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Public art in relation to social systems : a case study of #rhodesmustfall
No full textThe recent trend in removing statues of controversial figures from history prompts a need to consider a revisionist approach to studying publicly sited artworks, particularly when the social dynamic engages public art in a direct way. This dissertation studies public art as contributing to the complex structure of social systems through connections made between the histories of public art and social space. The aim is to understand how meaning is formed through these connections and that the resulting removal of public art is part of the self-organising quality of a complex social system within larger socio-political views. This is achieved by analysing the case study of #rhodesmustfall as it pertains to the social interaction with and eventual removal of the Rhodes statue sited on the University of Cape Town campus.M.A. (Art History)Art and Musi
Resisting iconoclasm: contemporary responses to landscape in South African art
No full textThis dissertation sets out to find the ways in which contemporary performance artists problematise and resist the iconoclasms found in modernist landscape paintings.
The landscape paintings of Maggie Laubser, J.H. Pierneef and Hugo Naudé are discussed to show iconoclastic renditions of the South African landscape that aim to fit the ideologies of the Afrikaner people. These absences are shown to be resisted by contemporary artists though their deliberate presence within it. Berni Searle, Sethembile Msezane, Athi-Patra Ruga and Hannelie Coetzee use remembrances, calculated violence, the speaking of silenced voices and a disruption of power dynamics in their dissent. They practice an embodied phenomenological experience in the landscape to provide a counter-archive and resist the iconoclasms.Inhloso yalolu shicilelo bekuwukuhlola izindlela izingcweti zamanje zibhekana ngayo nenkinga futhi zimelane nokuphikiswa okuqinile kwezinkolelo namasiko amukelwa ngokuvamile atholakala emidwebeni yokwakheka kwezwe yesimanjemanje.
Imidwebo yezwe kaMaggie Laubser, J.H. U-Pierneef kanye no-Hugo Naudé kwaxoxiswana ngayo ukuze kuboniswe ukuphikiswa okuqinile kwezinkolelo namasiko amukelwa ngokuvamile kwezwe laseNingizimu Afrika okwakuhloselwe ukuhambisana nemibono yabantu abangamaBhunu. Ukungabikho kobandlululo phakathi kwalezi zindawo kuboniswe ukuthi izingcweti zesimanje ziyakuphikisa nakuba ukuba khona kwabo ngamabomu kuyo. U-Berni Searle, u-Sethembile Msezane, u-Athi-Patra Ruga no-Hannelie Coetzee basebenzisa izikhumbuzo, udlame olulinganiselwe, ukukhuluma amazwi athule kanye nokuphazamiseka kokuguquguquka kwamandla ekuphikisaneni kwabo. Bazijwayeza isipiliyoni esihlanganisiwe sesifundo semvelo namaqiniso sezinhlaka zokuhlangenwe nakho nokwazi ezweni ukuze banikeze ingobo yomlando ephikisayo futhi bamelane nokuphikiswa okuqinile kwezinkolelo namasiko amukelwa ngokuvamile kwemidwebo yokwakheka kwezwe yesimanjemanje.Die doel van hierdie skripsie was om die maniere te ondersoek waarop hedendaagse vertoonkunstenaars die ikonoklasme wat in modernistiese landskapskilderkuns voorkom, problematiseer en teenstaan.
Die landskapskilderkuns van Maggie Laubser, J.H. Pierneef en Hugo Naudé word bespreek om ikonoklastiese weergawes van die Suid-Afrikaanse landskap te toon, wat ten doel gehad het om in te pas by die ideologieë van die Afrikanervolk. Die bevooroordeelde ontbrekings in hierdie landskappe is uitgebeeld as teengestaan deur hedendaagse kunstenaars, deur hul doelbewuste teenwoordigheid daarin. Berni Searle, Sethembile Msezane, Athi-Patra Ruga en Hannelie Coetzee gebruik herinneringe, beredeneerde geweld, die praat van stilgemaakte stemme, en ’n verskeuring van magsdinamika in hul meningsverskille. Hulle beoefen ’n beliggaamde fenomenologiese ervaring in die landskap om ’n teenargief te bied en om die ikonoklasme van modernistiese landskapskilderkuns teen te staan.M.A. (Art history)Art and Musi
Pastoral inquiry of the clergy into dual relationships in the District 3 Full Gospel Church of God: a congregational paradox
Get PDFThe study will analyse a number of principles and ethical standards on the clergy of District No.3 Full Gospel Church of God
in Southern Africa who offer help to congregants who are in need of therapeutic help other than preaching. In the analysis
of ethical issues in a dual relationship, I shall refer to how the therapist (pastoral counsellor) has to relate with their clients.
The clergy being their pastor on a Sunday Church service and also serves as their counsellor on Monday morning, in a
consulting/counselling room, to the examining of methods utilized and to the moral decision impacted by the clergy’s
religious beliefs and position will present factors of competent morality, professional integrity to be adhered to by counselling
clergy and the obligation to the congregants.
The independence, the knowledge assent, the clients’ welfare, the divulgence of personal knowledge and confidentiality in
a remedial context incorporate the pastor’s understanding of the dual relationship and its conflict of interest that might arise
within the context of the pastor having to play various roles in the client’s life will be unveiled.
The research journey is basically from the perspective of pastors on dual relationships, describing what dual relationship is
all about, from the pastors’ perspective. The research design will be qualitative in nature and the methodology employed is
narrative. This study’s main objective is to develop an in-depth programme that will assist the clergy to deal with dual
relationships. This programme is based on the gap between moral and ethical principles in the personage. The reason for
developing the programme is to develop future policies for pastors concerning multiple relationships, to protect both pastors
and clients (congregants) alike.D. Phil. (Theology)Philosophy, Practical and Systematic Theolog
Readiness assessment for the implementation of the National Health Insurance Scheme at a hospital in Johannesburg
No full textThe National Health Insurance Scheme is currently being implemented in South Africa.
Some gaps were observed concerning the rollout, and the purpose of the study was
to assess the readiness of a hospital in Johannesburg for the implementation of the
said scheme. The study utilised a qualitative approach with an explorative, descriptive,
qualitative study design. The target population consisted of 15 departmental managers
at the hospital that were directly involved in the implementation of the NHI amounting.
The sample size was determined by category saturation in the sense that when no
new data could be found from the interviews, data collection ceased. Purposive
sampling was used to select the participants for the study, with the researcher aiming
for participants who were knowledgeable about the NHI scheme at the institution, and
this amounted to n=8. Data was collected using semi-structured interviews(n=8) and
two focus group discussions were held, with 8 participants that took part in the semi
structured interviews being split into two groups. Thematic analysis was used to
analyse the data of the focus group discussion and semi-structured interviews (one on
one interviews). This study sought to determine if there are potential barriers to the
implementation of the NHI scheme and provide recommendations to improve the
readiness for its implementation at a hospital in Johannesburg. The results of the study
revealed that the hospital was preparing to ready itself for the NHI implementation but
was a long way from being fully prepared due to poor infrastructure, staff shortages,
lack of technology resources, inadequate training on the NHI, and management
issues. Recommendations were made on increasing the human resources, upgrading
infrastructure, increasing medicines and equipment, as well as providing adequate
training on the NHI implementation.M.P.H.Health Studie
Devroop and Prins Duo
No full textThe piano and saxophone duo has emerged as a powerful musical combination, demonstrating the evolution of both instruments and their significant role in shaping contemporary music. The piano, dating back several centuries, has undergone various advancements in design and technique and has expanded its role on both classical and jazz music. It also features prominently in other styles of music such as Brazilian music. Similarly, the saxophone, a relatively newer addition to the musical landscape, has carved its niche in the world of jazz and classical genres. Together, these instruments are able to create a harmonious blend, each complementing the other's unique qualities in both classical and jazz genres.
The importance of the piano and saxophone duo lies in its ability to captivate listeners and evoke powerful emotions. However much depends on their choice of repertoire as the classical duo remains the hallmark of this duo setup. The jazz piano and jazz saxophone duo although in existence for some time, has not risen to the prominence of their classical counterparts. It is rare or almost never happens that a classical pianist will collaborate with a jazz saxophonist. A quick review of the literature specifically online recordings and concerts reveals a very small number of such performances. While artists such as Phil Woods have written works for classical piano and jazz saxophone, performances and recordings remain scarce.
It is against this backdrop that I decided to collaborate with Megan Geoffrey Prins who is an internationally recognised classical pianist. The goal of this project was to have us collaborate in a new and totally unique setting, namely a concert for classical piano and jazz saxophone. There were several challenges associated with such a project. Firstly, repertoire was a problem due to the very limited amount of repertoire available to such a duo. Secondly such a project would require me as the jazz saxophonist to have significant technical ability in order for the performance to be truly collaborative from a technical perspective.
The choice of repertoire was overcome by firstly selecting works that would lend themselves to jazz style, interpretation and possibly improvisation. Most of the works by Astor Piazzolla meet this criteria although some works can be technically very demanding for saxophone. I deliberately selected Piazzolla works including Oblivion, Libertango, Tango Preparense and Tanti Anni that would work well with jazz style, interpretation and improvisation. John Williams recently composed a three-piece suite for jazz saxophone, vibes and full orchestra. This work was written for the Steven Spielberg move “Catch me if you can” with Tom Hanks and Leonardo DiCaprio. The work was subsequently reduced to piano and saxophone. Although extremely technically demanding for saxophone, it is one of the few works that is truly collaborative in nature for a classical pianist and jazz saxophonist.
We rehearsed extensively due to relatively new environment for both artists. Many adjustments needed to be made in the music such as changes in form to accommodate sections for jazz improvisation, stylistic changes to include jazz interpretation and greater liberties for the classical pianist to play in a more improvisatory nature. After extensive rehearsals, we performed these works for a near full audience at Miriam Makeba Hall at the Unisa Muckleneuk campus in Pretoria. Needless to say the concert was an overwhelming success. This motivated to expanded on our literature. These concerts will be performed in 2023 and 2024 including a national tour.
This creative is new and innovative in the following ways:
1. This is the first instances in SA that a classical pianist and jazz saxophonist have performed in concert together. There are only a handful of international concerts of this nature.
2. Given the very small number of works composed for this type of duo, this output significantly expands on the literature currently available.
3. The interpretation of these works presents new insights into how these and other works may be performed in this setting.
We envision expanding on the current literature but working up the entire 3 movement suite of the work by John Williams, identifying other composers whose works may be suitable for this type of setting, potentially recording some these works and finally commissioning composers to write original works for this duo while taking cognizance of the myriad of styles present in South Africa and the continent.College of Human Science
Early childhood teachers’ pedagogical assessment leadership practices and skills in Ghana
No full textAbstracts in English, Afrikaans and Northern SothoAn effective pedagogical leader requires a variety of knowledge and skills for assessment leadership. This study aimed to determine how Ghanaian early childhood teachers perceive pedagogical and assessment leadership and how assessment literacy, technology, school culture, and gender influence pedagogical leadership in relation to classroom assessment and its associated challenges. The study employed a pragmatic philosophical perspective underpinned by Vygotsky’s socio-cultural theory in a distributed leadership orientation. The study utilised a concurrent triangulation design within the mixed-methods approach. It also employed a descriptive survey for the quantitative phase and a case study for the qualitative approach. The quantitative datasets were collected by administering a questionnaire to 700 randomly selected respondents. In addition, semi-structured interviews were undertaken with ten purposively selected participants for the qualitative approach. Descriptive statistics, exploratory factor analysis, confirmatory factor analysis, measurement model assessment, and structural equation modelling were used to analyse the quantitative data. Six significant themes of teachers’ pedagogical assessment leadership practices emerged from the qualitative thematic analysis after integrating both datasets as some convergence and divergence were discovered in the findings. The teachers accepted their roles as assessment and pedagogical leaders, assessors, and facilitators but have limited skills and knowledge. This unique scholarly finding led to the conceptualisation of pedagogical assessment leadership as the process of leading and teaching while collaboratively improving learning and assessment in the classroom and beyond. Male teachers were found to be more task-oriented and strict. In contrast, female teachers often relied on their lobbying skills to elicit support from their colleagues in classroom assessment practices. Lack of capacity and resources, resistance to change, frequent policy changes, and the fear of being perceived as all-knowing emerged as themes relating to the challenges teachers face as pedagogical assessment leaders. The results from the quantitative data also indicated that the teachers are literate in pedagogical leadership and assessment with an average score of M = 3.10 and SD = 0.74; M = 3.11 and SD = 0.76 respectively. Hypothesis testing revealed that teachers’ classroom assessment practices and literacy and technology use have a significant influence in relation to their pedagogical assessment leadership practices with (β = 0.510, p-value = 0.000) and (β = 0.089, p-value = 0.01) respectively, but not to that of the school culture which recorded insignificant positive influence of (β = 0.023, p-value = 0.514). Similarly, a significant influence was observed regarding teachers’ gender and their pedagogical assessment leadership practices with (β = 0.035, p-value = 0.306). The findings are discussed using literature on teachers’ leadership in pedagogy and classroom assessment practices in the early childhood setting. It is concluded that the teachers have limited pedagogical leadership skills in classroom assessment practices but felt a need to improve their practices. The study therefore identified a need for more training, communication, and encouragement to assist the teachers to attain the desired level of pedagogical assessment leadership skills and practices. The implications for educational policy formulation, research, practice, and teacher leadership development are also discussed.'n Doeltreffende pedagogiese leier moet oor ’n verskeidenheid kennis en vaardighede vir assesseringsleierskap beskik. Hierdie studie wil vasstel hoe Ghanese vroeekinderjareonderwysers pedagogiese en assesseringsleierskap beskou en hoe assesseringsgeletterdheid, tegnologie, skoolkultuur en geslag pedagogiese leierskap met betrekking tot klaskamerassessering en sy verwante uitdagings, beïnvloed. Die studie het ’n pragmaties-filosofiese perspektief gebruik wat deur Vygotsky se sosiokulturele teorie in ’n verspreide leierskaporientasie ondersteun word. Die studie het ’n samelopende triangulasie-ontwerp binne die gemengdemetodebenadering gebruik. Dit het ook ’n beskrywende ondersoek vir die kwantitatiewe fase en ’n gevallestudie vir die kwalitatiewe benadering gebruik. Die kwantitatiewe datastelle is ingesamel deur ’n vraelys aan 700 willekeuriggeselekteerde respondente te stuur. Vir die kwalitatiewe benadering is semigestruktureerde onderhoude bykomend onderneem met tien doelbewusgeselekteerde deelnemers. Beskrywende statistiek, verkenningsfaktorontleding, bevestigendefaktorontleding, metingsmodelassessering en strukturele gelykstellingsmodellering is gebruik om die kwantitatiewe data te ontleed. Ses betekenisvolle temas van onderwysers se pedagogiese assesseringsleierskappraktyke het uit die kwalitatiewe tematiese ontleding na vore gekom nadat beide datastelle geintegreer is en enkele konvergensie en divergensie in die bevindings opgespoor is. Die onderwysers het hulle rolle as assesserings- en pedagogiese leiers, assessore en fasiliteerders aanvaar, maar het oor beperkte vaardighede en kennis beskik. Hierdie unieke wetenskaplike bevinding het tot die konseptualisering van pedagogiese assesseringsleierskap gelei as die proses om te lei en te onderrig terwyl leer en assessering terselfdertyd in die klaskamer en verder verbeter word. Daar is bevind dat manlike onderwysers meer taakgeorienteerd en streng is. In teenstelling hiermee maak die vroulike onderwysers dikwels staat op hulle oortuigingsvaardighede om die ondersteuning van hulle kollegas in klaskamerassesseringspraktyke te kry. ’n Gebrek aan bevoegdheid en hulpbronne, teenstand teen verandering, gereelde beleidsveranderinge en ’n vrees om as alwetend gesien te word, het as temas wat met die uitdagings wat onderwysers as pedagogiese assesseringsleiers verband hou, na vore gekom. Die resultate van die kwantitatiewe data het ook aangetoon dat onderwysers geletterd is in pedagogiese leierskap en assessering met ’n gemiddelde puntetelling van onderskeidelik M = 3.10 en SD = 0.74; M = 3.11 en SD = 0.76. Hipotesetoetsing het aangetoon dat onderwysers se klaskamerassesseringspraktyke en geletterdheid en tegnologiegebruik ’n betekenisvolle invloed ten opsigte van hulle pedagogiese assesseringsleierskappraktyke het met onderskeidelik (β = 0.510, p-waarde = 0.000) en (β = 0.089, p-waarde = 0.01), maar nie ten opsigte van die skoolkultuur nie, wat ’n onbeduidende positiewe invloed van (β = 0.023, p-waarde = 0.514) getoon het. Op soortgelyke wyse is ’n betekenisvolle invloed waargeneem wat betref die onderwysers se geslag en hulle pedagogiese assesseringsleierskappraktyke met (β = 0.035, p-waarde = 0.306). Die bevindings word met behulp van literatuur oor onderwysers se leierskap in pedagogie en klaskamerassesseringspraktyke in die vroeekinderjare-omgewing bespreek. Die gevolgtrekking word gemaak dat die onderwysers beperkte pedagogieseleierskapsvaardighede in klaskamerassesseringspraktyke het, maar dat hulle die behoefte het om hulle praktyke te verbeter. Die studie het dus ’n behoefte aan verdere opleiding, kommunikasie en aanmoediging om die onderwysers te help om die verlangde vlak van pedagogiese assesseringsleierskapsvaardighede en -praktyke te bereik, geidentifiseer. Die implikasies vir opvoedkundige beleidsformulering, navorsing, praktyk en onderwyserleierskapontwikkeling word ook bespreek.Moeteledipele yo o nonofileng mo mekgwathutong o tlhoka kitso le dikgono tse di farologaneng tsa go etelela pele tlhatlhobo ka tirisano le ba bangwe. Thutopatlisiso eno e ikaelela go tlhomamisa tsela e barutabana ba thuto ya go sale gale ba kwa Ghana ba bonang ka teng boeletedipele mo mokgweng o ba rutang ka one le go dira tlhatlhobo le gore kitso ya go diragatsa tlhatlhobo, thekenoloji, mokgwatsamaiso wa sekolo, le bong di tlhotlheletsa jang boeteledipele mo mokgwathutong malebana le tlhatlhobo ya mo phaposiborutelong le dikgwetlho tse di amanang le yone. Thutopatlisiso e dirisitse ntlhatebo ya filosofi ya tharabololo ya mathata mo maemong a a rileng e e tshegediwang ke tiori ya ga Vygotsky ya loago le setso mo mokgweng o o anameng wa boeteledipele. Thutopatlisiso e dirisitse mokgwa wa go kgobokanya deitha e e seng ka ga dipalo le deitha e e ka ga dipalo mo molebong wa mekgwa e e tswakantsweng. Gape e dirisitse patlisiso e e tlhalosang dipalopalo mo legatong la tshekatsheko ya deitha ya dipalo le tshekatsheko le patlisiso e e tseneletseng e e dirwang mo maemong a mmatota ya kgobokanyo le tshekatsheko ya deitha e e seng ka ga dipalo. Dideithasete tse di ka ga dipalo di kgobokantswe ka go neela lenaane la dipotso go baarabi ba le 700 ba ba tlhophilweng kwa ntle ga thulaganyo epe. Mo godimo ga moo, go dirilwe dipotsolotso tse go bodiwang dipotso tse di se nang dikarabo tse di rileng, mo batsayakarolong ba le lesome ba ba tlhophilweng ka maikaelelo mo kgobokanyong le tshekatsheko ya deitha e e seng ka ga dipalo. Go dirisitswe mekgwa ya go sobokanya le go tlhalosa dipalopalo, tshekatsheko e e utololang dintlha tsa botlhokwa, tshekatsheko e e tlhomamisang nepagalo ya kamano ya deitha, tlhatlhobo ya sekao sa tekanyetso, le mokgwa wa go lekanyetsa le go sekaseka kamano ya deitha go sekaseka deitha e e ka ga dipalo. Go tlhageletse dintlha di le thataro tsa botlhokwa tsa mekgwatiriso ya boeteledipele jwa tlhatlhobo ya thuto jwa barutabana go tswa mo tshekatshekong e e sekasekang le go tlhalosa deitha e e seng ka ga dipalo morago ga go kopanya dideithasete ka bobedi gonne go lemogilwe kopano le katogano go se kae mo diphitlhelelong. Barutabana ba amogetse ditiro tsa bone jaaka baeteledipele ba tlhatlhobo le mokgwathuto, batlhatlhobi, le bafatlhosi mme fela ba na le dikgono le kitso e e lekanyeditsweng. Phitlhelelo eno e e kgethegileng ya thuto e dirile gore go nne le ditlhaloso tsa dikakanyokgolo tsa boeteledipele jwa tlhatlhobo ya thuto jaaka tirego ya go etelela pele le go ruta ka go dirisana mmogo le ba bangwe go tokafatsa go ithuta le tlhatlhobo mo phaposiborutelong le kwa ntle. Go fitlhetswe fa barutabana ba banna ba tsepamisa thata mo go fitlheleleng maikaelelo a tiro e bile ba latela melao ka tsela e e gagametseng. Ka tsela e e farologaneng, barutabana ba basadi bone gantsi ba ne ba ikaegile ka dikgono tsa bone tsa go tlhotlheletsa badirammogo ba bone go bona tshegetso mo go bone ka mekgwatiriso ya tlhatlhobo ya mo phaposiborutelong. Tlhaelo ya bokgoni le ditlamelo, go gana phetogo, go fetolwa gangwe le gape ga pholisi, le poifo ya go bonwa jaaka maitsegotlhe di tlhageletse jaaka dintlha tse di amanang le dikgwetlho tse barutabana ba lebaneng natso jaaka baeteledipele ba tlhatlhobo ya thuto. Dipholo go tswa mo deitheng e e ka lekanyediwang ka dipalo le tsone di kaile gore barutabana ba na le kitso ya boeteledipele le tlhatlhobobo ya thuto ka maduo a palogare ya M = 3.10 le SD = 0.74; M = 3.11 le SD = 0.76 ka go latelana. Teko le papiso ya tshitsinyo e bontshitse gore mekgwatiriso ya tlhatlhobo mo diphaposiborutelong tsa barutabana le kitso ya go kwala le go buisa, le tiriso ya thekenoloji di na le tlhotlheletso e kgolo malebana le mekgwatiriso ya bone ya boeteledipele mo tlhatlhobong ya thuto ka (β = 0.510, p-value = 0.000) le (β = 0.089, p-value = 0.01) ka go latelana, mme e seng mo mokgwatsamaisong wa sekolo o o rekotileng tlhotlheletso e e siameng mme e se botlhokwa ya (β = 0.023, p-value = 0.514). Fela jalo, go bonwe tlhotlheletso e kgolo malebana le bong jwa barutabana le mekgwatiriso ya bone ya boeteledipele mo tlhatlhobong ya thuto ka (β = 0.035, p-value = 0.306). Go sekasekilwe diphitlhelelo ka go dirisa dikwalwa tse di ka ga boeteledipele jwa barutabana mo mekgwatirisong ya tlhatlhobo ya mo phaposiborutelong le mokgwathuto mo maemong a thuto ya go sale gale. Go nnile le tshwetso ya gore barutabana ba na le dikgono tse di lekanyeditsweng tsa boeteledipele jwa mokgwa wa go ruta mo mekgwatirisong ya tlhatlhobo ya mo phaposiborutelong mme go tsewa gore go na le tlhokego ya go tokafatsa mekgwatiriso ya bone. Ka jalo, thutopatlisiso e lemogile tlhokego ya katiso e ntsi, tlhaeletsano, le thotloetso go thusa barutabana go fitlhelela maemo a a eletsegang a dikgono le mekgwatiriso ya tlhatlhobo ya thuto. Go sekasekwa gape le dipoelo tsa tlhamo ya pholisi ya thuto, tlhotlhomiso, tiriso, le tokafatso ya boeteledipele jwa barutabana.D. Phil. (Education (Early Childhood Development))Early Childhood Educatio
The value relevance of integrated reporting in South Africa and the United Kingdom
Get PDFIn 2013, the International Integrated Reporting Council (IIRC) had a long-term vision that firms across the world would adopt integrated reporting, which would ultimately become a corporate reporting norm. However, nine years later, integrated reporting is still voluntary in most countries, with South Africa being an exception. This study examined the value relevance of integrated reporting in a country which has been considered a leader in integrated reporting, South Africa, and a country that is the home base of IIRC, the United Kingdom. Integrated reporting would be value relevant if it has a predicted association with firm value. The study also investigated whether integrated reports with a high level of integrated reporting in line with the International Integrated Reporting Framework (International Framework) have a different association with firm value, compared to integrated reports with a low level of integrated reporting in each country. The study also tested whether the value relevance of integrated reporting in South Africa is statistically different compared to the value relevance of integrated reporting in the United Kingdom. Agency theory, signalling theory and voluntary disclosure theory formed the theoretical framework that served as a basis to develop testable hypotheses and guide the methodology which was adopted to achieve the research objectives of the study.
In this study, a quantitative research method was applied. Ohlson’s (1995) valuation model and Tobin’s Q valuation model were used to test the value relevance of integrated reporting. The measures of firm value used in the study were the market value of equity and Tobin’s Q. The sample of the study consisted of two groups. The first group consisted of the Top 100 firms listed on the Johannesburg Stock Exchange (JSE). Financial and market data for these firms were collected from the JSE and IRESS Research Domain, and other disclosure information was hand-collected from the sources available. The second group consisted of Top 100 firms listed on the London Stock Exchange (LSE) – in other words, the Financial Times Stock Exchange (FTSE) 100 firms. Financial data for these firms were collected from the Refinitiv database; other disclosure information was hand-collected from the sources available. The sample period for both groups ran from 2011 to 2018. An integrated reporting disclosure index based on the guiding principles and content elements of the International Framework was developed in the study and was used to measure the level of integrated reporting.
The overall findings for the South African sample showed that integrated reporting was not positively associated with firm value, except for the sample during the King III reporting periods, where a positive association between integrated reporting and firm value was obtained when firm value was proxied by Tobin’s Q. The findings also showed that capital markets in South Africa did not differentiate between integrated reports with a high level of integrated reporting and those with a low level of integrated reporting. For the United Kingdom, the main findings showed that integrated reporting was not positively associated with firm value when firm value was proxied by either the market value of equity or Tobin’s Q. The findings also showed that integrated reports with a low level of integrated reporting in the United Kingdom were negatively associated with firm value when Tobin’s Q was used as a proxy for firm value. The overall results also showed that the association between integrated reporting and firm value in South Africa was not statistically different from the association between integrated reporting and firm value in the United Kingdom.
This study extended the literature by examining the value relevance of integrated reporting in the United Kingdom, which is the home base of the IIRC, but which still has voluntary integrated reporting, as well as in South Africa, which has been termed a leader in integrated reporting and has mandatory integrated reporting. In addition, this study also contributes to the body of knowledge by examining whether the regime change from King III to King IV in South Africa had any significant impact on the value relevance of integrated reporting.Ph. D. (Accounting Sciences)College of Accounting Science
Exploring how digital game-based learning with reward systems promotes the development of academic self-efficacy in Grade 4 Natural Sciences and Technology learners
Get PDFThis study explored the development of academic self-efficacy using Digital Game-Based Learning (DGBL) amongst selected Grade 4 learners. The study adopted a social constructionism paradigm where understandings are cocreated through interpretation. A qualitative explorative and descriptive design was utilized and data from participants was gathered by individual face to face semi-structured interviews, participant observations, participant DGBL journal, research diary and the Adapted Academic Self-Efficacy Scale.
Ten (10) Grade 4 participants were sampled using intensity sampling. The researcher selected participants who manifested sufficient intensity to illuminate “the nature of success” regarding the development of academic self-efficacy through DGBL. A study of existing literature confirms that learners are capable of managing their own learning and mastering different subjects when they have a high academic self-efficacy. The empirical results revealed that participants’ academic self-efficacy improved after using DGBL. The study also uncovered the participants’ meaning of academic self-efficacy through DGBL with reward systems.M. Ed. (Psychology of Education)Psychology of Educatio
People's participation as a tool for enhanced rural development in Ghana
No full textThis thesis examined the value of the people’s participation as a strategy for rural-focused development programmes. The term participation is used in this thesis to refer to the involvement of locals in the processes of decision making, implementation, and sharing in the benefits of development programmes. The participation of people entails a structured procedure whereby certain groups of people or communities meant to benefit from certain development initiatives are mobilised to take the initiative and contribute towards the planning and execution process. Empirical investigations on the potential value of involving the local people in development programmes in Ghana in general have neglected in both political and scholarly endeavours. This thesis, focusing on the Northern Region of Ghana, followed an exploratory research design which is underpinned by mixed methods research to examine the value of the people’s participation in development programmes. The thesis also used secondary data sources, household surveys, key informant interviews, and focus group discussions, as well as personal observations to gather data. It systematically explored how local communities are engaged and
involved in programmes in which they are targeted as beneficiaries. This thesis is informed by three approaches, namely; the political economy, the Sustainable Livelihoods Framework, and the transformative social policy. Quantitative data was analysed using descriptive statistics while qualitative data was analysed thematically. The thesis found that projects that had high participation levels had higher chances of success than those that had lower participation levels. The thesis therefore, concluded that the participation of beneficiaries in development projects wields much potential in making the projects a success. Both the participants in the research as well as the reviewed secondary literature confirmed that where local beneficiaries are placed at the centre of projects, both in terms of design and implementation, such projects stand a high chance to succeed and to positively impact the lives of people. The thesis also concluded, however, that while the presence of development projects in the Northern Region of Ghana has created some opportunities which can be harnessed to leverage community level development,
these opportunities have not reached the level expected due to numerous challenges. These challenges include insufficient buy-in/ ownership of projects by beneficiaries, inadequate consultation of the local people by development implementers, lack of basic income sources, unemployment, landlessness, lack of education and training, lack of infrastructure, factors related to patriarchy which block women from accessing assets, poverty, and out-migration, among others. The thesis recommends, that given the central role of agriculture, and the largely subsistence nature of projects in the study areas, government efforts may need to focus on identifying how to proactively promote agricultural development through the deployment of inclusive participation. Critical to this is ensuring voice and inclusivity of the local communities who are the targeted beneficiaries of development initiativesD.Phil. (Development Studies)Development Studie
Challenges and solutions to the mastery of the Shona orthography in schools
No full textThe interconnection between language and culture makes language inherently linked to the society in which it is taught and learnt. In response to this affinity, learners are allowed to use a language that is relevant and sensitive to their socio-educational contexts. As the study revealed, Shona language teaching and learning in Zimbabwean secondary schools rarely brings the interconnection between language and culture in pedagogically inspired ways. This qualitative case study set out to problematize how the dissonance between language and culture causes some learners to commit orthographical errors when they write at school using the prescribed academic Shona language. The Shona language used to write at school is a product of standardisation of all the Shona dialects. Unfortunately, this Standard Shona has a heavy Zezuru bias making it somewhat culture free as regards all the other dialects that each did not feed much into the standard language used at school. The Zezuru bias has also resulted in dialects having a held-down functional space in education where the use of one’s dialect language or the home language is penalisable. There is need to correct the mismatch between home language and school language. The researcher engaged with academics, teachers and learners through interviews and questionnaires in trying to find out possible causes of errors learners commit when writing at school. Apart from interviews, the researcher carried out documentary analysis of adverts to find out how they can be causes of poor mastery of orthography by learners. It is the emphasis on standard Shona among other reasons, which causes low scores in composition. Learners lose many marks allotted to orthography because of mother tongue interference.Ph. D. (Language, Linguistics and Literature)African Language