A case study of stakeholders' perceptions of the management implications of the discipline provisions of the 1996 Schools Act in a rural Eastern Cape high school
- Authors: Luggya, Daniel
- Date: 2005
- Subjects: High school students -- Discipline -- South Africa -- Eastern Cape Discipline of children -- South Africa -- Eastern Cape School discipline -- South Africa -- Eastern Cape Corporal punishment -- South Africa -- Eastern Cape School management and organization -- South Africa -- Eastern Cape School discipline -- Law and legislation -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1897 , http://hdl.handle.net/10962/d1006156
- Description: South Africa's education management system has undergone a long history of transformation from the promulgation of the Bantu Education Act of 1953 to the realisation of democracy, and in this context, the South Mrican Schools Act (SASA) of l996. Apartheid legislation and the new democratic legislation have had a profound impact on the education leadership and management of schools, in which authoritarian management practices have been replaced by democratic management practices. However, democratic management practices have not yet had a significant effect in the leadership and management of schools, especially in the schools of previously disadvantaged areas. This thesis seeks to examine perceptions held by education stakeholders in the light of the rights of students as stipulated in the discipline provisions of the Schools Act of 1996, in one of the rural high schools in the Northern Region of the Eastern Cape Province. One of the most important discipline provisions is the ban on corporal punishment in schools. My intention in carrying out this research was not to generalise my findings but to understand the experiences and perceptions of the stakeholders in this school regarding the discipline provisions of the SASA. The data suggest that authoritarian education practices, especially corporal punishment, are still a factor in the maintenance of student discipline in this rural school. Stakeholders still believe in the use of corporal punishment as the only way of maintaining discipline and an orderly environment for teaching and learning. Such beliefs, assumptions and values concerning the use of corporal punishment are held by the principal, teachers, students and parents and have not changed since 1996. Beliefs, assumptions and values on the exclusive use of power by the principal on issues of suspension and expulsion are still being held by the above stakeholders in the school. The vision of the SASA that schools become autonomous institutions with democratic leadership and management practices does not seem to be practical because of the centralisation of power in the hands of the Provincial Head of the Education Department. This centralisation of power denies the principal and other stakeholders of the school the power to decide on crucial matters like the expulsion of misbehaving students, because it is the provincial Head who decides on the seriousness of offences committed by misbehaving students and subsequent expulsions. Apart from the location of power in the Provincial Head of the Education Department, the stakeholders of this school are also powerless on expulsion of students, or any other form of punishment because of the implication of the "right" to education in the Bill of Rights in the Constitution of the Republic of South Africa. The education department has to devise programmes that change the beliefs and assumptions of stakeholders on corporal punishment and decision-making on expulsions and suspensions. Unfortunately corporal punishment persists because parents use it in the home and support its use in school. Programmes on alternatives to corporal punishment are required for the smooth implementation of the SASA.
- Full Text:
- Date Issued: 2005
- Authors: Luggya, Daniel
- Date: 2005
- Subjects: High school students -- Discipline -- South Africa -- Eastern Cape Discipline of children -- South Africa -- Eastern Cape School discipline -- South Africa -- Eastern Cape Corporal punishment -- South Africa -- Eastern Cape School management and organization -- South Africa -- Eastern Cape School discipline -- Law and legislation -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1897 , http://hdl.handle.net/10962/d1006156
- Description: South Africa's education management system has undergone a long history of transformation from the promulgation of the Bantu Education Act of 1953 to the realisation of democracy, and in this context, the South Mrican Schools Act (SASA) of l996. Apartheid legislation and the new democratic legislation have had a profound impact on the education leadership and management of schools, in which authoritarian management practices have been replaced by democratic management practices. However, democratic management practices have not yet had a significant effect in the leadership and management of schools, especially in the schools of previously disadvantaged areas. This thesis seeks to examine perceptions held by education stakeholders in the light of the rights of students as stipulated in the discipline provisions of the Schools Act of 1996, in one of the rural high schools in the Northern Region of the Eastern Cape Province. One of the most important discipline provisions is the ban on corporal punishment in schools. My intention in carrying out this research was not to generalise my findings but to understand the experiences and perceptions of the stakeholders in this school regarding the discipline provisions of the SASA. The data suggest that authoritarian education practices, especially corporal punishment, are still a factor in the maintenance of student discipline in this rural school. Stakeholders still believe in the use of corporal punishment as the only way of maintaining discipline and an orderly environment for teaching and learning. Such beliefs, assumptions and values concerning the use of corporal punishment are held by the principal, teachers, students and parents and have not changed since 1996. Beliefs, assumptions and values on the exclusive use of power by the principal on issues of suspension and expulsion are still being held by the above stakeholders in the school. The vision of the SASA that schools become autonomous institutions with democratic leadership and management practices does not seem to be practical because of the centralisation of power in the hands of the Provincial Head of the Education Department. This centralisation of power denies the principal and other stakeholders of the school the power to decide on crucial matters like the expulsion of misbehaving students, because it is the provincial Head who decides on the seriousness of offences committed by misbehaving students and subsequent expulsions. Apart from the location of power in the Provincial Head of the Education Department, the stakeholders of this school are also powerless on expulsion of students, or any other form of punishment because of the implication of the "right" to education in the Bill of Rights in the Constitution of the Republic of South Africa. The education department has to devise programmes that change the beliefs and assumptions of stakeholders on corporal punishment and decision-making on expulsions and suspensions. Unfortunately corporal punishment persists because parents use it in the home and support its use in school. Programmes on alternatives to corporal punishment are required for the smooth implementation of the SASA.
- Full Text:
- Date Issued: 2005
A case study of strategic leadership in the creation and development of a privately owned newspaper in Zambia
- Authors: Mungonge, Goliath
- Date: 2009
- Subjects: Newspapers -- Zambia Strategic planning -- Zambia -- Case studies Mass media -- Zambia -- Case studies Journalism -- Zambia -- Case studies Newspaper publishing -- Zambia -- Case studies Press -- Zambia -- Case studies
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:734 , http://hdl.handle.net/10962/d1003854
- Description: Roles of various constituent elements of Strategic Leadership address deep and continuing issues relating to the creation and development of any organization. What is required to help firms successfully navigate the dynamics and uncertain environment in which they compete today to be successful is addressed. The founding in July 1991 of The Post, a privately owned Zambian newspaper, provided a unique opportunity to investigate the roles that various constituent elements of strategic leadership have played in its success. This is largely because much is already known about how state-owned media are managed, financed, and sustained by the state itself, which is fully involved in their re-capitalization and operating costs. The themes identified are at the heart of current debates about the capacity of private organizations to respond to new expectations, market realities, no state funding, globalization, technology, and a long list of other challenges so as to become market driven enterprises. The case of The Post is seen to present a story of an enduring publication in times of political, financial, social and other adversities and the research participants have no illusions about the success of the publication. The case study of The Post also gives useful insight into the many challenges and obstacles faced by the newspaper. It offers examples of determination, focused courage and innovation, complemented by strategic leadership. This was done by means of what emerged from the insight and experiences of the six research participants that were part of the founders of the newspaper and those associated with the development of the newspaper since its inception.
- Full Text:
- Date Issued: 2009
- Authors: Mungonge, Goliath
- Date: 2009
- Subjects: Newspapers -- Zambia Strategic planning -- Zambia -- Case studies Mass media -- Zambia -- Case studies Journalism -- Zambia -- Case studies Newspaper publishing -- Zambia -- Case studies Press -- Zambia -- Case studies
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:734 , http://hdl.handle.net/10962/d1003854
- Description: Roles of various constituent elements of Strategic Leadership address deep and continuing issues relating to the creation and development of any organization. What is required to help firms successfully navigate the dynamics and uncertain environment in which they compete today to be successful is addressed. The founding in July 1991 of The Post, a privately owned Zambian newspaper, provided a unique opportunity to investigate the roles that various constituent elements of strategic leadership have played in its success. This is largely because much is already known about how state-owned media are managed, financed, and sustained by the state itself, which is fully involved in their re-capitalization and operating costs. The themes identified are at the heart of current debates about the capacity of private organizations to respond to new expectations, market realities, no state funding, globalization, technology, and a long list of other challenges so as to become market driven enterprises. The case of The Post is seen to present a story of an enduring publication in times of political, financial, social and other adversities and the research participants have no illusions about the success of the publication. The case study of The Post also gives useful insight into the many challenges and obstacles faced by the newspaper. It offers examples of determination, focused courage and innovation, complemented by strategic leadership. This was done by means of what emerged from the insight and experiences of the six research participants that were part of the founders of the newspaper and those associated with the development of the newspaper since its inception.
- Full Text:
- Date Issued: 2009
A case study of strategy implementation at a major Eastern Cape component supplier company in the automotive industry
- Authors: Koyana, Gwyneth Puseletso
- Date: 2009
- Subjects: Automobile industry and trade -- South Africa -- Eastern Cape Automobile industry workers -- South Africa -- Eastern Cape Industrial organization -- South Africa -- Eastern Cape -- Case studies Strategic planning -- South Africa -- Eastern Cape -- Case studies
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:735 , http://hdl.handle.net/10962/d1003855
- Description: A review of the literature on strategy implementation reveals that there is limited knowledge on how strategies should be implemented. This thesis focuses on a case study of strategy implementation at a major Eastern Cape component supplier company in the automotive industry, for purposes of establishing how the company implemented its strategies to become one of the best cost leaders in the manufacture of automotive pressed metal body components in South Africa. Data collated from the company is analysed and discussed with a resultant description of how the research participants understood the process of strategy implementation within the research company during the period January 2006 to December 2007. Interviews were undertaken within the levels of top management, middle management and the operational employees. Interpretations were made of the constructs made by the research participants in their understanding of how the research company implemented its strategy to become one of the best cost leaders in the manufacture of automotive pressed metal body components. It transpired from the findings of the research that the research company manufactured 70% of its products for one major client. During the manufacture of its products, the research company had to conform to the quality standards required by the main client. The main client was therefore offered the desired service at the best price. The strategy of the research company was to strive to be one of the best cost leaders in the manufacture of its products. It sought to do this by producing high quality products. Analysis is made of the strategic content, strategic context, operational processes and outcomes for the research company after the implementation of its strategy. It emerges in the case study that the strategy implementation factors cannot be considered separately in linear models but holistically, since one implementation factor may influence the others, resulting in a context and process based approach.
- Full Text:
- Date Issued: 2009
- Authors: Koyana, Gwyneth Puseletso
- Date: 2009
- Subjects: Automobile industry and trade -- South Africa -- Eastern Cape Automobile industry workers -- South Africa -- Eastern Cape Industrial organization -- South Africa -- Eastern Cape -- Case studies Strategic planning -- South Africa -- Eastern Cape -- Case studies
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:735 , http://hdl.handle.net/10962/d1003855
- Description: A review of the literature on strategy implementation reveals that there is limited knowledge on how strategies should be implemented. This thesis focuses on a case study of strategy implementation at a major Eastern Cape component supplier company in the automotive industry, for purposes of establishing how the company implemented its strategies to become one of the best cost leaders in the manufacture of automotive pressed metal body components in South Africa. Data collated from the company is analysed and discussed with a resultant description of how the research participants understood the process of strategy implementation within the research company during the period January 2006 to December 2007. Interviews were undertaken within the levels of top management, middle management and the operational employees. Interpretations were made of the constructs made by the research participants in their understanding of how the research company implemented its strategy to become one of the best cost leaders in the manufacture of automotive pressed metal body components. It transpired from the findings of the research that the research company manufactured 70% of its products for one major client. During the manufacture of its products, the research company had to conform to the quality standards required by the main client. The main client was therefore offered the desired service at the best price. The strategy of the research company was to strive to be one of the best cost leaders in the manufacture of its products. It sought to do this by producing high quality products. Analysis is made of the strategic content, strategic context, operational processes and outcomes for the research company after the implementation of its strategy. It emerges in the case study that the strategy implementation factors cannot be considered separately in linear models but holistically, since one implementation factor may influence the others, resulting in a context and process based approach.
- Full Text:
- Date Issued: 2009
A case study of teacher modification strategies in an ESL classroom context
- Authors: Rataza, Themba Theophilus
- Date: 2006
- Subjects: English language -- Study and teaching (Foreign speakers) -- South Africa -- Eastern Cape English language -- Study and teaching (Secondary) -- South Africa -- Eastern Cape Code switching (Linguistics) -- South Africa Language and education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1925 , http://hdl.handle.net/10962/d1007558
- Description: The purpose of this study is to explore and discuss the use of teacher modification strategies by a high school teacher in the Eastern Cape province of South Africa in an English second language classroom. This teacher does not share the mother tongue of the learners. Unlike other teachers who resort to code switching when teaching L2 learners, this particular educator does not have that liberty. Code switching has been found to be a useful strategy for teaching and learning (Adendorff 1996, Marawu 1996). Code switching will henceforth be abbreviated as CS in the rest of the text. Often teachers use CS to help students understand as an avoidance strategy to teach in English. They have no other way of getting through to students because they haven't been shown the benefits of teacher modification strategies employed by the teacher I have observed in this study. The study therefore seeks to establish or investigate and describe the modification strategies the teacher uses to make his lessons comprehensible to his learners and to accommodate the needs of his L2 learners in view of the fact that he does not share the language of his learners. The motivation behind this study stems from the difficulties experienced by L2/ESL learners learning through the medium of English. These problems are described by researchers such as Macdonald (1990), Eiseman (1992), NEPI report (1992). These difficulties relate to the lack of vocabulary, low proficiency levels and comprehension skills. In view of the above, this case study research was conducted on one teacher to find out or investigate how he modifies his teaching strategies. It has been revealed in the literature studied / reviewed that teachers employ a variety of teaching strategies to adapt to the needs of their L2 learners. (Long (1983), Wong-Filhnore (1985), Chaudron (1988), Huizenga et al (1990)). The teacher in this study has also been found to employ the main strategies to modify his teaching practice. It is clear from the interviews with both the teacher and his students, that this particular teacher makes full use of a range of language and methodological strategies to help his students understand his lessons. It is hoped that the findings of this research may illuminate some valuable insights in the necessity and usefulness of teacher modification strategies for all teacher trainers so that our teaching institutions can provide a variety of methods for teacher trainees to help L2 students develop their English language skills.
- Full Text:
- Date Issued: 2006
- Authors: Rataza, Themba Theophilus
- Date: 2006
- Subjects: English language -- Study and teaching (Foreign speakers) -- South Africa -- Eastern Cape English language -- Study and teaching (Secondary) -- South Africa -- Eastern Cape Code switching (Linguistics) -- South Africa Language and education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1925 , http://hdl.handle.net/10962/d1007558
- Description: The purpose of this study is to explore and discuss the use of teacher modification strategies by a high school teacher in the Eastern Cape province of South Africa in an English second language classroom. This teacher does not share the mother tongue of the learners. Unlike other teachers who resort to code switching when teaching L2 learners, this particular educator does not have that liberty. Code switching has been found to be a useful strategy for teaching and learning (Adendorff 1996, Marawu 1996). Code switching will henceforth be abbreviated as CS in the rest of the text. Often teachers use CS to help students understand as an avoidance strategy to teach in English. They have no other way of getting through to students because they haven't been shown the benefits of teacher modification strategies employed by the teacher I have observed in this study. The study therefore seeks to establish or investigate and describe the modification strategies the teacher uses to make his lessons comprehensible to his learners and to accommodate the needs of his L2 learners in view of the fact that he does not share the language of his learners. The motivation behind this study stems from the difficulties experienced by L2/ESL learners learning through the medium of English. These problems are described by researchers such as Macdonald (1990), Eiseman (1992), NEPI report (1992). These difficulties relate to the lack of vocabulary, low proficiency levels and comprehension skills. In view of the above, this case study research was conducted on one teacher to find out or investigate how he modifies his teaching strategies. It has been revealed in the literature studied / reviewed that teachers employ a variety of teaching strategies to adapt to the needs of their L2 learners. (Long (1983), Wong-Filhnore (1985), Chaudron (1988), Huizenga et al (1990)). The teacher in this study has also been found to employ the main strategies to modify his teaching practice. It is clear from the interviews with both the teacher and his students, that this particular teacher makes full use of a range of language and methodological strategies to help his students understand his lessons. It is hoped that the findings of this research may illuminate some valuable insights in the necessity and usefulness of teacher modification strategies for all teacher trainers so that our teaching institutions can provide a variety of methods for teacher trainees to help L2 students develop their English language skills.
- Full Text:
- Date Issued: 2006
A case study of the goals of the business communication course at Technikon Witwatersrand
- Authors: Vongo, Mthuthuzeli Rubin
- Date: 2006
- Subjects: Communication in education -- South Africa Communication -- Study and teaching (Higher) -- South Africa English language -- Study and teaching (Higher) -- South Africa Curriculum change -- South Africa Competency-based education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1316 , http://hdl.handle.net/10962/d1003949
- Description: At Technikon Witwatersrand, Business Communication is offered as a service subject, which is compulsory for a variety of diplomas and the majority of students are obligated to do the course. Its broad intention is to assist students in developing their proficiency in English, enabling them to cope with studying at Technikon and preparing them for the workplace. Despite the fact that the course is designed to assist them, many students question why they have to do the course and whether it is simply a repetition of high school work. The study attempts to examine the implicit and explicit goals of Business Communication, to explore the process through which the goals have been developed and changed over the years (i.e. how the goals have been constructed), and to elicit and compare the perspectives of the different stakeholder groups as to the goals. Both a qualitative and a quantitative approach are used in the research design. Interviews with four fulltime lecturers were conducted and a self-designed questionnaire was administered to students. These were the main means of data collection. The data reveals that the goals of Business Communication are implied rather than explicit. Despite this, students and lecturers see the course as important. Recommendations are made to help the Department of Business Communication to reflect on their practice with particular emphasis given to material development and the application of OBE principles.
- Full Text:
- Date Issued: 2006
- Authors: Vongo, Mthuthuzeli Rubin
- Date: 2006
- Subjects: Communication in education -- South Africa Communication -- Study and teaching (Higher) -- South Africa English language -- Study and teaching (Higher) -- South Africa Curriculum change -- South Africa Competency-based education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1316 , http://hdl.handle.net/10962/d1003949
- Description: At Technikon Witwatersrand, Business Communication is offered as a service subject, which is compulsory for a variety of diplomas and the majority of students are obligated to do the course. Its broad intention is to assist students in developing their proficiency in English, enabling them to cope with studying at Technikon and preparing them for the workplace. Despite the fact that the course is designed to assist them, many students question why they have to do the course and whether it is simply a repetition of high school work. The study attempts to examine the implicit and explicit goals of Business Communication, to explore the process through which the goals have been developed and changed over the years (i.e. how the goals have been constructed), and to elicit and compare the perspectives of the different stakeholder groups as to the goals. Both a qualitative and a quantitative approach are used in the research design. Interviews with four fulltime lecturers were conducted and a self-designed questionnaire was administered to students. These were the main means of data collection. The data reveals that the goals of Business Communication are implied rather than explicit. Despite this, students and lecturers see the course as important. Recommendations are made to help the Department of Business Communication to reflect on their practice with particular emphasis given to material development and the application of OBE principles.
- Full Text:
- Date Issued: 2006
A case study of the group work management techniques of an English second language teacher in the Molopo circuit of Bophuthatswana
- Authors: Alfers, Helen Joy
- Date: 1994
- Subjects: English language -- Study and teaching -- South Africa -- Bophuthatswana--Foreign speakers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1441 , http://hdl.handle.net/10962/d1003322
- Description: This study examines the small group work management techniques of a teacher of English in a second language classroom in Bophuthatswana. The school at which the observation takes place, is a black secondary school in Mmabatho which follows the Department of Education and Training (DET) syllabus and writes the DET external matriculation examination. The goal of the research is to assess and evaluate the methods the teacher uses in managing group work according to five specified areas. These areas are noted for their importance in the successful management of group work. The report on the findings of this research reveals that the teacher's understanding of the nature of small group work differs from the accepted characteristics of successful group work management as interpreted by authorities in this field. This gives rise to management techniques that are sometimes inappropriate and ill-considered. Although this study observes only one teacher, the findings indicate the need for more classroom-based research in order to establish the true nature of classroom practice. Assumptions about classroom practice are too readily made by innovators, syllabus designers and textbook writers who design materials based on methodologies which can be complex and difficult to implement. These methodologies require understanding and commitment from the teacher. However, the pre-service and in-service education and development that the teacher receives often does not guarantee understanding of the processes involved nor does it generate the necessary commitment to small group work as an effective teaching technique.
- Full Text:
- Date Issued: 1994
- Authors: Alfers, Helen Joy
- Date: 1994
- Subjects: English language -- Study and teaching -- South Africa -- Bophuthatswana--Foreign speakers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1441 , http://hdl.handle.net/10962/d1003322
- Description: This study examines the small group work management techniques of a teacher of English in a second language classroom in Bophuthatswana. The school at which the observation takes place, is a black secondary school in Mmabatho which follows the Department of Education and Training (DET) syllabus and writes the DET external matriculation examination. The goal of the research is to assess and evaluate the methods the teacher uses in managing group work according to five specified areas. These areas are noted for their importance in the successful management of group work. The report on the findings of this research reveals that the teacher's understanding of the nature of small group work differs from the accepted characteristics of successful group work management as interpreted by authorities in this field. This gives rise to management techniques that are sometimes inappropriate and ill-considered. Although this study observes only one teacher, the findings indicate the need for more classroom-based research in order to establish the true nature of classroom practice. Assumptions about classroom practice are too readily made by innovators, syllabus designers and textbook writers who design materials based on methodologies which can be complex and difficult to implement. These methodologies require understanding and commitment from the teacher. However, the pre-service and in-service education and development that the teacher receives often does not guarantee understanding of the processes involved nor does it generate the necessary commitment to small group work as an effective teaching technique.
- Full Text:
- Date Issued: 1994
A case study of the implementation of the communicative approach to English second language progress testing in one secondary school in the Alexandria Circuit of the Eastern Cape Department of Education
- Authors: Ssemakalu, John
- Date: 1998
- Subjects: Communicative competence , Communicative competence in children , English language -- Study and teaching (Secondary) -- Foreign speakers -- South Africa -- Eastern Cape , Language and languages -- Study and teaching (Secondary) -- Foreign speakers -- South Africa -- Eastern Cape , Second language acquisition -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2362 , http://hdl.handle.net/10962/d1002645 , Communicative competence , Communicative competence in children , English language -- Study and teaching (Secondary) -- Foreign speakers -- South Africa -- Eastern Cape , Language and languages -- Study and teaching (Secondary) -- Foreign speakers -- South Africa -- Eastern Cape , Second language acquisition -- South Africa -- Eastern Cape
- Description: This study explores the implementation of the communicative approach (CA) to English second language progress testing in an African secondary school which falls under the Eastern Cape Department of Education. The goal of the research is to establish how teachers access, conceptualise, and apply the CA to language testing in their specific working conditions. The report of the findings of the research reveals that teachers' understanding of the CA to testing differs from that of the linguists, curriculum designers, innovators, and syllabus writers. This is caused by a combination of factors including teachers' poor working conditions, the lack of focused pre-service training and effective in-service structures for their empowennent as the agents of innovation, coupled with the poor circulation and a lack of clarity in official documents on the CA to language testing. These constraints made it impossible for teachers to implement the CA to language testing. In order to carry on with their work, however, teachers developed coping strategies by drawing, probably unconsciously, on a mixture of structuralist, sociolinguistic-psycholinguistic, communicative and any other testing practices they may have acquired during their years of service. Although based only on one school, the findings of this study indicate that for fundamental innovations such as the CA to take root, there is a need for the adoption of more dedicated, reflective implementation strategies involving proper planning and monitoring, as well as evaluation and re-evaluation of the entire process. This necessarily slow process must go hand-in-hand with a dedicated pre-service and in-service empowerment program based on consultative communication between innovator and agent; and a persuasive education/re-education approach which will encourage teachers to change their entrenched practices.
- Full Text:
- Date Issued: 1998
- Authors: Ssemakalu, John
- Date: 1998
- Subjects: Communicative competence , Communicative competence in children , English language -- Study and teaching (Secondary) -- Foreign speakers -- South Africa -- Eastern Cape , Language and languages -- Study and teaching (Secondary) -- Foreign speakers -- South Africa -- Eastern Cape , Second language acquisition -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2362 , http://hdl.handle.net/10962/d1002645 , Communicative competence , Communicative competence in children , English language -- Study and teaching (Secondary) -- Foreign speakers -- South Africa -- Eastern Cape , Language and languages -- Study and teaching (Secondary) -- Foreign speakers -- South Africa -- Eastern Cape , Second language acquisition -- South Africa -- Eastern Cape
- Description: This study explores the implementation of the communicative approach (CA) to English second language progress testing in an African secondary school which falls under the Eastern Cape Department of Education. The goal of the research is to establish how teachers access, conceptualise, and apply the CA to language testing in their specific working conditions. The report of the findings of the research reveals that teachers' understanding of the CA to testing differs from that of the linguists, curriculum designers, innovators, and syllabus writers. This is caused by a combination of factors including teachers' poor working conditions, the lack of focused pre-service training and effective in-service structures for their empowennent as the agents of innovation, coupled with the poor circulation and a lack of clarity in official documents on the CA to language testing. These constraints made it impossible for teachers to implement the CA to language testing. In order to carry on with their work, however, teachers developed coping strategies by drawing, probably unconsciously, on a mixture of structuralist, sociolinguistic-psycholinguistic, communicative and any other testing practices they may have acquired during their years of service. Although based only on one school, the findings of this study indicate that for fundamental innovations such as the CA to take root, there is a need for the adoption of more dedicated, reflective implementation strategies involving proper planning and monitoring, as well as evaluation and re-evaluation of the entire process. This necessarily slow process must go hand-in-hand with a dedicated pre-service and in-service empowerment program based on consultative communication between innovator and agent; and a persuasive education/re-education approach which will encourage teachers to change their entrenched practices.
- Full Text:
- Date Issued: 1998
A case study of the language policy in practice in the foundation phase of schooling
- Authors: Brookes, Margaret Ann
- Date: 2002
- Subjects: Language policy -- South Africa English language -- Study and teaching (Elementary) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1442 , http://hdl.handle.net/10962/d1003323
- Description: This interpretative case study takes place in the foundation phase of a previously parallel medium school in the Eastern Cape. Learners from all three major language groups of the province (English, Xhosa and Afrikaans) are enrolled at the school. The study examines the language attitudes of teachers, parents and young learners and records their language practices in the classroom, the wider school environment and at home. Research carried out through this case study found that all stakeholders perceive English as the language of access to improved education and lifestyle. All young learners displayed a positive attitude to multilingualism and were keen to be able to speak all three provincial languages. The attitudes of their parents and teachers however differed from the learners and each other. The teachers and the English speaking parents were primarily concerned with the maintenance of the standards of English. The Afrikaans and Xhosa speaking parents were committed to their children developing proficient English language skills even if this meant supporting the development of their primary language and culture at home. Furthermore it was discovered that little attention had been paid to developing a school language policy in accordance with the new Language in Education Policy of July 1997. This policy promotes an additive approach to bilingualism and seeks to ensure that meaningful access to learning is provided for all children. By suggesting steps that could be taken by this school to develop their own language policy, the study highlights the necessity of recognising and remedying the gaps between policy and practice in the issue of language rights, identity and education in general.
- Full Text:
- Date Issued: 2002
- Authors: Brookes, Margaret Ann
- Date: 2002
- Subjects: Language policy -- South Africa English language -- Study and teaching (Elementary) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1442 , http://hdl.handle.net/10962/d1003323
- Description: This interpretative case study takes place in the foundation phase of a previously parallel medium school in the Eastern Cape. Learners from all three major language groups of the province (English, Xhosa and Afrikaans) are enrolled at the school. The study examines the language attitudes of teachers, parents and young learners and records their language practices in the classroom, the wider school environment and at home. Research carried out through this case study found that all stakeholders perceive English as the language of access to improved education and lifestyle. All young learners displayed a positive attitude to multilingualism and were keen to be able to speak all three provincial languages. The attitudes of their parents and teachers however differed from the learners and each other. The teachers and the English speaking parents were primarily concerned with the maintenance of the standards of English. The Afrikaans and Xhosa speaking parents were committed to their children developing proficient English language skills even if this meant supporting the development of their primary language and culture at home. Furthermore it was discovered that little attention had been paid to developing a school language policy in accordance with the new Language in Education Policy of July 1997. This policy promotes an additive approach to bilingualism and seeks to ensure that meaningful access to learning is provided for all children. By suggesting steps that could be taken by this school to develop their own language policy, the study highlights the necessity of recognising and remedying the gaps between policy and practice in the issue of language rights, identity and education in general.
- Full Text:
- Date Issued: 2002
A case study of the multiple contextual factors that impact on the reading competencies of grade 3 non-mother tongue speakers of English in a Grahamstown Primary School in the Eastern Cape, South Africa
- Authors: Leander, Elizabeth Alice
- Date: 2007
- Subjects: Education, Elementary -- South Africa -- Eastern Cape -- Case studies English language -- Study and teaching (Elementary) -- South Africa -- Eastern Cape -- Case studies Language and education -- South Africa -- Eastern Cape -- Case studies Language policy -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2374 , http://hdl.handle.net/10962/d1005913
- Description: This study explores what happens in a reading class where grade 3 learners from specific cultural and ethnic backgrounds are taught to read in a language other than their mother-tongue. The research takes place at a primary school in the Eastern Cape, South Africa where English is the Medium of Instruction (MOI).The report on the findings of this research reveals that the teaching strategies and reading theories of the teacher, the literacy backgrounds of the learners, as well as the language preferences of the parents, are some of the contextual factors that impact on reading. One of the major findings in the study constitutes the debilitating effects of the learners' socio- economic circumstances on their reading performances in the classroom. The socio-political factors that impact on the learners, the teacher, and the school as a social unit, proved to be the factors that are remnants of the Apartheid segregation polices as well as the educational policies of the present government, especially, those pertaining to mother-tongue Instruction. Although it is difficult to generalize from a small-scale study like this, its benefits lie in the evidence that confirms the influence of specific contextual factors on reading proficiencies, the evidence that identifies poor and effective teaching practices and the evidence that elucidate the implications of non-mother tongue instruction. This research may thus serve to raise the consciousness of practitioners in reading instruction, parents and policy makers. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
- Date Issued: 2007
- Authors: Leander, Elizabeth Alice
- Date: 2007
- Subjects: Education, Elementary -- South Africa -- Eastern Cape -- Case studies English language -- Study and teaching (Elementary) -- South Africa -- Eastern Cape -- Case studies Language and education -- South Africa -- Eastern Cape -- Case studies Language policy -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2374 , http://hdl.handle.net/10962/d1005913
- Description: This study explores what happens in a reading class where grade 3 learners from specific cultural and ethnic backgrounds are taught to read in a language other than their mother-tongue. The research takes place at a primary school in the Eastern Cape, South Africa where English is the Medium of Instruction (MOI).The report on the findings of this research reveals that the teaching strategies and reading theories of the teacher, the literacy backgrounds of the learners, as well as the language preferences of the parents, are some of the contextual factors that impact on reading. One of the major findings in the study constitutes the debilitating effects of the learners' socio- economic circumstances on their reading performances in the classroom. The socio-political factors that impact on the learners, the teacher, and the school as a social unit, proved to be the factors that are remnants of the Apartheid segregation polices as well as the educational policies of the present government, especially, those pertaining to mother-tongue Instruction. Although it is difficult to generalize from a small-scale study like this, its benefits lie in the evidence that confirms the influence of specific contextual factors on reading proficiencies, the evidence that identifies poor and effective teaching practices and the evidence that elucidate the implications of non-mother tongue instruction. This research may thus serve to raise the consciousness of practitioners in reading instruction, parents and policy makers. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
- Date Issued: 2007
A case study of the readability of two grade 4 natural sciences textbooks currently used in South African schools
- Authors: Sibanda, Lucy
- Date: 2013
- Subjects: Science -- Study and teaching (Primary) -- Textbooks Reading comprehension -- Study and teaching (Primary) -- South Africa English language -- Textbooks for foreign speakers English language -- Study and teaching (Primary) -- Foreign speakers Education, Primary -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1892 , http://hdl.handle.net/10962/d1006083
- Description: This thesis examines the readability of two grade 4 Natural Sciences textbooks currently used in South African schools. Being important sources of classroom input, particularly in grade 4 where learners are reading to learn, textbooks should be readable. That the Natural Sciences subject is only introduced in grade 4 makes the assessment of Natural Sciences textbooks at this level significant. The goal of this research therefore, is to assess the readability of two grade 4 Natural Sciences textbooks and their understandability by learners who speak English as an additional language. The goal of assessing the Natural Sciences textbooks is achieved by the use of cloze and traditional comprehension tests, classic readability formulae, textual analysis and teacher interviews. Cloze and traditional comprehension tests are used to test learners’ understanding of the textbooks and classic readability formulae are meant to assess the grade levels of the textbooks. The tests gauge learner understandability while readability formulae establish text readability. Textual analysis allows the assessment of text readability on the basis of more factors than those accommodated by readability formulae. The textual analysis also helps to identify the readability factors supporting or impeding readability. Teacher interviews are conducted to better understand the teachers’ perceptions on the readability of the Natural Sciences textbooks. The major findings of the study are that the two Natural Sciences textbooks used in the study are generally above the reading level of the intended readers, grade 4 learners and that the participating learners do not understand these textbooks. The challenges with the readability of the textbooks stem mainly from the vocabulary and concepts used in the textbooks which are not well explained.
- Full Text:
- Date Issued: 2013
- Authors: Sibanda, Lucy
- Date: 2013
- Subjects: Science -- Study and teaching (Primary) -- Textbooks Reading comprehension -- Study and teaching (Primary) -- South Africa English language -- Textbooks for foreign speakers English language -- Study and teaching (Primary) -- Foreign speakers Education, Primary -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1892 , http://hdl.handle.net/10962/d1006083
- Description: This thesis examines the readability of two grade 4 Natural Sciences textbooks currently used in South African schools. Being important sources of classroom input, particularly in grade 4 where learners are reading to learn, textbooks should be readable. That the Natural Sciences subject is only introduced in grade 4 makes the assessment of Natural Sciences textbooks at this level significant. The goal of this research therefore, is to assess the readability of two grade 4 Natural Sciences textbooks and their understandability by learners who speak English as an additional language. The goal of assessing the Natural Sciences textbooks is achieved by the use of cloze and traditional comprehension tests, classic readability formulae, textual analysis and teacher interviews. Cloze and traditional comprehension tests are used to test learners’ understanding of the textbooks and classic readability formulae are meant to assess the grade levels of the textbooks. The tests gauge learner understandability while readability formulae establish text readability. Textual analysis allows the assessment of text readability on the basis of more factors than those accommodated by readability formulae. The textual analysis also helps to identify the readability factors supporting or impeding readability. Teacher interviews are conducted to better understand the teachers’ perceptions on the readability of the Natural Sciences textbooks. The major findings of the study are that the two Natural Sciences textbooks used in the study are generally above the reading level of the intended readers, grade 4 learners and that the participating learners do not understand these textbooks. The challenges with the readability of the textbooks stem mainly from the vocabulary and concepts used in the textbooks which are not well explained.
- Full Text:
- Date Issued: 2013
A case study of the research careers of women academics: constraints and enablements
- Authors: Obers, Nöelle Marie Thérèse
- Date: 2013
- Subjects: Career success , Research , Women college teachers , Women in higher education , Sex discrimination in higher education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1313 , http://hdl.handle.net/10962/d1001575
- Description: The purpose of this research is to investigate constraints that women academics experience in their research careers and how enablements, particularly in the form of mentoring relationships and support structures, can impact on their research career development in the context of the new knowledge economy of Higher Education. The research was a case study of one South African Institution and used a mixed method approach. Social realism underpinned the research. Data was collected and analysed within the spheres of structure, culture and agency, using critical discourse analysis, interpretation and abstraction strategies. I investigated how women researchers understand and experience career success and what they perceive and experience as enablements and constraints to their research careers. Institutional support structures and cultures were examined with a focus on the role of the Head of Department. I explored mentoring and questioned whether the agency of women academics is empowered by mentoring and supportive structures to overcome constraints to their research productivity and the development of their careers. Gender-based issues of inequity, low self-esteem and accrual of social capital appear to be the underlying factors affecting how women perform in the research arena and advance within the institution. It was found that mentoring is a generative mechanism that has a favourable impact on women academics as it enables them to overcome obstacles to research productivity and career advancement.
- Full Text:
- Date Issued: 2013
- Authors: Obers, Nöelle Marie Thérèse
- Date: 2013
- Subjects: Career success , Research , Women college teachers , Women in higher education , Sex discrimination in higher education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1313 , http://hdl.handle.net/10962/d1001575
- Description: The purpose of this research is to investigate constraints that women academics experience in their research careers and how enablements, particularly in the form of mentoring relationships and support structures, can impact on their research career development in the context of the new knowledge economy of Higher Education. The research was a case study of one South African Institution and used a mixed method approach. Social realism underpinned the research. Data was collected and analysed within the spheres of structure, culture and agency, using critical discourse analysis, interpretation and abstraction strategies. I investigated how women researchers understand and experience career success and what they perceive and experience as enablements and constraints to their research careers. Institutional support structures and cultures were examined with a focus on the role of the Head of Department. I explored mentoring and questioned whether the agency of women academics is empowered by mentoring and supportive structures to overcome constraints to their research productivity and the development of their careers. Gender-based issues of inequity, low self-esteem and accrual of social capital appear to be the underlying factors affecting how women perform in the research arena and advance within the institution. It was found that mentoring is a generative mechanism that has a favourable impact on women academics as it enables them to overcome obstacles to research productivity and career advancement.
- Full Text:
- Date Issued: 2013
A case study of the role of leadership behaviour in the formation of organizational culture
- Authors: Moore, Aminah
- Date: 2018
- Subjects: Leadership -- Botswana -- Maun , Corporate culture -- Botswana -- Maun , Strategic planning -- Botswana -- Maun , Critical incident technique , Organizational behavior -- Botswana -- Maun , Tourism -- Management , Belmond Safaris (Botswana)
- Language: English
- Type: text , Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/62061 , vital:28103
- Description: This case study research on the effect of leadership on organizational culture, is based on a small luxury tourism organization – Belmond Safaris – based in Maun, Botswana. The study set out to determine critical incidents that occurred during the tenure of the current general manager with the intention of uncovering her leadership behaviour and how it has shaped the culture of the organization. The literature review identified quantitative and qualitative approaches to researching organizational culture, but settles on Schein’s theory of organizational culture (Schein, 1992; 2010) as the approach adopted in this study. Furthermore, it reviews the various roles of strategic leaders and how these affect the culture of the organization. The study follows a qualitative methodology and applies the Critical Incident Technique to explore how, as a leader, the behaviour of the general manager shaped the organization’s culture. Data triangulation is achieved through the use of multiple sources – interviews, analysis of company documents and the examination of minutes of management meetings. Following the fieldwork, the evidence within the findings of the study required a theoretical reorientation and a shift from strategic leadership to a new focus on relational leadership, highlighting the prominence of social exchanges between the general manager and employees, as opposed to economic exchanges. The study concludes by acknowledging the limitations and delimitations of the study, which include time constraints as well as the deliberate exclusion of certain participants (e.g. camp managers) from the study. In its conclusion the study also presents recommendations for future studies. The researcher recommends a broader study within the tourism industry, as well as a larger and more inclusive sample size, in order to obtain better insights into the study of culture and leadership within organizations.
- Full Text:
- Date Issued: 2018
- Authors: Moore, Aminah
- Date: 2018
- Subjects: Leadership -- Botswana -- Maun , Corporate culture -- Botswana -- Maun , Strategic planning -- Botswana -- Maun , Critical incident technique , Organizational behavior -- Botswana -- Maun , Tourism -- Management , Belmond Safaris (Botswana)
- Language: English
- Type: text , Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/62061 , vital:28103
- Description: This case study research on the effect of leadership on organizational culture, is based on a small luxury tourism organization – Belmond Safaris – based in Maun, Botswana. The study set out to determine critical incidents that occurred during the tenure of the current general manager with the intention of uncovering her leadership behaviour and how it has shaped the culture of the organization. The literature review identified quantitative and qualitative approaches to researching organizational culture, but settles on Schein’s theory of organizational culture (Schein, 1992; 2010) as the approach adopted in this study. Furthermore, it reviews the various roles of strategic leaders and how these affect the culture of the organization. The study follows a qualitative methodology and applies the Critical Incident Technique to explore how, as a leader, the behaviour of the general manager shaped the organization’s culture. Data triangulation is achieved through the use of multiple sources – interviews, analysis of company documents and the examination of minutes of management meetings. Following the fieldwork, the evidence within the findings of the study required a theoretical reorientation and a shift from strategic leadership to a new focus on relational leadership, highlighting the prominence of social exchanges between the general manager and employees, as opposed to economic exchanges. The study concludes by acknowledging the limitations and delimitations of the study, which include time constraints as well as the deliberate exclusion of certain participants (e.g. camp managers) from the study. In its conclusion the study also presents recommendations for future studies. The researcher recommends a broader study within the tourism industry, as well as a larger and more inclusive sample size, in order to obtain better insights into the study of culture and leadership within organizations.
- Full Text:
- Date Issued: 2018
A case study of the strategic leadership displayed by Kevin Hedderwick at Famous Brands between 2004-2009
- Authors: Tom, Lubabalo Alexander
- Date: 2011
- Subjects: Hedderwick, Kevin Famous Brands Leadership -- South Africa Case studies Strategic planning -- South Africa Case studies Corporate culture -- South Africa Case studies Organizational behavior -- South Africa Case studies Financial management -- South Africa Case studies Food industry and trade -- South Africa Case studies
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:772 , http://hdl.handle.net/10962/d1003893
- Description: Research studies and the review of academic literature has found that strategic leadership had a direct impact on organisational climate, and that climate in turn accounted for nearly one third of the financial results of organisations (Goleman, 2000). The conclusion from research conducted across 13 industries established that over a 20 year period, leadership accounted for more variations in performance than any other variable (Northouse, 2006). This thesis confines its research to a case study on Famous Brands. Famous Brands is currently one of Africa’s leading Quick Service Restaurant and Casual Dining franchisors and is also represented in the United Kingdom. The Group also has a manufacturing arm and supplies its franchisees, the retail trade and the broader hospitality industry with a wide range of meat, sauce, bakery, ice cream, fruit juice and mineral water products. At the time when the company’s name changed from Steers Holdings to Famous Brand in 2004, Kevin Hedderwick was appointed as Chief Operating Officer. The research examines how Kevin Hedderwick has exercised strategic leadership and thereby influenced Famous Brands’ performance. Hedderwick displays qualities, attributes and behaviours that are characterized by the phenomenon of “strategic leadership”. A quantitative analysis of Famous Brands financial performance (between 2005 and 2009) was undertaken. Further qualitative descriptions were used to further give meaning to the financial results. The success experienced by Famous Brands since Hedderwick’s appointment, seem to suggest that strategic choices and initiatives have been met with great success. The research is presented in the form of a case study that can be developed into a teaching case to be used in the classroom to illustrate the exercise of strategic leadership. The researcher explored a qualitative research framework by collecting and assimilating data from available documentation, and from a formal interview that was conducted with Mr Hedderwick. Information was also obtained from interviews that were conducted with other senior executives and influential personnel. This research concludes that the success of organisations is dependent on the interventions of a strategic leader who displays a specialist set of skills and behaviours. These strategic leaders have the ability to successfully influence their employees, thereby creating an enabling environment for the implementation of their strategic choices.
- Full Text:
- Date Issued: 2011
- Authors: Tom, Lubabalo Alexander
- Date: 2011
- Subjects: Hedderwick, Kevin Famous Brands Leadership -- South Africa Case studies Strategic planning -- South Africa Case studies Corporate culture -- South Africa Case studies Organizational behavior -- South Africa Case studies Financial management -- South Africa Case studies Food industry and trade -- South Africa Case studies
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:772 , http://hdl.handle.net/10962/d1003893
- Description: Research studies and the review of academic literature has found that strategic leadership had a direct impact on organisational climate, and that climate in turn accounted for nearly one third of the financial results of organisations (Goleman, 2000). The conclusion from research conducted across 13 industries established that over a 20 year period, leadership accounted for more variations in performance than any other variable (Northouse, 2006). This thesis confines its research to a case study on Famous Brands. Famous Brands is currently one of Africa’s leading Quick Service Restaurant and Casual Dining franchisors and is also represented in the United Kingdom. The Group also has a manufacturing arm and supplies its franchisees, the retail trade and the broader hospitality industry with a wide range of meat, sauce, bakery, ice cream, fruit juice and mineral water products. At the time when the company’s name changed from Steers Holdings to Famous Brand in 2004, Kevin Hedderwick was appointed as Chief Operating Officer. The research examines how Kevin Hedderwick has exercised strategic leadership and thereby influenced Famous Brands’ performance. Hedderwick displays qualities, attributes and behaviours that are characterized by the phenomenon of “strategic leadership”. A quantitative analysis of Famous Brands financial performance (between 2005 and 2009) was undertaken. Further qualitative descriptions were used to further give meaning to the financial results. The success experienced by Famous Brands since Hedderwick’s appointment, seem to suggest that strategic choices and initiatives have been met with great success. The research is presented in the form of a case study that can be developed into a teaching case to be used in the classroom to illustrate the exercise of strategic leadership. The researcher explored a qualitative research framework by collecting and assimilating data from available documentation, and from a formal interview that was conducted with Mr Hedderwick. Information was also obtained from interviews that were conducted with other senior executives and influential personnel. This research concludes that the success of organisations is dependent on the interventions of a strategic leader who displays a specialist set of skills and behaviours. These strategic leaders have the ability to successfully influence their employees, thereby creating an enabling environment for the implementation of their strategic choices.
- Full Text:
- Date Issued: 2011
A case study of the strategic nature of DaimlerChrysler South Africa's corporate social investment programmes in the local communities of the Border-Kei region in the Eastern Cape Province
- Authors: Mak'ochieng, Alice Atieno
- Date: 2004
- Subjects: DaimlerChrysler , Automobile industry and trade -- South Africa , Economic development -- South Africa -- Eastern Cape , Community development -- South Africa -- Eastern Cape , Economic development projects -- South Africa -- Eastern Cape , Industries -- Social aspects -- South Africa -- Eastern Cape , Social responsibility of business -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:1165 , http://hdl.handle.net/10962/d1002781 , DaimlerChrysler , Automobile industry and trade -- South Africa , Economic development -- South Africa -- Eastern Cape , Community development -- South Africa -- Eastern Cape , Economic development projects -- South Africa -- Eastern Cape , Industries -- Social aspects -- South Africa -- Eastern Cape , Social responsibility of business -- South Africa -- Eastern Cape
- Description: Corporate social responsibility has become the business issue of the 21st century. Heightened expectations of the business sector, globalisation and increased media attention on the role of business in society are casting an intense spotlight on this issue. As a result, pressure has built on business to play a larger role in bringing about socio-economic development to many local communities where they operate. While for a long time companies have been involved in the community on a philanthropy basis, many companies today are reassessing the manner in which they conduct their corporate social responsibility programmes. Many companies are including corporate social responsibility issues into their strategic planning process and overall corporate strategy. Emphasis is given to certain strategic indicators that must be present in order for a company to be said to have taken a strategic approach to corporate social responsibility. This study adopted a critical-realist approach using a case study method to evaluate DaimlerChrysler South Africa’s corporate social investment programmes in the local community of the Border-Kei region against these strategic indicators. This new form of engagement is even challenging for a multinational corporation, which may feel that it is only obliged to assist the local community where its corporate headquarters is located. But as companies derive an everlarger share of revenue and profits from international operations, multinational companies are being called upon to redefine “community”, by looking beyond local, domestic and geographical communities to include those in regions where they have factories or factories operated by key suppliers. This study found that DCSA was strategically involved and had a good relationship with its local community. However, the company needs to be more connected with the rural communities to make local projects more successful especially after handover.
- Full Text:
- Date Issued: 2004
- Authors: Mak'ochieng, Alice Atieno
- Date: 2004
- Subjects: DaimlerChrysler , Automobile industry and trade -- South Africa , Economic development -- South Africa -- Eastern Cape , Community development -- South Africa -- Eastern Cape , Economic development projects -- South Africa -- Eastern Cape , Industries -- Social aspects -- South Africa -- Eastern Cape , Social responsibility of business -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:1165 , http://hdl.handle.net/10962/d1002781 , DaimlerChrysler , Automobile industry and trade -- South Africa , Economic development -- South Africa -- Eastern Cape , Community development -- South Africa -- Eastern Cape , Economic development projects -- South Africa -- Eastern Cape , Industries -- Social aspects -- South Africa -- Eastern Cape , Social responsibility of business -- South Africa -- Eastern Cape
- Description: Corporate social responsibility has become the business issue of the 21st century. Heightened expectations of the business sector, globalisation and increased media attention on the role of business in society are casting an intense spotlight on this issue. As a result, pressure has built on business to play a larger role in bringing about socio-economic development to many local communities where they operate. While for a long time companies have been involved in the community on a philanthropy basis, many companies today are reassessing the manner in which they conduct their corporate social responsibility programmes. Many companies are including corporate social responsibility issues into their strategic planning process and overall corporate strategy. Emphasis is given to certain strategic indicators that must be present in order for a company to be said to have taken a strategic approach to corporate social responsibility. This study adopted a critical-realist approach using a case study method to evaluate DaimlerChrysler South Africa’s corporate social investment programmes in the local community of the Border-Kei region against these strategic indicators. This new form of engagement is even challenging for a multinational corporation, which may feel that it is only obliged to assist the local community where its corporate headquarters is located. But as companies derive an everlarger share of revenue and profits from international operations, multinational companies are being called upon to redefine “community”, by looking beyond local, domestic and geographical communities to include those in regions where they have factories or factories operated by key suppliers. This study found that DCSA was strategically involved and had a good relationship with its local community. However, the company needs to be more connected with the rural communities to make local projects more successful especially after handover.
- Full Text:
- Date Issued: 2004
A case study of two teachers' understanding of and attitudes towards bilingualism and multiculturalism in a South African primary school
- Authors: Sutton, Candace
- Date: 2006
- Subjects: Bilingualism in children , English language -- Study and teaching (Elementary) -- Foreign speakers , English language -- Study and teaching (Elementary) -- South Africa , Education, Bilingual -- South Africa , Language and languages -- Study and teaching , Language policy -- South Africa , Multicultural education -- South Africa , Language and education -- South Africa , Multiculturalism
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2363 , http://hdl.handle.net/10962/d1002646 , Bilingualism in children , English language -- Study and teaching (Elementary) -- Foreign speakers , English language -- Study and teaching (Elementary) -- South Africa , Education, Bilingual -- South Africa , Language and languages -- Study and teaching , Language policy -- South Africa , Multicultural education -- South Africa , Language and education -- South Africa , Multiculturalism
- Description: At present, there is an emphasis in South African education on promoting multicultural classrooms in schools. This thesis examines the classroom culture of a South African English-medium school, where the majority of the learners are Second Language English learners. It first describes, in the form of a case-study, how two teachers have constructed the culture of their foundation phase classrooms. It then considers why the two teachers have constructed their classrooms in such ways by exploring their knowledge and understanding of, and attitudes towards, multiculturalism, second language acquisition and multilingualism. The study also briefly considers whether teacher training has sufficiently prepared these teachers for the challenges of a multicultural classroom. The data is discussed in terms of education and second language acquisition theory and South African education and language policies. The results of this study indicate that for the most part the classroom culture is distinctly Western and that the teachers have two fundamental assumptions that underpin their action and classroom construction. The first is that a lack of exposure to English is the primary cause of language problems for L2 learners and the second is that the L1 does not need to be maintained or promoted in the school environment because learners are sufficiently exposed to their L1 in the home. The thesis concludes that shortcomings in training and information encourages these two assumptions to take root and that more in-service training that focuses specifically on the nature of second language acquisition and multiculturalism is necessary.
- Full Text:
- Date Issued: 2006
- Authors: Sutton, Candace
- Date: 2006
- Subjects: Bilingualism in children , English language -- Study and teaching (Elementary) -- Foreign speakers , English language -- Study and teaching (Elementary) -- South Africa , Education, Bilingual -- South Africa , Language and languages -- Study and teaching , Language policy -- South Africa , Multicultural education -- South Africa , Language and education -- South Africa , Multiculturalism
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2363 , http://hdl.handle.net/10962/d1002646 , Bilingualism in children , English language -- Study and teaching (Elementary) -- Foreign speakers , English language -- Study and teaching (Elementary) -- South Africa , Education, Bilingual -- South Africa , Language and languages -- Study and teaching , Language policy -- South Africa , Multicultural education -- South Africa , Language and education -- South Africa , Multiculturalism
- Description: At present, there is an emphasis in South African education on promoting multicultural classrooms in schools. This thesis examines the classroom culture of a South African English-medium school, where the majority of the learners are Second Language English learners. It first describes, in the form of a case-study, how two teachers have constructed the culture of their foundation phase classrooms. It then considers why the two teachers have constructed their classrooms in such ways by exploring their knowledge and understanding of, and attitudes towards, multiculturalism, second language acquisition and multilingualism. The study also briefly considers whether teacher training has sufficiently prepared these teachers for the challenges of a multicultural classroom. The data is discussed in terms of education and second language acquisition theory and South African education and language policies. The results of this study indicate that for the most part the classroom culture is distinctly Western and that the teachers have two fundamental assumptions that underpin their action and classroom construction. The first is that a lack of exposure to English is the primary cause of language problems for L2 learners and the second is that the L1 does not need to be maintained or promoted in the school environment because learners are sufficiently exposed to their L1 in the home. The thesis concludes that shortcomings in training and information encourages these two assumptions to take root and that more in-service training that focuses specifically on the nature of second language acquisition and multiculturalism is necessary.
- Full Text:
- Date Issued: 2006
A case study on responsible leadership in a renewable energy organisation in the Eastern Cape
- Authors: Mdingi, Chulumanco
- Date: 2022-06
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/419101 , vital:71616
- Description: This research was a case study of responsible leadership in a renewable energy organisation in the Eastern Cape. The study aimed to understand and describe how a renewable energy organisation applies responsible leadership to build trust. The four objectives of the study were namely to: (1) describe how the organisation interacts with its stakeholders to build trust; (2) understand how the members of the organisation demonstrate the characteristics of responsible leadership; (3) understand how different stakeholders perceive and experience the interaction of the company with established stakeholders; (4) make recommendations that a renewable energy organisation can exercise the characteristics of responsible leadership to develop its stakeholder engagement framework. In the study the stakeholder theory was applied as the theoretical framework, and the theory encourages organisations to determine the "power, legitimacy, and urgency" of stakeholders with whom they interact. A qualitative approach was used in this study. The data collection method was semi-structured interviews for all 12 participants. Data were analysed through a deductive thematic approach to identify, analyse and report patterns or themes within the data collected. The study showed that the wind farm unintentionally applies some components of responsible leadership among its stakeholders. Openness, transparency, and communication are critical actions that this organisation undertakes to cultivate trust among both its internal and external stakeholders. External stakeholders experience this organisation differently. There are mixed feelings regarding how the wind farm conducts its stakeholder engagement activities, particularly relating to landowners and government institutions. A stakeholder engagement framework is imperative if an organisation is to maintain cordial relations with its stakeholders. , Thesis (MBA) -- Faculty of Commerce, Rhodes Business School, 2023
- Full Text:
- Date Issued: 2022-06
- Authors: Mdingi, Chulumanco
- Date: 2022-06
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/419101 , vital:71616
- Description: This research was a case study of responsible leadership in a renewable energy organisation in the Eastern Cape. The study aimed to understand and describe how a renewable energy organisation applies responsible leadership to build trust. The four objectives of the study were namely to: (1) describe how the organisation interacts with its stakeholders to build trust; (2) understand how the members of the organisation demonstrate the characteristics of responsible leadership; (3) understand how different stakeholders perceive and experience the interaction of the company with established stakeholders; (4) make recommendations that a renewable energy organisation can exercise the characteristics of responsible leadership to develop its stakeholder engagement framework. In the study the stakeholder theory was applied as the theoretical framework, and the theory encourages organisations to determine the "power, legitimacy, and urgency" of stakeholders with whom they interact. A qualitative approach was used in this study. The data collection method was semi-structured interviews for all 12 participants. Data were analysed through a deductive thematic approach to identify, analyse and report patterns or themes within the data collected. The study showed that the wind farm unintentionally applies some components of responsible leadership among its stakeholders. Openness, transparency, and communication are critical actions that this organisation undertakes to cultivate trust among both its internal and external stakeholders. External stakeholders experience this organisation differently. There are mixed feelings regarding how the wind farm conducts its stakeholder engagement activities, particularly relating to landowners and government institutions. A stakeholder engagement framework is imperative if an organisation is to maintain cordial relations with its stakeholders. , Thesis (MBA) -- Faculty of Commerce, Rhodes Business School, 2023
- Full Text:
- Date Issued: 2022-06
A case study: exploring students' experiences of a participative assessment approach on a professionally-orientated postgraduate programme
- Authors: du Toit, Peter
- Date: 2009
- Subjects: Education, Higher -- South Africa Graduate students -- Study and teaching -- South Africa -- Case Studies Action research in education -- South Africa -- Case Studies Universities and colleges -- Graduate work -- South Africa -- Case Studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1432 , http://hdl.handle.net/10962/d1003313
- Description: The study was undertaken as the first cycle of an action research project. It presents a case study that explores the potential of the combined use of self-, peer-, and tutor-driven assessment in enhancing students’ learning in a professionally orientated postgraduate media management course. The study also explores how such a process can contribute to students developing the skills and dispositions required by autonomous learners and professionals. In approaching these questions the study draws directly on students’ own accounts of their experiences and contrasts these accounts with the growing body of literature on participative assessment in higher education that has emerged over the past decade. The study begins by exploring how action research can aid in the development of valuable insights into educational practice. It draws on educational theorists’ use of Habermas’s (1971, 1972 and 1974 in Grundy, 1987: 8) theory of knowledge constitutive interests in developing a conceptual framework against which assessment practice can be understood and argues against instrumental approaches to assessment. Set against a background of outcomes-based education, the study presents an argument for privileging the role of assessment in promoting learning above its other function. It contends that this function is undermined if students are excluded from direct involvement in assessment practice. Informed by research into participative assessment, the study presents a thick description of a particular approach used during the action research cycle and explores how students experienced this process. The findings of the study support theories favouring the involvement of students in their own assessment and suggest that such processes can contribute to meeting students’ present and future learning needs.
- Full Text:
- Date Issued: 2009
- Authors: du Toit, Peter
- Date: 2009
- Subjects: Education, Higher -- South Africa Graduate students -- Study and teaching -- South Africa -- Case Studies Action research in education -- South Africa -- Case Studies Universities and colleges -- Graduate work -- South Africa -- Case Studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1432 , http://hdl.handle.net/10962/d1003313
- Description: The study was undertaken as the first cycle of an action research project. It presents a case study that explores the potential of the combined use of self-, peer-, and tutor-driven assessment in enhancing students’ learning in a professionally orientated postgraduate media management course. The study also explores how such a process can contribute to students developing the skills and dispositions required by autonomous learners and professionals. In approaching these questions the study draws directly on students’ own accounts of their experiences and contrasts these accounts with the growing body of literature on participative assessment in higher education that has emerged over the past decade. The study begins by exploring how action research can aid in the development of valuable insights into educational practice. It draws on educational theorists’ use of Habermas’s (1971, 1972 and 1974 in Grundy, 1987: 8) theory of knowledge constitutive interests in developing a conceptual framework against which assessment practice can be understood and argues against instrumental approaches to assessment. Set against a background of outcomes-based education, the study presents an argument for privileging the role of assessment in promoting learning above its other function. It contends that this function is undermined if students are excluded from direct involvement in assessment practice. Informed by research into participative assessment, the study presents a thick description of a particular approach used during the action research cycle and explores how students experienced this process. The findings of the study support theories favouring the involvement of students in their own assessment and suggest that such processes can contribute to meeting students’ present and future learning needs.
- Full Text:
- Date Issued: 2009
A case-control approach to assess variability in distribution of distance between transcription factor binding site and transcription start site
- Authors: Moos, Abdul Ragmaan
- Date: 2017
- Subjects: Transcription factors , Proteomics , Chromatin , Chromatin immunoprecipitation
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/5315 , vital:20808
- Description: Using the in-silico approach, with ENCODE ChIP-seq data for various transcription factors and different cell types; we systematically compared the distance between the transcription factor binding site (TFBS) and the transcription start (TSS). Our aim was to determine if the same transcription factor binds at a different position relative to the TSS in a normal and an abnormal cell type. We compare distribution of distance of binding sites from the TSS; to make description less verbose we call this “distance” where there is no possibility of confusion. We used a case-control methodology where the distance between the TFBS and the TSS in the normal, non-cancerous or untreated cell type is the control. The distance between the TFBS and the TSS in the cancerous or treated cell type is the case. We use the distance between the TFBS and the TSS in the control as the standard. We compared the distance between the TFBS and the TSS in the case and the control. If the distance between the TFBS and the TSS in the control was greater than the distance between the TFBS and the TSS in the case, we can infer the following. The transcription factor in the case binds closer to the TSS compared to the control. If the distance between the TFBS and the TSS in the control is smaller than the distance between the TFBS and the TSS in the case, we can infer the following. The TF in the case binds further away from the TSS compared to the control. Our method is a screening method whereby we compare ChIP-seq data to determine if there is a difference in the distribution distance between the TFBS and the TSS for normal and abnormal cell types. We used the R package ChIP-Enrich to compare the distribution of distance between ChIP-seq peak and the nearest TSS. ChIP-Enrich produces a histogram with the number of ChIP-seq peaks at a certain distance from the TSS. The results indicate for some transcription factors like GM12878-cMyc and K562-cMyc there is a difference between the distribution of distance between the TFBS and the nearest TSS. cMyc has more binding sites within a distance of 1kb from the TSS in GM12878 when compared to K562. GM12878-CTCF and K562-CTCF have slight differences when comparing their distribution of distance from the TSS. This means CTCF binds almost the same distance from the TSS in both GM12878 and K562. A549-gr treated with dexamethasone is interesting because with increase dose of dexamethasone the distribution of distance from the TSS changes as well.
- Full Text:
- Date Issued: 2017
- Authors: Moos, Abdul Ragmaan
- Date: 2017
- Subjects: Transcription factors , Proteomics , Chromatin , Chromatin immunoprecipitation
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/5315 , vital:20808
- Description: Using the in-silico approach, with ENCODE ChIP-seq data for various transcription factors and different cell types; we systematically compared the distance between the transcription factor binding site (TFBS) and the transcription start (TSS). Our aim was to determine if the same transcription factor binds at a different position relative to the TSS in a normal and an abnormal cell type. We compare distribution of distance of binding sites from the TSS; to make description less verbose we call this “distance” where there is no possibility of confusion. We used a case-control methodology where the distance between the TFBS and the TSS in the normal, non-cancerous or untreated cell type is the control. The distance between the TFBS and the TSS in the cancerous or treated cell type is the case. We use the distance between the TFBS and the TSS in the control as the standard. We compared the distance between the TFBS and the TSS in the case and the control. If the distance between the TFBS and the TSS in the control was greater than the distance between the TFBS and the TSS in the case, we can infer the following. The transcription factor in the case binds closer to the TSS compared to the control. If the distance between the TFBS and the TSS in the control is smaller than the distance between the TFBS and the TSS in the case, we can infer the following. The TF in the case binds further away from the TSS compared to the control. Our method is a screening method whereby we compare ChIP-seq data to determine if there is a difference in the distribution distance between the TFBS and the TSS for normal and abnormal cell types. We used the R package ChIP-Enrich to compare the distribution of distance between ChIP-seq peak and the nearest TSS. ChIP-Enrich produces a histogram with the number of ChIP-seq peaks at a certain distance from the TSS. The results indicate for some transcription factors like GM12878-cMyc and K562-cMyc there is a difference between the distribution of distance between the TFBS and the nearest TSS. cMyc has more binding sites within a distance of 1kb from the TSS in GM12878 when compared to K562. GM12878-CTCF and K562-CTCF have slight differences when comparing their distribution of distance from the TSS. This means CTCF binds almost the same distance from the TSS in both GM12878 and K562. A549-gr treated with dexamethasone is interesting because with increase dose of dexamethasone the distribution of distance from the TSS changes as well.
- Full Text:
- Date Issued: 2017
A case-series evaluation of the impact and processes of a service-learning programme on and for caregivers and their children with neurodevelopmental disabilities
- Authors: Cooke, Nicole
- Date: 2019
- Subjects: Developmentally disabled children -- Care , Caregivers -- Training of , Service learning -- Case studies
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/96691 , vital:31309
- Description: This thesis presents a series of three case studies from data collected as part of a research project exploring the process and impact of a service-learning programme with caregivers and their children with neurodevelopmental disabilities. Following a descriptive case series design, both quantitative and qualitative data are presented to create a comprehensive and rich understanding of each case. In particular, the data tracks change processes in the subjective well-being of the caregiver, the quality of the caregiver-child relationship and the functional development of the child over a twenty-one-week period of receiving public health services and an eight-week period of adding the service-learning programme. The paper also presents qualitative data on the caregivers’ perceptions of and experiences of the public services and the servicelearning programme that the caregivers and their children received. The findings provide important insight into the caregivers’ perceptions of giving and receiving care, with the caregivers’ experiencing significant levels of distress and prominent barriers to accessing healthcare that were seemingly eased with the addition of the service-learning programme. The findings also point to a notable disparity between the quantitative findings and the qualitative interviews with questions being raised about the research being viewed as an intervention in itself.
- Full Text:
- Date Issued: 2019
- Authors: Cooke, Nicole
- Date: 2019
- Subjects: Developmentally disabled children -- Care , Caregivers -- Training of , Service learning -- Case studies
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/96691 , vital:31309
- Description: This thesis presents a series of three case studies from data collected as part of a research project exploring the process and impact of a service-learning programme with caregivers and their children with neurodevelopmental disabilities. Following a descriptive case series design, both quantitative and qualitative data are presented to create a comprehensive and rich understanding of each case. In particular, the data tracks change processes in the subjective well-being of the caregiver, the quality of the caregiver-child relationship and the functional development of the child over a twenty-one-week period of receiving public health services and an eight-week period of adding the service-learning programme. The paper also presents qualitative data on the caregivers’ perceptions of and experiences of the public services and the servicelearning programme that the caregivers and their children received. The findings provide important insight into the caregivers’ perceptions of giving and receiving care, with the caregivers’ experiencing significant levels of distress and prominent barriers to accessing healthcare that were seemingly eased with the addition of the service-learning programme. The findings also point to a notable disparity between the quantitative findings and the qualitative interviews with questions being raised about the research being viewed as an intervention in itself.
- Full Text:
- Date Issued: 2019
A case-study of principal succession : the experience of a high school principal and staff
- Authors: Dowding, Susan Patricia
- Date: 1997
- Subjects: Educational leadership School principals -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1440 , http://hdl.handle.net/10962/d1003321
- Description: This is a study of a principal succession In a non-racial, multicultural High-School in the North West Province of South Africa, formerly the independent homeland known as "Bophuthatswana". I was employed at the school at the time and am, therefore, a complete member-researcher. I use a qualitative research approach which relies mostly on in-depth interviews, individually and in groups. I chose my sample by administering a short biographical questionnaire. I have sought to establish "what is happening?" in the succession process by reporting the insights and experiences of a staff and its new principal. While I use the stage frameworks of more traditional researchers in succession to provide a coherent structure for my analysis, I use the organisational socialisation perspective extensively to analyse the insights provided by the staff and principal. Unlike other principal succession studies, I include the insights of both the principal and the staff. The organisational socialisation approach emphasises that succession is an interactive, multidirectional process. My study reinforces many of the observations of other researchers in leadership succession, whether in business or Education. However, two elements of succession emerge which appear to be unique in terms of other succession literature. These elements include the impact of socio-political events and what I call "ethno-cultural" aspects on the succession socialisation process. I provide examples of the influence these factors exert in this principal succession. This study is therefore of potential significance to administrators in both Education and business in the South African context where there are significant changes taking place in the power structures and ethnic makeup of relevant organisations. I also identify a number of areas for further research.
- Full Text:
- Date Issued: 1997
- Authors: Dowding, Susan Patricia
- Date: 1997
- Subjects: Educational leadership School principals -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1440 , http://hdl.handle.net/10962/d1003321
- Description: This is a study of a principal succession In a non-racial, multicultural High-School in the North West Province of South Africa, formerly the independent homeland known as "Bophuthatswana". I was employed at the school at the time and am, therefore, a complete member-researcher. I use a qualitative research approach which relies mostly on in-depth interviews, individually and in groups. I chose my sample by administering a short biographical questionnaire. I have sought to establish "what is happening?" in the succession process by reporting the insights and experiences of a staff and its new principal. While I use the stage frameworks of more traditional researchers in succession to provide a coherent structure for my analysis, I use the organisational socialisation perspective extensively to analyse the insights provided by the staff and principal. Unlike other principal succession studies, I include the insights of both the principal and the staff. The organisational socialisation approach emphasises that succession is an interactive, multidirectional process. My study reinforces many of the observations of other researchers in leadership succession, whether in business or Education. However, two elements of succession emerge which appear to be unique in terms of other succession literature. These elements include the impact of socio-political events and what I call "ethno-cultural" aspects on the succession socialisation process. I provide examples of the influence these factors exert in this principal succession. This study is therefore of potential significance to administrators in both Education and business in the South African context where there are significant changes taking place in the power structures and ethnic makeup of relevant organisations. I also identify a number of areas for further research.
- Full Text:
- Date Issued: 1997