Anrusha Bhana
I am an academic who has served for more than 23 years in various roles from a junior lecturer, lecturer, senior lecturer, and Head of Department (Acting) between May 2019 – March 2021, overseeing a team of seventeen staff members and facilitating the education over 3 000 students in the Department of Financial Accounting at Durban University of Technology (DuT), Durban, SA. During the COVID-19 pandemic, characterized by fluctuating information and uncertainty, I worked through the nights and over the weekends as the HoD (Acting), ensuring the completion of the academic year. My teaching expertise straddles across Financial Accounting, Management Accounting, Leadership, and Organizational strategy at the undergraduate and postgraduate levels.
I completed my PhD within 19 months with the support of postgraduate scholarships, the National Research Foundation (DST) in 2018, the UCDG from DuT in 2018, and the DuT Postgraduate Grant in 2017, followed by another NRF(FRF) scholarship in 2019. I published ‘six’ DHET-accredited articles from my PhD and other DHET-accredited publications. In addition, I am an author of a published Financial Accounting book by Juta &Co., general editor & author of a Financial literacy book for non-accounting students (undergraduate & postgraduate level) to be published by VS Publishing in 2024, and co-author to a book chapter on Ethical governance in Southern Africa to be published by UFH in 2024, internal and external NRF reviewer, external HEI examiner. I have supervised Master in Accounting students on a diverse range of research topics, since my discipline of research and interests are versatile, delving into Financial Accounting (IFRS-based), Auditing, Corporate Governance, Applied Ethics, 4IR, 5IR, SMEs, Entrepreneurship Education, Environmental Accounting, Ethical Leadership, and Educational Leadership and Management.
My contributions have been acknowledged, including recognition as a dynamic figure in Entrepreneurship Education by the South African Women in Entrepreneurship Education for the 2023 Women’s Report, and selected as a member of the Community of Practice (CoP) for National Entrepreneurship Research led by USAf. Furthermore, I was chosen to be a lifetime member of the Europe Union (EU) Horizon 2020 - Responsible Research and Innovation Networked Globally (RRING) and ICoRSA project, fostering global research collaboration with a focus on the best practices for research and science. I was the only accounting academic who RADLA selected to embark on the NRF rating journey.
As an academic, researcher, and Professional Accountant (SA), I have a passion for both theoretical and practical dimensions of financial accounting, auditing, leadership, management, and organizational strategy.
Supervisors: M.S Bayat and Advisor and Supervisor
Address: Durban University of Technology
I completed my PhD within 19 months with the support of postgraduate scholarships, the National Research Foundation (DST) in 2018, the UCDG from DuT in 2018, and the DuT Postgraduate Grant in 2017, followed by another NRF(FRF) scholarship in 2019. I published ‘six’ DHET-accredited articles from my PhD and other DHET-accredited publications. In addition, I am an author of a published Financial Accounting book by Juta &Co., general editor & author of a Financial literacy book for non-accounting students (undergraduate & postgraduate level) to be published by VS Publishing in 2024, and co-author to a book chapter on Ethical governance in Southern Africa to be published by UFH in 2024, internal and external NRF reviewer, external HEI examiner. I have supervised Master in Accounting students on a diverse range of research topics, since my discipline of research and interests are versatile, delving into Financial Accounting (IFRS-based), Auditing, Corporate Governance, Applied Ethics, 4IR, 5IR, SMEs, Entrepreneurship Education, Environmental Accounting, Ethical Leadership, and Educational Leadership and Management.
My contributions have been acknowledged, including recognition as a dynamic figure in Entrepreneurship Education by the South African Women in Entrepreneurship Education for the 2023 Women’s Report, and selected as a member of the Community of Practice (CoP) for National Entrepreneurship Research led by USAf. Furthermore, I was chosen to be a lifetime member of the Europe Union (EU) Horizon 2020 - Responsible Research and Innovation Networked Globally (RRING) and ICoRSA project, fostering global research collaboration with a focus on the best practices for research and science. I was the only accounting academic who RADLA selected to embark on the NRF rating journey.
As an academic, researcher, and Professional Accountant (SA), I have a passion for both theoretical and practical dimensions of financial accounting, auditing, leadership, management, and organizational strategy.
Supervisors: M.S Bayat and Advisor and Supervisor
Address: Durban University of Technology
less
Uploads
Papers
which meant that the stakeholders’ equity funds were reduced, possibly due to reduced spending on environmental costs during that period. It can be concluded and established that when these two plastic companies spend more on environmental costs, this positively affects overall financial performance and improves financial sustainability. It
is recommended to allocate more resources/funding to support environmental costs to increase the profitability of the two plastic manufacturing companies.
qualitative approaches. Simple random sampling constituted a sample of 312 academic and administrative staff members at the institution. The purposeful sampling for the qualitative component was a realized sample of 3 executive management leadership and 9 line management leadership participants, indicating a total response rate of 67%. The results for executive management leadership reflect poor leadership style from the employees’ perspective in relation to respect and fairness, transparency, behavior, and other ethical leadership-related items (of M = 2.74, SD = 0.033). In addition, there was a clear need for leadership to attend ongoing training courses (M = 4.20, SD = 0.904).
From the qualitative perspective, more than 50% of the leadership respondents indicated no appropriate university leadership programmes or ethical leadership programs. Therefore, the investment in training and development can promote more ethical leadership style, which in turn can have a positive impact on employees (M = 4.43, SD =
0.740). In light of this, the results provide a strong inclination towards more training and development programs
factors influencing this, at Durban University of Technology, South Africa. It adopted a quantitative and qualitative method of inquiry. The quantitative data collection targeted 420 employees utilizing questionnaires and obtained a response rate of 312 (74%).
The qualitative aspect involved interviewing 12 out of 18 leadership personnel, giving a response rate of 67%. Also, descriptive and inferential analysis was used. Internal employee engagement demonstrated a significant difference across job level categories, F (4, 307) = 4.012, p = 0.003. There is also a significant difference in agreement mean score, which is lower for lecturer grade level (M = 2.5257, SD = 1.08359) than middle manager grade level (M = 3.2909, SD = 0.82396), showing that lecturer grade level is more engaged as compared to the middle manager level reflecting that the this level is not as engaged as it should be. Obtained qualitative results showed that there was minimal
employee engagement. Overall, there was more employee disengagement than engagement at the institution, leading to employee stress, increased employee turnover, and minimal employee productivity. This can, in turn, affect institutional productivity. However, leadership viewed employee engagement as important and something to be
further developed.
which meant that the stakeholders’ equity funds were reduced, possibly due to reduced spending on environmental costs during that period. It can be concluded and established that when these two plastic companies spend more on environmental costs, this positively affects overall financial performance and improves financial sustainability. It
is recommended to allocate more resources/funding to support environmental costs to increase the profitability of the two plastic manufacturing companies.
qualitative approaches. Simple random sampling constituted a sample of 312 academic and administrative staff members at the institution. The purposeful sampling for the qualitative component was a realized sample of 3 executive management leadership and 9 line management leadership participants, indicating a total response rate of 67%. The results for executive management leadership reflect poor leadership style from the employees’ perspective in relation to respect and fairness, transparency, behavior, and other ethical leadership-related items (of M = 2.74, SD = 0.033). In addition, there was a clear need for leadership to attend ongoing training courses (M = 4.20, SD = 0.904).
From the qualitative perspective, more than 50% of the leadership respondents indicated no appropriate university leadership programmes or ethical leadership programs. Therefore, the investment in training and development can promote more ethical leadership style, which in turn can have a positive impact on employees (M = 4.43, SD =
0.740). In light of this, the results provide a strong inclination towards more training and development programs
factors influencing this, at Durban University of Technology, South Africa. It adopted a quantitative and qualitative method of inquiry. The quantitative data collection targeted 420 employees utilizing questionnaires and obtained a response rate of 312 (74%).
The qualitative aspect involved interviewing 12 out of 18 leadership personnel, giving a response rate of 67%. Also, descriptive and inferential analysis was used. Internal employee engagement demonstrated a significant difference across job level categories, F (4, 307) = 4.012, p = 0.003. There is also a significant difference in agreement mean score, which is lower for lecturer grade level (M = 2.5257, SD = 1.08359) than middle manager grade level (M = 3.2909, SD = 0.82396), showing that lecturer grade level is more engaged as compared to the middle manager level reflecting that the this level is not as engaged as it should be. Obtained qualitative results showed that there was minimal
employee engagement. Overall, there was more employee disengagement than engagement at the institution, leading to employee stress, increased employee turnover, and minimal employee productivity. This can, in turn, affect institutional productivity. However, leadership viewed employee engagement as important and something to be
further developed.