Abstract:
Due to ever-increasing strains, quality improvement of research degree programmes is imperative for the South African postgraduate landscape. This research explored the recognition and overcoming of research-readiness deficiencies in university of technology postgraduate students within the ambit of South African higher education transformation. This formative-evaluative case study generated data through a questionnaire survey, focus groups and interviews. The results identified motivation and commitment, managerial and academic-writing research-readiness deficiencies. These results also suggested that recognising and overcoming these research-readiness deficiencies could lead to conceptualised, critical and creative work in university of technology postgraduate studies.
