Exploring organisational learning in water resource protection: activity system analysis of social learning among resource directed measures role-players in South Africa
- Authors: Thwala, Mmaphefo Doreen
- Date: 2025-04-03
- Subjects: Social learning , Organizational learning , Soft systems methodology , Water-supply Management , Cultural-historical activity theory
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/480117 , vital:78398 , DOI 10.21504/10962/480117
- Description: Globally, there are policy and practice efforts to mainstream inclusive education in different sub-fields of education. Part of the efforts have focused on investigating and finding practical mechanisms for the mainstreaming process in teacher education. Anecdotally, Education for Sustainable Development (ESD), with its focus on transformative education, collaborative learning, the community of practice and the whole institution approach, has the potential to mainstream inclusive education in teacher education practices if grounded in sociocultural realities rather than mere ideological framing. This situation is related to the need for more transformative capabilities for teacher educators to prepare teachers for inclusive pedagogical proficiency. However, in a southern African context, the outlook of the potential of pedagogical proficiency from the nexus of inclusive education, ESD and teacher education is disjointed. As such, this study focused on investigating the mainstreaming of inclusive education in teacher education practice for pedagogical proficiency through ESD Change Projects in Southern Africa, examining cases from Malawi, Tanzania and Eswatini. The study intended to gain an understanding of inclusive education and ESD in these countries, identify areas for strengthening inclusive education in teacher education practice, collaborate with teacher educators to develop strategies for mainstreaming inclusive education, and generate indicators for monitoring and evaluating inclusive education in teacher education contexts. The study used Urie Bronfenbrenner’s bioecological theory of human development and Lev Vygotsky’s sociocultural theory of learning as theoretical and analytical frameworks. The study also employed Roy Bhaskar’s critical realism philosophy as an underlabourer or a meta-theoretical framework. The study further adapted the Vygotsky-informed Engestrom’s expansive learning as a methodological torch. Together, these frameworks were used to analyse selected Change Projects within Sustainability Starts with Teachers (SST) programme, which focused on ESD capacity building in teacher educators from 11 southern African countries. In this regard, the research utilised a qualitative nested case study design. A formative interventionist research approach supported the cases in Malawi, Tanzania and Eswatini, with the study selecting SST Change Projects dealing with inclusive education through an initial scoping questionnaire. Data were generated through 12 in-depth interviews, nine workshops (involving 24 participants), document reviews, observations and reflective journals. Thematic ii analysis, employing a critical realist approach with abductive and retroductive reasoning, guided the reflexive presentation and discussion of research findings. The research findings revealed a common understanding of inclusive education as providing equal educational opportunities, ESD as supporting sustainable development, and teacher education as skill development. The research findings also highlighted the influence of teacher educators’ biopsychosocial characteristics on their perceptions of inclusive education, ESD and teacher education. Areas requiring improvement in teacher education systems included resources, attitude change, financing, cooperation, collaboration and leadership. Strategies for mainstreaming inclusive education in teacher education practice for pedagogical proficiency included curriculum implementation, policy shift, contextualisation and interactive systems. Monitoring and evaluation in all three cases focused on teaching practice, assessment, feedback tools, forums and curriculum implementation, but the absence of specific indicators for monitoring and evaluation was evident. These findings suggest multi-layered and complex implications for policy formulation, implementation practices and future research. Therefore, this thesis argues that, in a southern Africa context, the potential of pedagogical proficiency from the nexus of inclusive education, ESD and teacher education involves considering biopsychosocial characteristics to facilitate the capabilities of teacher educators. This situation necessitates utilising inclusivity mechanisms in pre-service teacher training grounded in biosocial and psychocultural realities of the region’s educational challenges. Consequently, this thesis proffers the Sustainable Inclusive Pedagogical Proficiency Process (SIP3) model as a framework to actualise the nexus of inclusive education, ESD and teacher education, and bring into focus its pedagogical proficiency potential which eventually helps with the mainstreaming process in teacher education practice via ESD. The study reported in this thesis contributes to international theory and practice development for inclusivity and ESD in teacher education practice, provides indicators for monitoring inclusive quality education in teacher education practice, and introduces a contextual dynamics model for comparative education research. The thesis is structured in eight chapters, introducing the study context, addressing literature gaps, presenting the theoretical framework, detailing research design, exploring specific cases in Malawi, Tanzania and Eswatini, discussing the research findings and its implications, and concluding with recommendations for change and future research. , Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 2025
- Full Text:
- Authors: Thwala, Mmaphefo Doreen
- Date: 2025-04-03
- Subjects: Social learning , Organizational learning , Soft systems methodology , Water-supply Management , Cultural-historical activity theory
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/480117 , vital:78398 , DOI 10.21504/10962/480117
- Description: Globally, there are policy and practice efforts to mainstream inclusive education in different sub-fields of education. Part of the efforts have focused on investigating and finding practical mechanisms for the mainstreaming process in teacher education. Anecdotally, Education for Sustainable Development (ESD), with its focus on transformative education, collaborative learning, the community of practice and the whole institution approach, has the potential to mainstream inclusive education in teacher education practices if grounded in sociocultural realities rather than mere ideological framing. This situation is related to the need for more transformative capabilities for teacher educators to prepare teachers for inclusive pedagogical proficiency. However, in a southern African context, the outlook of the potential of pedagogical proficiency from the nexus of inclusive education, ESD and teacher education is disjointed. As such, this study focused on investigating the mainstreaming of inclusive education in teacher education practice for pedagogical proficiency through ESD Change Projects in Southern Africa, examining cases from Malawi, Tanzania and Eswatini. The study intended to gain an understanding of inclusive education and ESD in these countries, identify areas for strengthening inclusive education in teacher education practice, collaborate with teacher educators to develop strategies for mainstreaming inclusive education, and generate indicators for monitoring and evaluating inclusive education in teacher education contexts. The study used Urie Bronfenbrenner’s bioecological theory of human development and Lev Vygotsky’s sociocultural theory of learning as theoretical and analytical frameworks. The study also employed Roy Bhaskar’s critical realism philosophy as an underlabourer or a meta-theoretical framework. The study further adapted the Vygotsky-informed Engestrom’s expansive learning as a methodological torch. Together, these frameworks were used to analyse selected Change Projects within Sustainability Starts with Teachers (SST) programme, which focused on ESD capacity building in teacher educators from 11 southern African countries. In this regard, the research utilised a qualitative nested case study design. A formative interventionist research approach supported the cases in Malawi, Tanzania and Eswatini, with the study selecting SST Change Projects dealing with inclusive education through an initial scoping questionnaire. Data were generated through 12 in-depth interviews, nine workshops (involving 24 participants), document reviews, observations and reflective journals. Thematic ii analysis, employing a critical realist approach with abductive and retroductive reasoning, guided the reflexive presentation and discussion of research findings. The research findings revealed a common understanding of inclusive education as providing equal educational opportunities, ESD as supporting sustainable development, and teacher education as skill development. The research findings also highlighted the influence of teacher educators’ biopsychosocial characteristics on their perceptions of inclusive education, ESD and teacher education. Areas requiring improvement in teacher education systems included resources, attitude change, financing, cooperation, collaboration and leadership. Strategies for mainstreaming inclusive education in teacher education practice for pedagogical proficiency included curriculum implementation, policy shift, contextualisation and interactive systems. Monitoring and evaluation in all three cases focused on teaching practice, assessment, feedback tools, forums and curriculum implementation, but the absence of specific indicators for monitoring and evaluation was evident. These findings suggest multi-layered and complex implications for policy formulation, implementation practices and future research. Therefore, this thesis argues that, in a southern Africa context, the potential of pedagogical proficiency from the nexus of inclusive education, ESD and teacher education involves considering biopsychosocial characteristics to facilitate the capabilities of teacher educators. This situation necessitates utilising inclusivity mechanisms in pre-service teacher training grounded in biosocial and psychocultural realities of the region’s educational challenges. Consequently, this thesis proffers the Sustainable Inclusive Pedagogical Proficiency Process (SIP3) model as a framework to actualise the nexus of inclusive education, ESD and teacher education, and bring into focus its pedagogical proficiency potential which eventually helps with the mainstreaming process in teacher education practice via ESD. The study reported in this thesis contributes to international theory and practice development for inclusivity and ESD in teacher education practice, provides indicators for monitoring inclusive quality education in teacher education practice, and introduces a contextual dynamics model for comparative education research. The thesis is structured in eight chapters, introducing the study context, addressing literature gaps, presenting the theoretical framework, detailing research design, exploring specific cases in Malawi, Tanzania and Eswatini, discussing the research findings and its implications, and concluding with recommendations for change and future research. , Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 2025
- Full Text:
Managing operational uncertainty in manufacturing with industry 4.0 and 5.0 technologies: a modified neo-configurational perspective
- Mtotywa, Matolwandile Mzuvukile
- Authors: Mtotywa, Matolwandile Mzuvukile
- Date: 2025-04-02
- Subjects: Industry 4.0 , Industry 5.0 , Operational risk , Organizational learning , Qualitative comparative analysis , Configurational analysis
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/479584 , vital:78326 , DOI 10.21504/10962/479584
- Description: The manufacturing sector is a significant economic multiplier due to its strong connections to the economy's downstream and upstream output sectors. It supports the notion that manufacturing drives industrialisation and can serve as the primary engine for growth and employment creation. Despite its importance, the manufacturing sector has challenges associated with diminishing size and lack of competitiveness, especially in countries such as South Africa. These challenges are exacerbated by prevailing operational uncertainties that negatively impact manufacturing firms. Literature on operational uncertainty, fourth and fifth industrial revolution technologies and organisational learning show several interrelated theoretical and methodological gaps, highlighting three empirical and theoretical gaps as well as two methodological gaps. Six propositions were developed to investigate the research objectives. This was done using a multi-method quantitative design based on the post-positivist paradigm, with data collected from 22 experts (expert survey) and 262 firm representatives (firm survey). The results of the study confirmed that operational uncertainty is a multi-dimensional construct with a reflective model for dimensions and reflective-reflective for higher-order construct. This means that for the dimensions, the indicators can be added or excluded in the formation of the dimension. The same is also true for construct, operational uncertainty. The results of the present study also confirm that operational uncertainty is a norm in the manufacturing industry with a Manufacturing Operational Uncertainty Index (MOUI) = 0.752, indicating the range of futures. This posits that it is difficult to divide these futures into a discrete and exhaustive set of possibilities due to the complexity of conditions (variables) at play. Industry 4.0 and 5.0 technologies and their capabilities can manage the operational uncertainty dimensions with these technologies capable of scenario planning and supply chain integration (SPSI), flexible production and mass customisation (FPMC), real-time system and process monitoring and response (RPMR), root cause analysis and sustainable solutions (RCAS). These technologies are mainly artificial intelligence (AI), Internet of Things (IoT), big data analytics (BDA) and to a less extent advanced robotics (ARB), blockchain and augmented and virtual reality (ARVR). Organisation learning is also an effective causal condition to incorporate in managing operational uncertainty with Industry 4.0 and 5.0 technologies. The study has both theoretical and methodological contributions. In theory, it advanced the modified neo-configuration theory, while the methodology provided an Manufacturing Operational Uncertainty Index and integrated fsQCA with fuzzy decision-making trial and evaluation laboratory (DEMATEL), and structural equation modelling partial least square (PLS-SEM). This research study is important since the recognition and dissemination of subjects within the field of operations management hold great significance for firms, which is contingent upon their sector of operation. This research offers valuable insights for academia, policymakers, and the manufacturing sector. It helps with their activities to effect meaningful change in day-to-day business operations, allowing for more effective progress in the subject area, and promoting practical, real-world issue-solving. , Thesis (PhD) -- Faculty of Commerce, Rhodes Business School, 2025
- Full Text:
- Authors: Mtotywa, Matolwandile Mzuvukile
- Date: 2025-04-02
- Subjects: Industry 4.0 , Industry 5.0 , Operational risk , Organizational learning , Qualitative comparative analysis , Configurational analysis
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/479584 , vital:78326 , DOI 10.21504/10962/479584
- Description: The manufacturing sector is a significant economic multiplier due to its strong connections to the economy's downstream and upstream output sectors. It supports the notion that manufacturing drives industrialisation and can serve as the primary engine for growth and employment creation. Despite its importance, the manufacturing sector has challenges associated with diminishing size and lack of competitiveness, especially in countries such as South Africa. These challenges are exacerbated by prevailing operational uncertainties that negatively impact manufacturing firms. Literature on operational uncertainty, fourth and fifth industrial revolution technologies and organisational learning show several interrelated theoretical and methodological gaps, highlighting three empirical and theoretical gaps as well as two methodological gaps. Six propositions were developed to investigate the research objectives. This was done using a multi-method quantitative design based on the post-positivist paradigm, with data collected from 22 experts (expert survey) and 262 firm representatives (firm survey). The results of the study confirmed that operational uncertainty is a multi-dimensional construct with a reflective model for dimensions and reflective-reflective for higher-order construct. This means that for the dimensions, the indicators can be added or excluded in the formation of the dimension. The same is also true for construct, operational uncertainty. The results of the present study also confirm that operational uncertainty is a norm in the manufacturing industry with a Manufacturing Operational Uncertainty Index (MOUI) = 0.752, indicating the range of futures. This posits that it is difficult to divide these futures into a discrete and exhaustive set of possibilities due to the complexity of conditions (variables) at play. Industry 4.0 and 5.0 technologies and their capabilities can manage the operational uncertainty dimensions with these technologies capable of scenario planning and supply chain integration (SPSI), flexible production and mass customisation (FPMC), real-time system and process monitoring and response (RPMR), root cause analysis and sustainable solutions (RCAS). These technologies are mainly artificial intelligence (AI), Internet of Things (IoT), big data analytics (BDA) and to a less extent advanced robotics (ARB), blockchain and augmented and virtual reality (ARVR). Organisation learning is also an effective causal condition to incorporate in managing operational uncertainty with Industry 4.0 and 5.0 technologies. The study has both theoretical and methodological contributions. In theory, it advanced the modified neo-configuration theory, while the methodology provided an Manufacturing Operational Uncertainty Index and integrated fsQCA with fuzzy decision-making trial and evaluation laboratory (DEMATEL), and structural equation modelling partial least square (PLS-SEM). This research study is important since the recognition and dissemination of subjects within the field of operations management hold great significance for firms, which is contingent upon their sector of operation. This research offers valuable insights for academia, policymakers, and the manufacturing sector. It helps with their activities to effect meaningful change in day-to-day business operations, allowing for more effective progress in the subject area, and promoting practical, real-world issue-solving. , Thesis (PhD) -- Faculty of Commerce, Rhodes Business School, 2025
- Full Text:
Non-government organizations’ adoption of knowledge management systems to enhance service delivery of projects in Grahamstown in the Makana region of the Eastern Cape Province, South Africa
- Authors: Sherif, Nabiha Mohammed
- Date: 2018
- Subjects: Knowledge management , Organizational learning , Non-governmental organizations South Africa Makhanda , Human services South Africa Makhanda
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/61723 , vital:28052
- Description: The object of this research is to enhance the performance of non-government organizations in the Makana region of the Eastern Cape Province of South Africa by the use of knowledge management practices and principles. Non-government organizations face several service delivery challenges that affect their performance. Knowledge management assists in enhancing performance by means of organizational learning. However, the adoption of knowledge management systems has been limited to the profit-making sector. This study includes an evaluation of the contributing factors influencing the adoption of knowledge management and the extent to which non-government organizations use knowledge management to promote organizational learning. An interpretivist, qualitative case study approach was used on five non-government organizations cases from the Makana region of the Eastern Cape Province of South Africa. A suitability profile sampling method was developed to select the non-government organization cases. The participants in the research include non-government organizations’ managers, employees and volunteers. Literature was explored to gain a better understanding of the research area. The research was initiated by an open-ended questionnaire to gather data from the participants, followed by a focus group to enrich the interpretation of the findings. The research proposes a framework to facilitate the adoption of knowledge management systems in non-government organizations. The findings of the research are intended to enhance the performance of non-government organizations projects by means of the use of knowledge management systems.
- Full Text:
- Authors: Sherif, Nabiha Mohammed
- Date: 2018
- Subjects: Knowledge management , Organizational learning , Non-governmental organizations South Africa Makhanda , Human services South Africa Makhanda
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/61723 , vital:28052
- Description: The object of this research is to enhance the performance of non-government organizations in the Makana region of the Eastern Cape Province of South Africa by the use of knowledge management practices and principles. Non-government organizations face several service delivery challenges that affect their performance. Knowledge management assists in enhancing performance by means of organizational learning. However, the adoption of knowledge management systems has been limited to the profit-making sector. This study includes an evaluation of the contributing factors influencing the adoption of knowledge management and the extent to which non-government organizations use knowledge management to promote organizational learning. An interpretivist, qualitative case study approach was used on five non-government organizations cases from the Makana region of the Eastern Cape Province of South Africa. A suitability profile sampling method was developed to select the non-government organization cases. The participants in the research include non-government organizations’ managers, employees and volunteers. Literature was explored to gain a better understanding of the research area. The research was initiated by an open-ended questionnaire to gather data from the participants, followed by a focus group to enrich the interpretation of the findings. The research proposes a framework to facilitate the adoption of knowledge management systems in non-government organizations. The findings of the research are intended to enhance the performance of non-government organizations projects by means of the use of knowledge management systems.
- Full Text:
Engaging within zones of proximal development on Facebook : the case of using Facebook to support learning and mentoring on a NQF Level 5 environmental education, training and development practices learnership
- Authors: Chetty, Preven
- Date: 2015
- Subjects: Social media -- Study and teaching (Higher) -- South Africa , Internet in education , Online social networks , Organizational learning , Employees -- Training of , Group work in education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2024 , http://hdl.handle.net/10962/d1017335
- Description: This study focuses on two roll-outs of a, year-long National Qualification Framework (NQF) level 5, environmental education learnership in South Africa and attempts at enhancing collaborative learning at workplaces using a familiar social networking site called Facebook. This study uses the Facebook group sites created for the workplace course component of the course as one of the means of data collection. Additional interviews and focus groups with learners and administrators on both Environmental Education Training and Development Practices (EETDP) courses also informed the study. The study is located within the context of the rise of the information age, its effects on socio-ecological landscape at large and ways of using social networking sites in order to facilitate scaffolding and meaning making within zones of proximal development for environmental education learnerships. It also looks at the model of apprenticeship and workplace based learning as it is broadly located at the nexus of the SAQA-led academic inquiry into workplace based learning and professional development. It was found that the use of Facebook on the EETDP learnership allowed for collaborative learning to take place between peer to peer interactions as well as between tutors and learners. It was also noted that scaffolding processes requires both technical assistance and strong instructional input from course tutors. One of the most important findings in terms of collaborative learning and engaging within the Zone of Proximal Development (ZPD) was that learners were able to communicate more effectively and freely with both fellow learners and tutors on course after participating on the Facebook group sites. The study offers recommendations on how a social networking platform like Facebook can be utilised effectively for environmental education. The study recommends that scaffolding of workplace based tasks and concepts needs to be better integrated with the course and in both online and offline interactions between learners. It also illustrates how social networking sites can become powerful tools for creating meaning making when combined with course work.
- Full Text:
- Authors: Chetty, Preven
- Date: 2015
- Subjects: Social media -- Study and teaching (Higher) -- South Africa , Internet in education , Online social networks , Organizational learning , Employees -- Training of , Group work in education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2024 , http://hdl.handle.net/10962/d1017335
- Description: This study focuses on two roll-outs of a, year-long National Qualification Framework (NQF) level 5, environmental education learnership in South Africa and attempts at enhancing collaborative learning at workplaces using a familiar social networking site called Facebook. This study uses the Facebook group sites created for the workplace course component of the course as one of the means of data collection. Additional interviews and focus groups with learners and administrators on both Environmental Education Training and Development Practices (EETDP) courses also informed the study. The study is located within the context of the rise of the information age, its effects on socio-ecological landscape at large and ways of using social networking sites in order to facilitate scaffolding and meaning making within zones of proximal development for environmental education learnerships. It also looks at the model of apprenticeship and workplace based learning as it is broadly located at the nexus of the SAQA-led academic inquiry into workplace based learning and professional development. It was found that the use of Facebook on the EETDP learnership allowed for collaborative learning to take place between peer to peer interactions as well as between tutors and learners. It was also noted that scaffolding processes requires both technical assistance and strong instructional input from course tutors. One of the most important findings in terms of collaborative learning and engaging within the Zone of Proximal Development (ZPD) was that learners were able to communicate more effectively and freely with both fellow learners and tutors on course after participating on the Facebook group sites. The study offers recommendations on how a social networking platform like Facebook can be utilised effectively for environmental education. The study recommends that scaffolding of workplace based tasks and concepts needs to be better integrated with the course and in both online and offline interactions between learners. It also illustrates how social networking sites can become powerful tools for creating meaning making when combined with course work.
- Full Text:
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