3. Electronic Theses and Dissertations (ETDs) - All submissions
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Item Social capital, civil society, and good governance: civic traditions in Johannesburg's shack settlements and Greater Pietermaritzburg's villages under chiefly rule(2013-05-15) Hlela, Kenneth SipheleloThis thesis explores the relationship between social capital/civil society and good governance/economic development both conceptually and empirically through case studies in the urban, rural, and peri-urban South Africa. As a starting point, this thesis attempts to answer the following six questions: How is social capital identifiable? Is its production exclusively confined to horizontally structured forms of associational life? Can peasant societies generate social capital? Do social capital networks accentuate divisions within communities between those who have access to authority and those without? Can political institutions play a role in producing social capital or does the enlargement of state authority take place at the expense of the associational networks which do produce social capital? And what kind of organisations in rural settings can best bridge sectional concerns and promote wider communities of trust? Can traditional existing political institutions be adapted to modern democratic requirements? I believe that in answering these questions I have gone some way in resolving some of the conceptual dilemmas identified by critics of the concept of social capital. I was then in a position to test and explore two hypotheses. Firstly, I argue that there is a relationship between social capital (a product of civil society) and good governance as well as economic and democratic development. Secondly, I argue that positive social capital will be under-produced in societies in which there is a weak market economy, that is, where members of civil society do not have independent sources of income. I demonstrate that civil society, the state, and markets have a symbiotic relationship and that they all have a role to play in the production of positive social capital. This thesis employed various data collection methods in order to navigate around the case studies chosen for the purposes of this study, viz. individual and group interviews, focus groups, direct observations, research surveys, secondary literature, and local newspapers. Evidence emanating from this thesis suggests that there is a vibrant civil society and, by implication, social capital in poorly resourced areas found in urban, peri-urban, and rural areas of South Africa, which has to some extent contributed to good governance as well as economic and democratic development. However, I conclude by arguing that the informalisation of the economy as well as high levels of unemployment in these areas certainly inhibit civil society from playing its important democratising and governance role since the production of positive social capital is constrained by this new reality.Item Nursing leadership in an academic hospital in Gauteng(2009-11-13T09:59:13Z) Maboko, Disebo RitaItem Women making headlines: influences of women editors on newsroom socialisation and the news agenda(2008-02-22T09:06:16Z) Luimes-Sindane, Wilhelmina HenriettaAbstract This study takes a qualitative look at the interplay between women’s leadership and newsroom socialisation and the news agenda as experienced and understood by women editors at the Mail & Guardian, through a process of interviews with women editors, supplemented by a brief look at the publication when referenced during the course of the interviews. This study confirms previous research that suggests that an increase of women in the newsroom is not enough to address issues of gender representation in newsrooms and news representation. Although at the Mail & Guardian, this study indicates that the appointment of a woman editor impacted the newsroom positively on gender awareness issues and the publication itself in its gender representation, there are indications that this is a result of a number of factors and not gender alone. In summary, this research found that it is the combination of positioning, power and influence, with a gender agenda, intention and purpose, in an environment that is receptive to change, that will significantly contribute to changes both within the socialisation of the newsroom and translate into a higher level of gender awareness and sensitivity in newspaper’s gender representation.Item Factors contributing to employee engagement in South Africa(2007-02-16T11:55:32Z) Cawe, MawethuEmployee engagement is a critical business issue for South Africa if we are to take this country to the next competitive landscape. South African business has been mired by negative perception of underperformance and uncompetitiveness from the international community for years in the past, with an over-reliance on the mining sector. From 1994, this perception has progressively improved and going forward more urgency from business is required in order to progress even further. Whilst employee engagement represents only one factor amongst a number of macro and micro issues, it is central to this country’s economy, business productivity and sustainability. In attempting to assist business in this regard, a study of factors that promote employee engagement has been investigated. The research was qualitative and quantitative in nature. A number of respondents from across the length and breath of South Africa participated in the study. Analysis was done on the results and correlation done to the propositions and the literature. The findings identified employee engagement strategy, the culture of engagement, leadership and management, talent mindset, communication and knowledge sharing, and organisations’ reputation and branding as prominent factors in business in South Africa. Resulting from the research, an employee engagement model is proposed which attempts to integrate key lessons for business.Item Schools as learning organizations(2006-10-26T06:47:53Z) Nsibande, Njabuliso H.Since the 1990s, the corporate concept of learning organizations has been promoted as a solution to problems caused by ever-changing educational reforms and as a model for schools in the twenty-first century. Through an indepth analysis of two South African secondary schools in Gauteng, this study examines how organizational learning is nurtured and sustained, and considers whether and how the concept of learning organizations is applicable in schools. Three perspectives on learning organizations are considered: the normative, developmental and capability perspectives. The investigative framework links theories on organizational memory, organizational learning, organizational change and complexity theory to provide insights into why some organizations are ‘smarter’ than others and why educational reforms and innovations often fail. The study used a multi-method approach, within a nested case design, at two contrasting schools, each facing the challenges of a changing society and education system, but under very different conditions: a state school in a poor informal settlement and a wealthy faith-based, independent school. Research participants included two principals, four heads of departments, ten teachers and fourteen learners. Although learners were included, the study focuses primarily on teachers and school leaders. At each school, key informants were selected from among those acknowledged to have contributed significantly to the school, either individually or as team members. In-depth interviews, as well as teachers’ narrative accounts of their own learning and unlearning, and a variety of schoolgenerated documents provided the data set. Two approaches were used for the stories of learning and unlearning – personal writing and elicitation through narrative interviews. Findings pertain to participating schools, but also provide a basis for more general claims. In ethos, practices and leadership, both schools reflect a deep commitment to improving learners’ lives. However, schools cannot operate as learning organizations unless they can harness individual staff members’ aspirations as well. Internal and external circumstances impeded organizational learning and reciprocal professional commitment among staff. These included: personal problems; an individualistic school learning system with limited social interaction; concomitant anxiety about collaborative professional learning; a value system that favours competition; routine rather than reflective contexts for professional learning and communication; and unacknowledged gender issues. Another feature of a learning organization is a reflective openness to change. Yet both schools strive for stability and conformity to rules, and neither has developed tools for recognizing turning points, disjunctures and triggers for change. Learning organizations emphasize collective learning; yet teachers and department heads are ‘starving’ for personal recognition, especially in cases where they have become multi-skilled in the course of career advancement. The study also analyses complexities of school leadership and resulting trade-offs that have to be made between satisfying the diverse needs of school members and responding to external demands, especially at the level of policy. Overall, the vi study demonstrates that while the related concepts of learning organizations and organizational learning are generative for understanding, structuring and leading schools, the definitive purposes of schools and the external pressures one them preclude a simple transfer from the corporate world.