologically, to them;
9. At the end of each interview all the interviewees will be thanked for their time and information
provided for this study;
10. Participants will be debriefed at the end of their participation (i.e. give them a brief explanation
of the study).
You are invited to contact the researchers should you have any questions about the research
before or during the study. You will be free to withdraw your participation at any time without
having to give a reason.
Kindly complete the table below before participating in the research.
Tick the appropriate column
Statement
Yes
No
1. I understand the purpose of the research.
2. I understand what the research requires of me.
3. I volunteer to take part in the research.
4. I know that I can withdraw at any time.
5. I understand that there will not be any form of discrimination
against me as a result of my participation or non-participation.
6. Comment:
Please sign the consent form. You will be given a copy of this form on request.
Signature of participant
Date
Researchers
FBMS HDC PROPOSAL TEMPLATE – 11 AUGUST 2021 VERSION 1.0
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1.
2.
Name:
Zusakhe
Surname:
Maqaqa
Contact person: Zusakhe Maqaqa
Contact number:
Contact details:
0785606607
Email: 217172172@mycput.ac.za
TYPE IN HERE THE INTERVIEW RESEARCH QUESTIONS OR THE SURVEY QUESTIONS
FBMS HDC PROPOSAL TEMPLATE – 11 AUGUST 2021 VERSION 1.0
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APPENDIX 4: REC 5
FACULTY RESEARCH ETHICS COMMITTEE
Business and Management Sciences Faculty
Type of research project/activity [Tick One Box with “X”]
Staff Project
Postgraduate Project (Masters X Undergraduate Project (e.g.,
and Doctoral level)
Diploma and B Tech level)
Title of Project
IsiNtu in the teaching of marketing: An
analysis of a translanguaging pedagogy at a
South African university
Name of researcher(s)
Zusakhe Maqaqa
Name of Supervisor(s) (if appropriate)
Dr. K Ncube
Type of the study [Tick One Box with “X”]
Ethnography
x
Case study
Interview
Focus group
discussion
Deception
Others specify:
Document based
Describe the sampling design by selecting whatever is applicable to the study
Purposive sampling
X
X
Convenient sampling
Theoretical sampling
Probability sampling
Mixed Methods sampling
Descriptive
Interim Analysis
Multi-center study
Other specify:
2.
YES NO
Will you describe the main experimental procedures to X
participants in advance, so that they are informed about what to
expect?
Will you tell participants that their participation is voluntary?
X
3.
Will you obtain written consent for participation?
4.
If the research is observational, will you ask participants for their
consent to being observed?
Will you tell participants that they may withdraw from the X
research at any time and for any reason?
1
5.
N/A
X
X
FBMS HDC PROPOSAL TEMPLATE – 11 AUGUST 2021 VERSION 1.0
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6.
7.
8.
With questionnaires will you give participants the option of X
omitting questions they do not want to answer?
Will you tell participants that their data will be treated with full X
confidentiality and that, if published, it will not be identifiable as
theirs?
Will you debrief participants at the end of their participation (i.e.
give them a brief explanation of the study)?
X
If you have ticked No to any of Q1-8, you must ensure that the reasons for this are made
explicit in your project proposal. [Note N/A = Not applicable].
YES
9.
10.
Will your project involve deliberately misleading participants
in any way?
Is there any realistic risk of participants or researchers
experiencing either physical or psychological distress or
discomfort? If yes, give details on a separate sheet and state
what you will tell them to do if they should experience any
problems (e.g. who they can contact for help).
NO
X
N/A
X
If you have ticked Yes to Q9 or Q10 you should ensure that your proposal describes in
sufficient detail the appropriate procedures and provides a scientific justification for their
inclusion. You should also identify alternative methodologies and outline the reasons why
they were deemed inappropriate.
11.
12.
13.
Does your project involve work with animals? If yes, you should
also investigate whether you require approval from the S.A.
Health Professions Council and/or related organisation?
Provide the answer to this in your proposal
Do participants fall into any Children (under 16 years of age)
of the following groups? If Schoolchildren of all ages.
they
do,
refer
to People with learning or
professional
body communication difficulties
guidelines and include Patients
some reference to these People in Custody
in your proposal.
People engaged in illegal
activities (e.g. drug taking)
YES NO
X
N/A
X
X
X
X
X
X
YES
NO
X
YES
NO
Does your study include administering a Psychometric test(s)? If
yes, name the test (s) and describe your or your supervisor’s
competence to administer such tests.
FBMS HDC PROPOSAL TEMPLATE – 11 AUGUST 2021 VERSION 1.0
39
14.
Will your study involve any contact with any external institution? If
yes, your proposal will not normally be approved unless you
submit a letter of confirmation from the person responsible for
this institution that they are happy for you to conduct your study
on their premises and/or contact their staff and/or people who
use the service.
X
There is an obligation on the lead researcher to bring to the attention of the Faculty of
Business Ethics Committee any issues with ethical implications not clearly covered by the
above check list.
PLEASE TICK EITHER Statement A OR Statement B BELOW AND PROVIDE THE DETAILS
REQUIRED IN SUPPORT OF YOUR APPLICATION. THEN PRINT OFF AND SIGN THE FORM
Please Tick
Statement A: I consider that this project has NO significant ethical implications to √
be brought before the Faculty of Business Ethics Committee .
Please Tick
Statement B: I consider that this project may have ethical implications that
should be brought before the Faculty of Business Ethics Committee, and/or it will
be carried out with children or other vulnerable populations. If you select this
Statement please ensure that you outline clearly the ethical issues in your
proposal.
If you ticked Statement B then please provide all the further information listed
below in a separate attachment.
1. Your Name
2. Title of project
3. Purpose of project and its academic rationale.
4. Full description of methods and measurements
5. Participants: recruitment methods, number, age, exclusion/inclusion criteria
6. Consent and participant information arrangements, debriefing.
7. Please attach intended information and consent forms.
8. A clear but concise statement of the ethical considerations raised by the project and
how you intend to deal with them.
9. Estimated start date and duration of project.
This form (and any attachments) should be submitted to the Faculty of Business Ethics
Committee where it will be considered. If any of the above information is missing,
your application will be returned to you.
RECOMMENDATION
1. I (student and/or supervisor) am familiar with the ethical practices in research.
2. I am familiar with the Cape Peninsula University of Technology Guide to Post Graduate
Studies and Guidelines for Research Proposals.
Undergraduate/Postgraduate Researcher(s) or Student
Name
Zusakhe
Number
217172172
FBMS HDC PROPOSAL TEMPLATE – 11 AUGUST 2021 VERSION 1.0
40
Signature
Date
18 April 2023
APPROVAL
Name
Lead Researcher/Supervisor
Head of Department
Dr Kevin Ncube
Mandy Jones
18 April 2023
18 April 2023
Signature
Date
FBMS HDC PROPOSAL TEMPLATE – 11 AUGUST 2021 VERSION 1.0
41
Appendix 5A: Permission Letter 1
FBMS HDC PROPOSAL TEMPLATE – 11 AUGUST 2021 VERSION 1.0
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Appendix 5B: Permission Letter 2
FBMS HDC PROPOSAL TEMPLATE – 11 AUGUST 2021 VERSION 1.0
43
APPENDIX 6: TURNITIN REPORT
FBMS HDC PROPOSAL TEMPLATE – 11 AUGUST 2021 VERSION 1.0
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APPENDIX 7: PROOF OF REGISTRATION
FBMS HDC PROPOSAL TEMPLATE – 11 AUGUST 2021 VERSION 1.0
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