Zobrazeno 1 - 7
of 7
pro vyhledávání: '"Ohei, Kenneth Nwanua"'
Measuring service quality delivered to undergraduate students at a public university in South Africa
Publikováno v:
Holistica, Vol 13, Iss 2, Pp 41-62 (2022)
The conceptualised and critically examined the thinking behind the quality of services rendered to undergraduate students at a state-owned institution in South Africa. The population was 106 and 106 questionnaires were administered and 87 were return
Externí odkaz:
https://doaj.org/article/887bbdb9323b4b04a84faffa630bc310
Autor:
Ohei, Kenneth Nwanua1 kennethohei@gmail.com, Brink, Roelien1 rbrink@uj.ac.za
Publikováno v:
Mousaion. 2021, Vol. 39 Issue 1, p1-26. 26p.
Autor:
Ohei, Kenneth Nwanua1 kennethohei@gmail.com, Brink, Roelien1 rbrink@uj.ac.za
Publikováno v:
Mousaion. 2019, Vol. 37 Issue 2, p1-27. 27p.
Publikováno v:
Gender and Behaviour; Vol 17, No 1 (2019): Special Issue; 12367-12389
There is an assumption that the traditional banking system is conceivably not effective enough to meet the social demand of the information age in terms of customer engagement, feedback, interaction and communication. Historically, banking sectors ha
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=78975075580c::a62dd9a1153fd3ddf6c151b49a8e2784
https://www.ajol.info/index.php/gab/article/view/186757
https://www.ajol.info/index.php/gab/article/view/186757
Autor:
Ohei, Kenneth Nwanua, Brink, Roelien
Publikováno v:
African Journal of Development Studies; 2021 Supplement, Vol. 11, p111-141, 31p
Autor:
Ohei, Kenneth Nwanua
PhD (Information Systems), North-West University, Mafikeng Campus, 2018 For decades, teaching and learning processes have centred on the traditional approach (Web 1.0) that promoted teacher-directed pedagogical practices. Currently, there is a realiz
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=od______1399::542c751742fabf2704ce0a92b3b08696
https://orcid.org/0000-0002-5923-2012
https://orcid.org/0000-0002-5923-2012
Autor:
Ohei, Kenneth Nwanua
Publikováno v:
International Journal of Social Media and Interactive Learning Environments; 2019, Vol. 6 Issue: 2 p150-167, 18p