Assessing Staff User Experience with Learning Management Systems in Private Higher Education Institution in South Africa

Introduction

The South African higher education sector has undergone significant change, giving rise to the formation of three public institutions of higher learning: Traditional Universities, Universities of Technology (formerly known as Technikons), and Comprehensive Universities. Currently, according to USAf (2023), South Africa is home to 26HEIs in the public sector, with inclusion of growing number of private institutions, which are registered with the Department of Higher Education and Training (DHET) to confer accredited degrees and diplomas.

The governance of higher education falls under the DHET, which is responsible for overseeing both higher education and vocational training, alongside Adult Basic Education and Training (ABET) centers (DHET, 2025). While national policies guide the sector, the nine provinces in South Africa’s areallocated with its own education department, responsible for implementing both national and regionally specific policies.

Alongside the public sector, PHEI play an increasingly significant role in expanding access to higher learning.

The Higher Education Act of 1997 permits Private Institutions (PI) to offer degree programs, provided thatthey are registered with the Council on Higher Education (CHE) and accredited by the Higher Education Quality Committee (HEQC)(South African Government, 2025;CHE, 2025). The Higher Education Act specifically states:

“To regulate higher education; to provide for the establishment, composition and functions of a Council on Higher Education; to provide for the establishment, governance and funding of public higher education institutions; to provide for the appointment and functions of an independent assessor; to provide for the registration of private higher education institutions; to provide for quality assurance and quality promotion in higher education; to provide for transitional arrangements and the repeal of certain laws; ‘and to provide for matters connected,, therewith.”

Since the first democratic elections in 1994, South Africa’s private higher education (PHE) sector has grown rapidly, encompassing foreign institutions, distance learning providers, private vocational and technical colleges, and corporate training centers. These institutions emphasise vocational and professional qualifications, catering to a diverse student population.

Higher Education Institutions in South Africa

PHE in South Africa is characterised by institutions operating under corporate ownership structures, each with distinct educational models and strategic priorities. There areseveral entities in this sector and have established themselves as significant providers of Higher Education (HE) and vocational training.The increase of PHEI’sin developing countries is driven by absorption (Nukunah, Bezuidenhout and Furtak, 2019) andgovernments not meeting the demand (Field and Shah, 2016). The private and public institutions of higher learning have experienced a sharp increase in student admission in recent years without the accompanying increase in the provision of adequate resources.

The DHET encourage the delivery of quality education which is a requirement for addressing the skills needs of the economy and society, in the context where the South African labour marketis having very high levels of skills mismatches (DHET, 2024).In 2025, the South African higher education environment consists of public universities and PHEIs which are registered (CHE, 2024). The South African HEIsare still having many challenges which include ineffective throughput rate, decreasingfundingand unable to manage the upsurge of higher education demand in the country.

To meet the upsurge in demand for tertiary education, the PHEIs close the gap. The PHEI’s enrolment growth rate is higher than the public institutions (DHET, 2024). The private institutions collectively offer a diverse range of higher education and vocational training programs, catering to students seeking both academic qualifications and industry-relevant skills. The sector delivers HE and professional training through a range of programs designed to meet both academic and industry demands.

Quality Assurance

PHEI’s have faced public scrutiny and negative press regarding their institutional practices and educational quality (Checkpoint_eNCA, 2022). In response, they engaged in strategic interventions aimed at reputational management and the enhancement of academic standards, ensuring that graduates possess the necessary competencies for professional success.  The PHEI deliver the teaching and learning processes through f ace-to-face,and online learning, thereby accommodating a diverse student body with varying educational needs.

The programs are structured to support both full-time and part-time study, reinforcing the commitment to flexible learning pathways within higher education. The qualifications offered by PHEI and public universities in South Africa are using same regulatory framework (Meyer, 2022). The qualificationsoffered by PHEIs are registered and enrolled by South African Qualifications Authority (SAQA) on the National Qualifications Framework (NQF Act, 2008). The CHE, and Quality Council for Trades and Occupations (QCTO) are some quality councils enacted by parliament to perform legislative oversight and quality assurance in the higher education sector.

The Evolution of Internal Educational Systems: A Strategic Inquiry

A critical question arises regarding the frequency and rationale behind changes in their internal educational systems. PHEIs frequently update their academic frameworks, technological infrastructure, and pedagogical strategies to remain competitive and address the changing needs of students and the labour market. These changes are driven by the necessity to integrate innovative technologies, enhance educational quality, and ensure graduates possess relevant skills (Desk, 2024). For instance, South African PHEIs are actively incorporating technology to create virtual classrooms and comprehensive online platforms (Desk, 2024). The underlying motivations for such modifications may include:

1. Alignment with Industry Trends: Ensuring curriculum relevance in response to evolving job market demands.
2. Technological Advancements: Incorporating digital tools and LMS to enhance teaching and learning efficacy.
3. Regulatory Compliance: Adapting to policy changes mandated by the DHET and accreditation bodies.
4. Institutional Efficiency: Streamlining administrative processes to improve operational effectiveness.

However, the impact of these systemic changes on internal stakeholders, particularly academic and administrative staff, remains an area of debate. While some adjustments may facilitate improved instructional delivery and student engagement, frequent restructuring can also result in disruptions to teaching methodologies, increased workload, and institutional instability.Further research is required to determine whether such changes ultimately contribute to long-term institutional improvement or whether they impose undue strain on academic and support staff. Thus, an important inquiry emerges: To what extent do these changes serve the interests of staff andhow they influence the overall user experience in higher education?

In contrast, today’s business world, organisational efficiency is critical to achieving sustainability and competitive advantage.  Kibirige, Eduan and Franklin (2019) note, efficiency, in this context, is the ability of an organisation to maximise output while minimising input such as optimising its resources and processes. Achieving and subsequently maintaining efficiency is challenging, given the pace at which technology is evolving, the unpredictability of consumer demand, and the globalisation of business.

Organisations must constantly adapt to these dynamics and often do so through organisational changes that deeply impact the system. Smith (2023) notes that systemic changes (or operational changes) are deliberate modifications that reshape organisational structures and processes. While such changes may be necessary for sustainability, they pose the danger of upsetting smooth operations. Despite these concerns, the belief that continuous improvement contributes to sustainable competitiveness leads to regular systemic modifications, as documented by Stouten, Rousseau and De Cremer (2018).

Efficient organisational processes are crucial in South Africa, as the country’s economic landscape can be unpredictable. According to the World Bank (2018) and the International Trade Administration, ITA (2024), businessesfunction in complexity, economic volatility, regulatory constraints and the volatility of the global environment which directly impacts operations and revenue. South Africa’s regulatory standards for labour practices and sustainability carry high compliance risks, though crucial for fairness and accountability (World Bank, 2018; ITA, 2024). These additional operational loads may affect competitiveness, which makes efficiency essential. Therefore, when an organisation is considering strategic changes within the system, its leadership system must consider its implications for the organisation and its stakeholders.

Rationale

The study is timely and motivated by the need to understand the implications of education systemic changes for effectiveness, particularly in aPHEI in South Africa. While there is a substantial body of literature on organisational change management and efficiency, there is a relative lack of research focused specifically on the effects of modifying systems that are already performing well in higher education sector. This study seeks to fill this gap by comprehensively analysing the rationale behind such changes and their subsequent impact on organisational efficiency. Exploring why already effective systems are changed provides insights for academic and practical purposes. The theoretical level has not been explored adequately in prior literature (Cameron and Green, 2019).

Also, this study will be academically insightful as regards the theory of continuous improvement, which posits that organisations must continuously evolve to remain competitive, even if it means changing already successful systems (Zangwill and Kantor, 1998). For practical purposes, this exploration is for institutional leaders managing change across systems. It will help South African organisations experiencing systemic changes tick all the major boxes. By looking into the outcomes of systemic changes, this research aims to hint atwhy institutions choose the complexities of modifying systems when they do not need altering. Besides, this study will contribute to the broader discourse on organisational change and performance by challenging the assumption that all change is inherently beneficial.

Research Questions

This research explores the complex dynamics between organisational efficiency and systemic changes, with a particular focus on the rationale behind modifying systems that are currently functioning well.It aims to answer why institutions of higher learning adopt a different LMS and its impact of staff user experience. The research questions below were formulated:

1. What is the impact of new LMS on user experience in higher education?
2. What are the key motivations for changingLMS in higher educational institutions?
3. What are best practices of enhancing user experience in higher educational institutions?

Research Objectives

The proposed research will be guided by specific objectives, as outlined below:

1. To assess staff user experience with newLMS.
2. To identify the impact of changing the LMS.
3. To enhance user experience within theHEI.

Problem Statement

Despite the increasing reliance on LMS in HE, much of the existing research has focused predominantly on student experiences or on public institutions(Maluleke and Maake, 2025) leaving a significant gap in understanding how academic and administrative staff engage with the changes in technology (Maluleke and Maake, 2025).According to a human’s thought process, systemic changes are implemented to enablethe generation ofreports, input and extract data in simplicity without having the human involvement and to support this statementBhardwaj (2023) emphasizes that Robotic Process Automation (RPA) greatly improves both the speed and precision of data extraction activities.

The study demonstrated that RPA bots were able to extract information from invoices more quickly and with flawless accuracy than manual methods, significantly minimizing the need for human intervention in these processes (Bhardwaj, 2023)McLean and Antony (2014) noted that implementing a new system without clearly defining its purpose and functionalities can lead to uncertainty and hinder continuous improvement efforts. Factors that contribute to the failure of systems in general include, include unclear motives and expectations, inadequate organisational culture, and poor management leadership, high cost of maintenance.

Singh and Singh (2015) emphasised the importance of a well-defined implementation approach and comprehensive training to ensure the success of continuous improvement programs. Without clear objectives and functionalities, organisations may struggle to achieve the desired outcomes from their improvement initiatives. Traditionally, the LMS is used to deliver, manage, track assess learning progress within the formal learning environment (Stone and Zheng, 2014). With the advent of new generation of learning and management systems, there is a call to upgrade the existing one to enable them to communicate, share content synchronously with different stakeholders.

A robust LMS integrates with other applications which enables management of educational institutions to measure the business goals, impact on teaching and learning’seffectiveness and the overall costs related to maintenance and training initiatives (Stone and Zheng, 2014). Ellis (2009) notedimportant features for LMS as assessment and testing, content management and reporting,centralisation and automate administration as critical. The current studies noted that LMS such as Moodle, Canvas, Blackboard are essential in managing and delivering courses across the world (Ravshanovana, 2025).

The common challenges of digital divide, resistance to change and privacy concernsin PHEIs needs to be addressed to enhance the learning experience. With the goal of trying to achieve access and better prepare learners for success in the world of work, many institutions have adopted use of different LMS as there is no consensus on the perfect system. The study seeks to understand the staff user experience in using difference LMS at a PHI of higher learning.

Research Aim

The studies aim is to assess the user experience of staff members interacting with LMS in PHEIs in South Africa. The study will focus on staff perceptions of usability, satisfaction with the platform, and the level of institutional support provided. By exploring these dimensions, the research seeks to identify key areas of strength and weakness in current LMS implementations and provide recommendations for enhancing staff engagement and system effectiveness. A more detailed understanding of the risks, motives and results will immensely aid academic and practical work by adding to existing literature and empowering organisational leaders with the necessary knowledge before actualising any planned systemic changes.

Strategic innovation is the process by which an organisation rethinks or redesigns its corporate strategy to drive business growth, generate value, and create a competitive advantage(TechTarget, 2024). This approach is crucial for adapting to the rapid pace of technological change and evolving market conditions (TechTarget, 2024). Innovation and responsiveness to market dynamics emerge as key drivers when examining the strategic motives behind changing effective systems (TechTarget, 2024). Incorporating local-level knowledge co-production into systemic risk analyses can help stakeholders identify and act on opportunities for both incremental and transformational change, thereby fostering resilience to various challenges.

Risk analysis is essential in systemic change decisions, assisting organizations in determining whether such changes are warranted (SEI, 2024).Considering the intricate interdependencies within systems, a holistic and systemic concept of risk broadens the scope of risk assessment beyond conventional components (PMC, 2024). Therefore, for well-informed decision-making regarding systemic changes, it is essential to comprehend the strategic motivations for change and carry out thorough risk analyses (Sillmannet al, 2022).

Literature Review

Literature on LMS usage highlights various factors affecting user experience, including system usability, accessibility, technical support, and user training. Davis’ (1989) TAM is frequently utilised to understand how perceived ease of use and usefulness influence the acceptance of technology. In terms of technical infrastructure, system reliability, speed, and uptime play a major role in operational efficiency (Mtebe&Raisamo, 2014). A poorly functioning system can lead to frustration, disengagement, and lower adoption rates. Studies by Al-Fraihat et al. (2020) and Rambe and Ng’ambi (2022) emphasise the significance of user-centered system design and the provision of continuous support. However, most existing research focuses on public institutions or student experiences, with limited attention to staff engagement in private higher education—highlighting a gap in the literature (Maluleke & Maake, 2025).

Users who receive comprehensive training are more likely to engage with LMSs effectively, reducing resistance to change. Proper training and ongoing technical support are therefore crucial for successful adoption (Selim, 2007).For instance, Cassim et al. (2024) conducted a study titled “Employee engagement at a private higher education institution during the COVID-19 pandemic”, which examined staff engagement during remote work in a South African private institution. Despite the challenges posed by remote work, high levels of engagement were maintained, supported by factors such as autonomy, psychosocial safety, and organisational support.Staff attitudes toward LMSs significantly influence adoption and engagement.

Organisational culture, perceived benefits, and administrative support are key determinants of whether users embrace new systems (Zanjani et al., 2017). Coetzee and Rothmann further explore how engagement levels vary across language groups, job categories, and years of service within institutions.

Additionally, Kumalo and Schutte (2024) explored the relationship between spiritual leadership and employee engagement in PHEIs in Gauteng. Their study found a positive linear relationship, suggesting that spiritual leadership can meaningfully influence staff engagement.These studies reflect a growing interest in staff engagement within South Africa’s private higher education sector. However, the literature remains relatively limited compared to research on public institutions or student experiences. This study builds on these findings, aiming to fill a gap by offering a localized, staff-focused investigation into LMS engagement within South African PHEIs.

Theoretical Model

The overarching theory for the study is the Technology acceptancemodel.Figure1: The Technology Acceptance Model (Davis et al, 1989).

The TAM was first announced to explain the key factors that influence whether people accept and use computer technology (Davis et al, 1989). Davis et al. (1989, p.985) described its purpose as offering a broad yet simple and well-supported framework that can be applied to different types of computing technologies and user groups. Over time, TAM has been applied to many other technologies beyond computers, such as telemedicine services (Kamal, Shafiq, &Kakria, 2020), digital tools for teachers (Scherer, Siddiq, &Tondeur, 2019), mobile apps (Min, So, & Jeong, 2019), and e-learning platforms for students (Sukendro et al., 2020).

Conceptual Model

Figure 2:Conceptual Model

Transformational Leadership

Transformational leaders collaborate with their teams to recognize areas requiring change and develop a guiding vision for the transformation. They communicate an inspiring vision of the future and motivate others to actively support and pursue it (Daft, 2023).Leadership decision making has influence on organisationalperformance and the future.In addition, Transformational leaders craft a compelling vision that challenges the status quo and inspires followers to embrace a bold change; this vision would provide a roadmap for transforming systems.

To contrast with Joseph and Reigeluth (2010) they mention that widespread stakeholder engagement forms the essential foundation of the systemic change framework. Without meaningful involvement from all relevant stakeholders, the remaining components of the framework may lack direction and significance.Here within, we will look at whether a transformational leaders characteristics came into play.The following hypothesis was developed to test the empirical reality:

H₁₍₀₎: Transformation leadership has a no impact on innovation.

H_1(a): Transformation leadership has a positive impact on innovation.

Organisational Learning

Organisational efficiency is a complex concept that revolves around the ability of an organisation to economically meet its objectives with the least number of resources and time wasted. It is often measured by identifying outputs proportional to the inputs used (Kibirige, Eduan and Franklin, 2019). Productivity is a significant sign of how an organisation functions and is aligned with profitability, returns, and sustainability. In the context of South African businesses, where fluctuations in financial and regulatory issues are often a reality (World Bank, 2018; ITA, 2024), organisational efficiency becomes much more critical. It is challenging for organisations to navigate these complexities, transform their operation to adapt to competitive changes, and remain viable (Stouten, Rousseau and De Cremer, 2018). The following hypothesis were formulated:

H₂₍₀₎: Organisational learning has no impact on innovation.

H_2(a): Organisational learning has a positive impact on innovation.

Continuous Improvement

Another idea that must be highlighted is continuous improvement or Kaizen, a significant aspect of systemic changes. Continuous improvement is based on the premise that associations should always strive to fine-tune their cycles, products, and processes even when performing well (Zangwill and Kantor, 1998, p. 911). This philosophy encourages firms to make changes incrementally rather than waiting for significant issues to develop. This process is closely related to organisational efficiency because it eliminates waste and optimises assets continuously. Nevertheless, a challenge exists – balancing the requirement to continue building improvements against the risks of altering what has already been successful. Where and when to realise operational changes within the context of the ‘structure of continuous improvement’ is one of the critical focuses of this study. The following hypothesis were formulated:

H₃₍₀₎:Continuous improvement has no impact on innovation.

H_3(a): Continuous improvement has a positive impact of innovation.

Innovation

Despite their longevity and stability, universities – some of the oldest institutions in the world – are under pressure to adapt, modernise, and change their programs and services to meet the demands of society, compete, and adopt new technologies (Hall and Lulich, 2021). The outline inHE’s business models helps to identify key aspects that heighten some of the universal barriers to innovation and change (Armstrong, 2014 cited in Jakovljevic, 2018). With continuous improvement the approach to innovation can be evitable. The following hypothesis were formulated:

H₃₍₀₎:Innovation has no impact on user experience.

H_3(a): Innovation has a positive impact on user experience.

User Experience

Today’s consumers tend to value their overall relationship with an organisation, so the concept of user experience is becoming more and more important. New technologies, a variety of communication channels, and individualised marketing strategies create opportunities for a seamless, unique, and personalised user experience, which can be a competitive advantage and a way to retain customers (Ambrusevič and Išoraitė, 2025).According to Berni et al. (2021), Donald Norman coined the term “user experience.”

The scientists claimed that user experience design was about experience, and later revisions broadened this definition to include behavioural and affective elements ingrained in “joy of possession” and “joy of use.” As a result, human-product interaction was fascinating up until the term “user experience” was coined (Ambrusevič and Išoraitė, 2025). Unfortunately, user experience is not in marketing terms but as an employee utilising a system to help them with their output in their occupation.

Comparative Analysis

The global and local literature review helps identify the similarities and differences in attitudes towards systemic changes and organisational efficiency. From a global perspective, more attention is paid to the constant change and improvement brought about by the driving force of technological development and liberalisation of markets. On the other hand, literature from the South African environment identifies the dangers and difficulties associated with operational changes, which captures the unique organisational, fiscal, and societal structure in which organisations in the South African context function.

A shared perception between the global and local perceptions is that operational changes should be undertaken sensibly. This perception implies that any change regarding all these working frameworks should be considered with reference to the analysis of the risks and opportunities of change and has to be made within sound project management. This is especially so where the costs of organisational failure are steep, which is often the case in South Africa

Identification of Gaps and Shortcomings

Inadequate Empirical Studies

One of the major limitations identified in the literature is the inadequacy of prior studies investigating the effects of systemic changes on systems that are already functioning effectively. Although there is an abundance of theoretical work and prescriptive frameworks on change management and continuous improvement, there remains a notable lack of empirical research that tests these theories in real-world contexts. This gap really stands out in South Africa, where the unique social and economic challenges make the situation, and institutional challenges differ significantly from those in other global regions.

For example, Nkomo and Kriek (2011) observe that while the literature on change management is extensive, empirical studies examining how leaders interpret and interact to radical, episodic change – especially at a national level – are limited. This is especially relevant to South Africa, where organizations experienced profound transformations after 1994, yet comprehensive empirical analyses of leadership responses during this transitional period remain largely absent.

Furthermore, Pietersen (2018) emphasizes that South African Human Resource Management (HRM) research has predominantly focused on theory verification rather than theory construction, relying heavily on Western-centric theories that may not adequately address the unique socio-economic and cultural dynamics present in South Africa. This underscores the need for context-specific empirical research to inform effective change management practices within the country.

Focus on Large Organisations

Another gap in the existing literature is that most studies focus on large organisations, especially multinational companies. Most research on operational changes and organisational efficiency has been conducted on large firms with massive capital, fixed assets, and complex management procedures. However, there is a need for a study that focuses more on the small and medium-sized private enterprises (SMEs) like private institutions, since they are equally important in the South African economy. While executing changes in operations, certain aspects of the daily tasks may encounter problems or be asked to fulfil some conditions; therefore, their experiences and results can hold valuable information regarding questions of organisational performance and the management progress.

Limited Focus on Long-Term Outcomes

Much of the current literature is devoted to analysing the short-term organisational effects of operational changes: the immediate improvement of efficiency or profit. Therefore, more empirical research is required on the long-term effects of such changes and their consequences on organisational culture, employee morale, and sustainability. Understanding the long-term effects is essential for organisations trying to assess their choices when changing a system that works well. Long-term implications may show whether operations changes are feasible or initial improvements are only eliminated by later complications such as increased complexity, lack of expertise, or low employee morale.

Gaps in Contextual Understanding

Another significant gap in the existing literature regarding this research topic is the lack of contextual insight into how these systemic changes affect organisations across industries and settings. While some studies recognise the flexible impact of the operational changes across the industry, organisation size, and social factors, a more elaborated classification of these factors is still missing. For instance, the challenges and opportunities of operational changes in highly regulated industries, such as institutions or, healthcare or accounting, may not be the same as in innovative or retail industries. Also, the impact of operational changes in associations that operate in emerging markets, locally and internationally, may vary from those in developed economies due to differences in regulatory conditions, market growth, and economic stability (Dreier, Nabarro and Nelson, 2019).

Limited Exploration of Stakeholder Impacts

Much of the available literature focuses on the organisational-level impacts of systemic changes, with the more extensive impacts on other partners frequently overlooked. Organisational system changes might impact representatives, clients, providers, and the extensive local community since changes that meddle with existing set-ups disrupt them (Forum for the Future, 2022). The potential for resistance to change, erosion of trust or reduced satisfaction among partners is an area that warrants further research. Also, organisations need to know how to effectively manage stakeholder relations during an operational change to minimise undesirable effects and foster support for the change initiatives.

Contributions of This Research

This study attempts to fill the above-identified gaps by presenting an experimental study of the impact of systemic changes on organisationalperformance, focusing on systems that are already functioning effectively. By providing contextualised evaluations of an institution in South Africa in various functions, this study will contribute knowledge about factors that may influence the success or failure of systemic changes in a range of contexts.

Also, the study will look at the long-term sustainability effect of these changes, adding a more expansive view of the sustainability implications of change programs for organisations. Furthermore, this research will provide information on challenges and opportunities in the contexts of other institutions operating in the South African environment, thereby advancing the understanding of improvement of organisational performance and change management.

Research Design and Methodology

Research Design

A research design functions as a structured scheme that channels the whole research process, defining and elaborating how data will be collected, measured, and analysed (Kothari, 2011). The research design for this study will involve quantitative research to analyse user experience in higher education.Using a quantitative research approach will enable the researcher to systematically measure stakeholder perceptions and assess the effects of system changes through statistical analysis. This method allows for objective comparisons, trend identification, and generalisable findings across a larger sample (Creswell, 2014).

By employing numerical data collection, the study can quantify variations in stakeholder responses, highlighting patterns that may not be as easily discernible through qualitative inquiry alone. Furthermore, statistical tools will facilitate hypothesis testing and correlations between key organisational factors, ensuring a rigorous and replicable analysis of the impact of LMS transitions on students, faculty, and administration (Saunders et al., 2019).

Additionally, this approach enhances the study’s reliability by minimizing researcher bias and providing measurable insights that align with organisational decision-making processes (Yin, 2018).Data will be collected through a self-administered questionnaire online which will be shared through a link to all the academic and support staff of the identified institution. The inclusion criteria for participants is they must be employed by the institution and have used the LMS.

This study may employ a cross-sectional survey design methodology coupled with case study analyses as the research strategy. A cross-sectional design is useful because it makes it possible to obtain information from a large sample at once, which gives a picture of the current levels of organisational efficiency once systemic changes have been made (Clark et al., 2021). This approach can help distinguish the relationships among different variables, such as the general level of systemic change and the resulting organisational effectiveness. On the other hand, case studies provide more context-enriched information complementing the patterns identified in the broader survey results, which assists in illustrating the processes that lead to these patterns (Yin, 2018).

Epistemological Position

This exploration is rooted in positivist epistemology.This study seeks to use empirical information to support hypotheses and determine causality (Bryman, 2016). Positivism argues that only quantitatively measurable and factual evidence obtainable through observations is permissible. Similarly, Kothari (2011) asserts that the positivist paradigm is fundamentally associated with quantitative research methods, focusing on measurement, statistical evaluation, and the detection of trends using numerical data. Consequently, this study’s use of surveys aligns with the positivist approach by enabling the structured quantification and analysis of social realities.

This fits the research aim of analysing the user experience when facing systemic changes. In the context of this study, this implies that systemic changes do have organisational impacts that can be measured through empirical data. Quantitative approaches align with the positivist perspective, which prioritises empirical investigation and structured, objective observation, therefore,this position justifies using quantitative methods, suggesting that the phenomena under exploration can adequately be analysed.

Population and Sampling

The population of the study are all the employees for the institution who are in both academic and supportstaff. The targetsample will comprise be employees across the different brands and an approximately150 participants are required. This will help to test the validity of the model.The stafftarget encompasses of institutional leaders, operation managers and employees in medium to large departments within the private institution in South Africa. The decision to focus on identifieddepartments is informed by the appetite to measure staff user experience with the LMSin a PHEI(Nkomo and Kriek, 2011).

Moreover, these institutions are more likely to have formalised processes and data that can be qualitatively analysed. As for the focus on abroader South African institution i.e. private institutions, the sample will cover a range of departments like finance, academic,and operations.This diverse ranges of departments exploration will ensure that findings are generalisable across varying organisational contexts within the country.

Stratified random sampling will help select survey participants from various sectors to make generalised conclusions (Taherdoost, 2016). In each corporate structure/organisation, those directly involved in implementing system changes and those directly affected by such changes will offer valuable information. These will include managers who drive the changes alongside the organisation’s employees affected by the implemented change drivers. Considering variation across departments and roles, a statistically significant sample will be large enough to yield valid results. Estimations of the target audience suggest that the minimum number of participants required is 150 for the sample. However, this will be adjusted according to response patterns recorded during the initial data collection steps.

Cross-sectional

A cross-sectional study is well-suited for evaluating the impact of Educational Systems transitioning at a specific moment, capturing stakeholder experiences and operational efficiency without requiring long-term tracking. According to Bryman (2016), cross-sectional research provides a glimpse of a fact at a given time, making it ideal for assessing the immediate effects of organisational changes. In the context of education technology, studies by Selwyn (2020) and Kirkwood & Price (2014) emphasise that cross-sectional approaches are effective in understanding user adoption and satisfaction levels in digital learning environments.This efficiency is particularly useful for HEIs with limited research budgets and time constraints (Biggs & Tang, 2011).

Data Collection Methods

The research methods data collection methods will comprise structured questions that will provide quantitative results from various departments in the institution.The closed-ended questions on a Likert scale questions, quickly and effectively acquire significant data in determining feelings and beliefs (Groves et al., 2009). The measurement tool utilised a five-point Likert scale, with response options ranging from Strongly Disagree (1) to Strongly Agree (5), including Disagree (2), Neutral (3), and Agree (4) as intermediate choices.It can be administered online, via mail, or in person where the advantages are cost-effective, can reach a wide audience, and allow for standardised responses.

However, the disadvantages of this method may have low response rates and can be limited by the format of the questions. The study proposes to use email distribution that enhances the coverage while minimising the data collection and evaluation efforts. Online distribution facilitates the efficient collection and management of data, which can be directly imported into statistical software for analysis (Couper, 2008). The design and pre-testing of the survey will enhance the quality of the study since any necessary adjustments will be appropriately made for the final version of the survey.

Data Analysis

The analysis techniques that will be adopted will entail both quantitative, descriptive and inferential statistics. The analysis methods will comprise descriptive statistics, measure of central tendencies and variability in the data, and inferential statistics to test the hypothesis and to determine the precise relationship between the variables. Regression analysis will be used to examine the relationship between the extent of systemic changes and organisational performance, controlling for other factors like size, departments of the organisation.

Thus, using comparative analysis, the findings derived from this analysis will enable an understanding of the user experience. This approach is substantiated by the study conducted by Fleaca and Severin (2024), who used the measured organisational performance. The findings of the quantitative study shall assist in understanding the factors that may lead to an excellent user experience.  Besides, this study will run validity and reliability tests to reduce bias.

Proposed Chapter Outline

1. Introduction: This chapter will introduce the research topic to contextualise the problem in the larger discourse of organisational efficiency and systemic changes. It will include the problem statement, the research objectives, and questions.
2. Literature Review: Existing literature on organisational efficiency, organisational performance, systemic changes, and change management will be reviewed. It will synthesise previous studies, identifying supporting and opposing views on the impact of modifying functioning systems.
3. Research Methodology: This chapter will describe the research design issues such as conceptual approach, research strategy and paradigmatic stance. It will state the research approach, substantiate the choice of the mixed-methods approach, and explain the sampling methods.
4. Presentation and Data Analysis: This chapter will present and analyse the findings from primary data collection. The data will be examined to understand the staff user experience in private higher education institution.
5. Discussion, Conclusion and Recommendations: The last chapter will be the conclusion, where the study findings will be concluded based on the research questions. It will discuss the implications for theory and practice, offering recommendations for organisations considering systemic changes. Suggestions for future research will also be provided.

Activity	Duration
Literature Review	Month 5 – 6 (May and June)
Data Collection	Months 7 (July)
Data Analysis	Month 8 (August)
Report Writing	Month 9 (September)
Final Submission	Month 10 (October)

Ethical Considerations

Ethical Guidelines and Standards

“Ethical considerations in research” encompass principles that inform the planning and execution of studies, and these principles help ensure that researchers act responsibly and uphold moral standards throughout the research process (Bhandari, 2022).Ethics is highly relevant in this research, primarily because of its focus on organisational improvement and systemic changes where data and participants could be sensitive. This research will be conducted per the ethics guidelines of the institution. These guidelines stress the issues of informed consent, confidentiality, and voluntarism in participation, as does Bryman (2016).

All participants in the research study will complete consent forms whereby they will be told the purpose of the research, the research processes, and even the risks the participants are likely to be exposed to during the study. It is also vital that the participants and the information they disclose be kept confidential; hence, all collected information will be kept anonymous to ensure the participants’ privacy is preserved. This includes protecting the organisation via POPI Act and adhering to the internal Policies by getting approval through the GateKeepers Letter. Lastly disposing of the data once outcome has been reached.

Ethical Risks and Mitigation

This research acknowledges several ethical risks, such as the one on data collection and protection and the participants’ vulnerability within the institution. Because the study targets institutional leaders, operation managers, and employees, participants may feel compelled to provide responses as they may perceive it to be potentially harmful to their positions. To address this, the study will clarify that their contributionswill bevoluntary, and that one can opt not to take part without any consequence.

Also, measures to ensure the security of data collected will be observed, including encryption of data storage and limitation of access to such data. Permission from the institutional ethical review committee shall be sought before the collection of data to observe ethical standards. In this way, the study will eliminate as many ethical risks as possible and thus conduct accurate research.

Key Concepts

Private higher education system:All PHEIs in South Africa are required to be registered with the Department of Education (DoE) in line with the Higher Education Act 101 of 1997 (South Africa, SAQA 2012:2). This registration aims to ensure that PHEIs deliver education of asuitable standard and possess the necessary capacity and expertise to offer higher education programmes. It also ensures that students are enrolled in institutions accredited to offer qualifications – such as certificates, diplomas, or degrees – aligned with National Qualifications Framework (NQF) levels 5 to 10 (Dirkse van Schalkwyk et al, 2013).

Learning Management System:While Almarashdeh et al. (2011) note that an LMS is software used to strategise, implement, and assess a specific learning process,wheras Lonn and Teasley (2009) define an LMS as web-based systems that allow teachers and students to communicate online, share resources, and turn in and receive assignments (Nannan et al., 2021 cited in Oliveira et al, 2016).

System Usability: A well-designed educational system with intuitive navigation, interactive features, and accessible content improves user satisfaction (Davis, 1989; Sun et al., 2008). The TAM suggests that perceived ease of use and usefulness directly influence adoption rates.

User Experience: The ease of use, engagement levels, and total satisfaction of departments and employees reflect the effectiveness of the LMS (Alshammari et al., 2016). If the new system improves accessibility and workflow, users are more likely to accept it.

Operational Efficiency: System performance, including uptime, accessibility, and integration with academic tools, directly affects efficiency (Nguyen, 2015). Education systems transitions should aim to enhance administrative processes rather than create additional burdens.

Limitations of the Study

The study has several limitations that should be noted. Firstly, the findings may not be generalisable to all institutions, as differences in infrastructure, private and public institutions and user demographics can affect the applicability of the results. Additionally, the reliance on the surveyintroduces subjectivity, as responses may be influenced by personal biases. As a cross-sectional study, the studywill attain data at a single point in time, which may overlook the long-term effects of the LMS transition. Furthermore, limited access to system logs and restrictions on institutional data sharing may constrain the comprehensiveness of the analysis. Lastly, low engagement from the staff could limit the depth and richness of the insights gathered.

Contributions to the Body of Knowledge

Thefindings of this proposalaims to provide evidence on user experience and operational efficiency during LMS transitions within South Africa, specifically focusing on PHEIs. It seeks to develop best practices for institutions considering similar transitions by offering informed recommendations for designing educational system environments that are both student- and faculty-friendly. Additionally, the study intends to support staff in making informed decisions regarding system transitions. Importantly, it refers to the existing gap in South African-focused research on LMS transitions in the framework of PHE.

Conclusion

The work proposes the research framework for a study that would help identify the effects of systematic changes, especially on staff user experience. Employing quantitative analyses as part of the research approach will assist in attaining an accurate empirically tested results which are generalised. The study will fill significant gaps in knowledge regarding user experience in a high technology changing environment. In conclusion, the work will help in getting better understanding of staff user experience and how that improve the attaining of the institutional goals.