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Subject analysis theories and their application to geographic subject metadata for electronic theses and dissertations in South African University libraries
No full textThe study investigated the way in which theories of subject analysis facilitate the creation of effective geographic subject metadata for ETDs. The subject analysis practices of metadata creators, who contribute geographic subject metadata to ETD repositories in South African university libraries, and the underlying theoretical aspects were explored.
Subject metadata is highly significant in facilitating the discovery of the subject content of ETDs. This study focused on geographic subject metadata as a type of metadata that helps to search for information related to a specific geographic locality. Geographic subject metadata facilitates the discovery of information resources and, in this way, it is vital in allowing a different form of subject access – i.e. apart from the common, topical approach. This type of metadata is useful in bringing together all information on a particular locality.
A mixed methods research methodology was employed in the study. The study used the explanatory sequential mixed method research design, with three data collection methods. A survey questionnaire and interviews were used to investigate the experiences and perspectives of the subject metadata creators in South African university libraries. Content analysis was conducted to examine the ETD metadata records for the extent and nature of the use of geographic subject metadata. For the first, quantitative part of the study, a survey questionnaire was used, in order to include more respondents in the collection of primary data.
A qualitative study was conducted by means of interviews, with a sample of metadata creators, so as to allow deep probing into the approaches followed by the metadata creators during subject analysis for the purpose of subject metadata creation. Quantitative/qualitative content analysis was employed to study the ETD records.
The Statistical Package for the Social Sciences (SPSS) was used for the quantitative data analysis. Basic descriptive statistics was used to summarise and present this data meaningfully, so as to make the underlying information easily comprehensible. NVivo10 software assisted in organising and exploiting the qualitative research data. Thematic analysis facilitated detailed explanations of the data obtained from the participants’ responses to subject analysis approaches, metadata creation procedures and other general contextual influences. For the content analysis phase, Excel spreadsheets were used to perform analysis functions; to manipulate the extracted ETD records; and to perform the data analysis.
The findings of the quantitative survey, qualitative interviews and the content analysis revealed a variation in the existing metadata practices for theses and dissertations and the approaches followed in subject analysis and ETD geographic subject metadata creation. Both the quantitative and the qualitative findings signified inconsistent practices and varied perceptions of the inadequacies of existing ETD geographic subject metadata. The records analysis confirmed the inconsistencies in the current approaches to ETD geographic subject metadata creation. The qualitative interview findings provided in-depth explanations that demonstrated that subject analysis theory is generally considered as important to improve efficiency. However, the level of knowledge of the theoretical basis was generally found to vary, while not always being explicit, which suggested that subject metadata creators do not apply the theory adequately.
The findings revealed a variation in the existing metadata practices for theses and dissertations and the approaches followed in subject analysis and ETD geographic subject metadata creation and the level of knowledge on the theoretical impact. Increasing knowledge and awareness of the importance and impact of theory will help to improve ETD subject metadata creation and the discoverability of ETD content.
Based on these research findings, recommendations were made for increasing knowledge and awareness of the importance and impact of theory, which will help to fill the existing knowledge gaps impeding on optimal ETD subject metadata creation and the discoverability of the ETD content. Appropriate metadata analysis practices – based on appropriate theoretical principles – will help to improve the discoverability of ETD content to the broadest user population possible.
Additionally, the research findings provided information on the support policies and guidelines that support collaboration among different role players and the coexistence of geographic subject metadata created from hybrid sources.
The theoretical approaches in the literature and the practical implications revealed in the research findings are recommended for wider implementation in related contexts, in order to guide subject analysis and the process of creating ETD geographic subject metadata.D. Litt. et Phil. (Information Science)Information Scienc
The new world of work: digitially connected yet psychologically disconnected
No full textIndustrial and Organisational Psycholog
Investigating principals’ perceptions and experiences with instructional leadership practices of public secondary schools in Addis Ababa, Ethiopia
No full textThe purpose of the study was to investigate how principals of public secondary schools in Addis Ababa, Ethiopia perceive and experience their current and actual instructional leadership practices as defined by PIMRS instructional leadership model. The study was founded on PIMRS instructional leadership model. The three dimensions of the model are defining the school mission by means of framing the school goals and communicating the school goals; managing the instructional programme by means of supervising and evaluating instruction, coordinating the curriculum, and monitoring student progress; and developing a positive school learning climate by means of protecting instructional time, maintaining high visibility, providing incentives for teachers, promoting professional development, and providing incentives for learning.
The ten sub-cities in Addis Ababa City Administration were used as research sites and then ten sampled schools were selected using the stratified sampling technique. The study was employed mixed research approaches that guided by pragmatic research paradigm, and it was based on an explanatory sequential mixed methods design in which both quantitative and qualitative data were gathered to investigate the topic under consideration. Accordingly, 350 teachers were selected using the simple random sampling technique and 40 principals and 30 supervisors were selected using the availability sampling technique to select informants for the quantitative data gathering using PIMRS questionnaires. For interviews, 10 head principals and 10 resident supervisors were chosen using purposive sampling technique to obtain rich qualitative information for the study and to triangulate the results obtained from the survey instruments. Moreover, documents were reviewed to strengthen the outcomes of the study.
Based on the return rates of the survey instruments, the units of analysis were 331 teachers, 40 principals and 30 supervisors. Descriptive statistics like means and standard deviations and inferential statistics like t-tests were used to analyse the collected quantitative data using the Statistical Package for the Social Sciences, Version 27. On the other hand, qualitative data were analysed by using thematic analysis using the ATLAS ti, Version 9 programme. The results obtained from the quantitative phase and the findings gained from the qualitative phase of the study were combined and interpreted using sequential explanatory methods. The outcomes of the study were that out of the 10 job functions of the three dimensions of PIMRS instructional leadership model, principals perceived they engaged in framing the school goals to a great extent, but in the other nine job functions, they engaged moderately as part of their instructional leadership practices, and they rated highest for defining the school mission and rated lowest for managing the instructional programme. The outcomes also showed that teachers and supervisors perceived principals in their schools engaged in all 10 job functions moderately as part of their instructional leadership practices, defining the school mission rated highest and managing the instructional programme rated lowest by teachers, and developing a positive school learning climate rated highest and managing the instructional programme rated lowest by supervisors. Managing the instructional programme rated lowest by the three group of respondents.
In addition, the results of hypothesis testing indicated that significant differences between principals’ and other role players’ (teachers and supervisors) perceptions on instructional leadership practices with regard to the three dimensions of PIMRS instructional leadership model. Furthermore, numerous challenges which directly or indirectly impede the high engagements of principals in instructional leadership practices in their schools were indicated by interview participants. The major ones were: unclear and inconsistent meanings of instructional leadership; lack of adequate time, manuals, and guidelines to implement instructional leadership; workload of principals in administrative activities; wrong recruitment and selection criteria for principalship positions; inadequate training and training budget for principals on instructional leadership; and lack of principals’ accountability requirements and autonomy and academic freedom of public schools. Accordingly, parallel possible solutions to the challenges were forwarded by the participants.
Hence, it was concluded that the three group of respondents (principals themselves, teachers and supervisors) perceived principals were engaged in the three dimensions of PIMRS instructional leadership model moderately as part of their instructional leadership practices, and numerous challenges were directly or indirectly hindered their engagements. Lastly, recommendations were made for public secondary schools, Addis Ababa Ciy Administration Education Bureau and policy-makers with respect to high engagement of principals in their instructional leadership practices, merit-based recruitments and selection criteria and training for principals, preparation of manuals and guidelines for principals’ instructional leadership practices, and principals’ accountability requirements, and autonomy and academic freedom of public secondary schools were advised.Ph. D. (Education Management)Educational Leadership and Managemen
Readiness of IT organisations to implement Artificial Intelligence to support business processes in Gauteng Province, South Africa.
No full textArtificial Intelligence (AI) has emerged as a research field and more particularly
studies pertaining to the readiness of organisations to implement AI. Although AI
implementation has proliferated across industries, many organisations still struggle
to successfully achieve their business goals, associated with AI and Fourth Industrial
Revolution (4IR). This study attempts to close this gap, by conducting a deductive
case study, and thematic analysis into the readiness of a Gauteng-based IT
organisation to implement AI towards achieving their business goals, in line with the
benefits associated with 4IR. To achieve this, the researcher draws on the
Technology-Organisation-Environment (TOE) framework to reflect on the
dimensions and group them into strategy, perception and awareness, challenges,
and organisational culture, related to contextual factors.
This paper reports on the outcomes of open-ended interviews and focus group
discussions involving 31 participants across IT management, senior-, and junior
technical staff, about the enabling and hindering factors of AI readiness. The study
further offers insights and a research agenda to support IT managers and staff to
make informed decisions towards increasing their readiness to implement A
The relationship between employability, career adaptability, and psychological capital amongst non-degreed youth at an educational institution
No full textThe world of work is advancing and dominated by the demands of the Fourth Industrial Revolution (4IR) and ever-faster technological developments. Employability, rather than just finding employment, is required today. Consequently, employees, but increasingly the youth, must adapt and adjust their skills, knowledge, and behaviour to maintain employability in our contemporary work context. An adaptability mindset and a set of psycho-social career resources are needed to enable youths to sustain employment in a fluid work climate. To remain employable, people must adopt a protean career by adapting to their circumstances and updating their skills and knowledge to stay relevant in the 4IR work environment and contribute to their employers’ success. Career adaptability is a critical skill linked to a person’s ability to identify ideas to find or create employment opportunities. Due to the pressures of the 4IR, students and workers will experience stressors and pressure to find and maintain employment. Therefore, they may need to be equipped with psycho-social career resources to assist them in managing challenges and setbacks and adjusting their careers to find employability.Die wêreld van werk moet voldoen aan die eise van die vierde industriële revolusie (4IR) en met algaande sneller tegnologiese vooruitgang tred hou. Deesdae word indiensneembaarheid vereis eerder as bloot ʼn betrekking vind. Gevolglik moet werknemers en veral jong mense aanpasbaar wees en hulle vaardighede, kennis en gedrag aanpas om indiensneembaar te bly. ʼn Ingesteldheid van aanpasbaarheid en psigo-sosiale loopbaanhulpmiddels is onontbeerlik in ʼn vloeibare werksklimaat. Mense moet proteïese beroepe kan beoefen, hulle by omstandighede kan aanpas, en hulle kennis en vaardighede kan verbeter om relevant te bly en tot hulle werknemer se sukses by te dra. Beroepsaanpasbaarheid is ʼn kritiese vaardigheid wat verband hou met iemand se vermoë om idees aan te toon of werksgeleenthede te skep. Weens die druk van die 4IR sal studente en werknemers stressors en druk ondervind om werk te vind en te behou. Hulle moet daarom toegerus word met psigo-sosiale beroepshulpmiddels om aan uitdagings en terugslae die hoof te bied en hulle beroep aan te pas om indiensneembaar te wees.Lefase la mošomo le tšwela pele go hlabologa ebile le laolwa ke dinyakwa tša legato la bone la phetogo ya diintasteri (4IR) gammogo le ditlhabollo tša theknolotši tšeo di hlangwago ka lebelo. Bokgoni bja go thwalega, go fapana le go no hwetša mošomo, bo a nyakega matšatšing a lehono. Ka lebaka leo, bašomi, kudu ka koketšego, go šupša baswa, ba swanetše go fetoša le go beakanya bokgoni, tsebo le maitshwaro a bona gore ba kgone go thwalega ka go seemo sa rena sa mešomo ya sebjalebjale. Mogopolo wa go kgona go fetoga le kgoboko ya methopo ya mananeo ao a ikemišeditšego go godiša mabokgoni a setšhaba a mešomo a hlokega go kgontšha baswa go kgotlelela mešomo mo maemong a diphetogo mešomong. Gore ba dule ba thwetšwe, batho ba swanetše go amogela mešomo ye e iphetogelago nako le nako ka go itlwaetša maemo a bona le go mpshafatša bokgoni le tsebo ya bona gore ba dule ba hlokega tikologong ya mešomo ya 4IR go tsenya letsogo katlegong ya mongmošomo. Bokgoni bja go amogela phetogo mošomong ke bokgoni bjo bohlokwa bjo bo amantšhwago le bokgoni bja motho bja go hlatha dikgopolo tša go hwetša goba go hlola menyetla ya mošomo. Ka lebaka la dikgatelelo tša 4IR, baithuti le bašomi ba tla itemogela matshwenyego a maikutlo le kgatelelo ya go hwetša le go swarelela mešomo. Ka lebaka leo, ba ka swanelwa ke go hlahlwa ka methopo ya mananeo ao a ikemišeditšego go godiša mabokgoni a setšhaba a mešomo go ba thuša go laola ditlhohlo le ditšhitišo gammogo le go beakanya mešomo ya bona gore ba thwalege.M. Comm. (Industrial and Organisational Psychology)Industrial and Organisational Psycholog
The role of 4th industrial revolution technologies in driving competitive advantage in the South African beverage manufacturing industry
No full textFourth industrial revolution technology (4IR-T) applications are associated with benefits such as cost efficient measures to enhance productivity, use of effective communication channels to improve relationships between businesses and customers, and the potential to drive sustainable competitive advantage. However, organisations within South Africa’s beverage manufacturing industry are slow to adopt 4IR-T. This research aimed to explore the role of 4IR-T in driving competitive advantage within beverage manufacturing organisations in the FMCG industry of South Africa. The objective of this research was to determine how 4IR-T can be used to enhance competitive advantage within beverage
manufacturing organisations hence, the research question, how can 4IR-T drive competitive advantage in beverage manufacturing organisations, guided this research.
This qualitative research used a case study strategy to collect data from a beverage manufacturing organisation in South Africa via semi-structured interviews and a focus group. A purposive sampling method was applied to select twelve participants that included middle, senior and executive managers who have decision making power. A thematic analysis of the data was conducted, and the TechnologyOrganisation-Environment (TOE) framework was used as a lens to determine the role of 4IR-T in
driving competitive advantage with beverage manufacturing organisations. A focus group was further performed to conduct member checking. Findings and discussion revealed various TOE factors that either promote or inhibit the adoption of 4IR-T. Perceived benefits, relative advantage, current state of competitive advantage and 4IR-T
characteristics were factors found to enable 4IR-T adoption from a Technology and organisational perspective. However, barriers mostly from an organisation perspective were found, such as insufficient capital investment, cost of 4IR-T, inadequate skills capacity, which inhibit and slow the adoption of 4IR-T. Risks from an environmental perspective also inhibited the adoption of 4IR-T such as loadshedding, labour regulations and job redundancy. These barriers and risks thus, inhibit the drive for competitive advantage within the beverage manufacturing organisation. This study concludes and recommends that beverage organisations increase the speed with which they adopt 4IR-T by investing with a long-term focus, training, and upskilling employees, top management promoting 4IR-T with a digital strategy and the organisation using 4IR-T to prevent
supply chain disruptions
Can we live a good life? Engaging Kretzschmar’s social ethics
No full textNoneLouise Kretzschmar has served society, the church and academia as a person who has shaped
minds in the fields of Christian spirituality, leadership and ethics. This article seeks to celebrate
Kretzschmar’s work as she retires from full-time academia. This article describes Kretzschmar’s
notion of a good life, asks why Christians fail in following this good life and concludes by
outlining the social-ethical contribution Kretzschmar’s approach can make in society.Research Institute for Theology and ReligionNon
Female stereotypes in selected Zimbabwean Ndebele novels, 1975-2016
No full textThe research examines gender stereotypes accorded to women in different socio-historical periods in selected Ndebele novels published in (1975-2016) written by both men and women. Eriksen (1994:29) defines stereotyping as “the creation and consistent application of standardised notions of the cultural distinctiveness of a group”. The study derives impetus from the fact that studies on gender in Zimbabwean literature such as those by Chitando (2011), Mangena (2013) and Nyanhongo (2011) have laid disproportionate emphasis on literary works written in Shona and English at the expense of Ndebele language ones. It was found that there is change and continuity in stereotypes accorded to women in different historic periods where both external and internal forces such as colonialism and patriarchy respectively play a major role in the stereotypes accorded to women. Information for this study was gathered through an analysis of data collected through interviews with literary critics and authors. Ndebele narratives demonstrate various representations of women where Ndebele novelists enforce stereotypes about women. Women are depicted as mothers, mother warriors, immoral and inferior to men. The research made use of the socio-historic approach and African feminism to argue that stereotypes depict unjust gender relations and cultures tend to place boundaries on the gender spaces of maleness and femaleness so as to stereotype expectations associated with masculinity and femininity and novels enhance gender stereotypes in Ndebele society.D. Litt. et Phil. (African Languages)African Language
Inclusion of learners with dyslexia in primary schools of Kinshasa, Democratic Republic of Congo
No full textText in English, abstracts in English, French and TswanaThe inclusion of learners with dyslexia into mainstream education has not been
researched within the context of the Democratic Republic of Congo. This study aimed
to explore how teachers include learners with dyslexia in mainstream primary schools
and proposes strategies that could enhance good practice in this respect. An
interpretivist/constructivist paradigm and a hermeneutic phenomenology research
design following a qualitative research approach were utilised for the study.
In relation to teachers’ understanding of inclusion in general and inclusion of learners
with dyslexia in particular, the study’s findings revealed that participants (teachers and
principals) seem to have a common understanding of the inclusion of learners with
dyslexia. The primary difference appears to be that of approaching inclusive education
as a practice, or as a basic human right. The findings underline that participants
generally perceive inclusive education as the practice where all learners are
accommodated in the same classroom setting, irrespective of their ability. Thus, these
participants are of the opinion that even though inclusive education is a daunting task,
it can be achieved. It will, however, require all critical stakeholders to play their roles
not only on an ad hoc basis, but also in a consistent and proactive manner. In addition,
this study recommends that policies aligned to the inclusive educational and human
rights culture be nurtured and consistently applied. Consistent teacher training,
appropriate stakeholder engagement and classroom management, underpinned by
human rights values, should be promoted. This study further suggests that a
comprehensive awareness campaign should be launched to communicate the vision
of inclusive education from the lowest to the highest level in the country. This study
also contributes to the human rights framework for inclusive education that has been
developed and draws from the literature and the empirical study. This framework will
provide direction and impetus to stakeholders that are tasked with the implementation
of this critical educational, social, and human agenda. Moreover, the findings suggest
that inclusive education needs to be understood and implemented in mainstream
primary schools in the DRC so that the development of a framework will serve to
conceptualise inclusive education and its underlying constructs to form the basis for
further theory development.En République Démocratique du Congo, l’intégration d’élèves atteints de dyslexie n’a
pas fait objet de recherche. Cette étude a pour but d’explorer comment les enseignants
intègrent les élèves atteints de dyslexie dans les écoles primaires ordinaires et de
proposer des stratégies pouvant encourager les bonnes pratiques. Pour cette étude,
un paradigme interprétiviste /constructiviste et un plan de recherche phénoménologie
herméneutique ainsi qu’une approche de recherche qualitative ont été utilisés.
En ce qui concerne la compréhension des enseignants sur l’intégration en général et
l’intégration d’élèves atteints de dyslexie en particulier, les résultats de l’étude
montrent que les participants (enseignants et directeurs) semblent avoir une même
compréhension de l’intégration des élèves atteints de dyslexie.
La principale différence semble se situer sur l’approche de l'éducation intégratrice
comme une pratique ou comme un droit humain fondamental. Les résultats montrent
qu’en général, les participants perçoivent l’éducation intégrante comme une pratique
qui consiste à mettre tous les élèves dans une même salle de classe sans tenir compte
de leur capacité.
Ainsi, l’opinion de ces participants serait que même si l’éducation intégrante est une
tâche difficile, cela peut être accomplie. Cependant, on exigerait que toutes les parties
prenantes essentielles jouent leur rôle non seulement sur une base ad hoc mais aussi
sur une façon proactive et cohérente. En plus, cette étude recommande que les
politiques alignées à la culture de l’éducation intégrante et aux droits humains soient
cultivées et appliquées de façon cohérente.
On doit promouvoir une formation pédagogique cohérente, un engagement approprié
des parties prenantes et la gestion de la salle de classe en tenant compte des valeurs
des droits de l’homme. En outre, cette étude suggère qu’une vaste campagne de
sensibilisation soit lancée pour communiquer la vision de l’éducation intégrante de plus
bas au plus haut niveau dans le pays. Cette étude contribue également dans le cadre
des droits humains pour l’éducation intégrante qui a été élaborée et s’inspire de la
littérature et de l’étude empirique. Ce cadre fournira l’orientation et l’impulsion aux
parties prenantes chargées de la mise en oeuvre de ce programme important, éducatif,
social et humain. En plus, les résultats suggèrent que l’éducation intégrante soit
comprise et mise en oeuvre dans les écoles primaires de la République démocratique du Congo pour élaborer un cadre qui servira à la conceptualisation de l’éducation
intégrante et de ses concepts sous-jacents comme base au développement théorique
ultérieur.Go akarediwa ga barutwana ba ba nang le bolwetse jwa dyslexia mo thutong ya tlwaelo
ga go ise go batlisisiwe mo bokaong jwa Rephaboloki ya Temokerasi ya Congo.
Maikaelelo a thutopatlisiso eno e ne e le go lebelela ka moo barutabana ba akaretsang
barutwana ba ba nang le bolwetse jwa dyslexia ka gona mo dikolong tsa poraemari
tsa tlwaelo mme e atlenegisa ditogamaano tse di ka tokafatsang tiragatso e e siameng
mo ntlheng eno. Go dirisitswe molebo o o dumelang gore tiragalo e ka nna le dithanolo
tse di farologaneng gammogo le thulaganyo ya patlisiso ya hemenyuthiki fenomenoloji,
go latelwa mokgwa wa dipatlisiso o o lebelelang boleng le mabaka mo thutopatlisisong.
Malebana le gore a barutabana ba tlhaloganya go akarediwa ka kakaretso le go
akarediwa ga barutwana ba ba nang le bolwetsi jwa dyslexia, diphitlhelelo tsa
thutopatlisiso di senotse gore bannileseabe (barutabana le bagokgo) ba bonala ba
tlhaloganya ka go tshwana go akarediwa ga barutwana ba ba nang le bolwetsi jwa
dyslexia. Pharologano ya ntlha e lebega e le ya go leba thuto e e akaretsang jaaka
tiragatso, gongwe tshwanelo ya motheo ya botho. Diphitlhelelo di bontsha gore ka
kakaretso, bannileseabe ba tsaya gore thuto e e akaretsang ke tiragatso e mo go yona
barutwana botlhe ba amogelwang mo phaposiborutelong e le nngwe, go sa lebelelwe
bokgoni jwa bona. Ka jalo, bannileseabe bano ba dumela gore le fa tota thuto e e
akaretsang e le tiro e e bokete, fela e ka fitlhelelwa. Le gale, seo se tlaa tlhoka gore
baamegi ba botlhokwa ba diragatse seabe sa bona, e seng fela ka dinako dingwe, fela
ka tsela e e tswelelang pele le e seng ya go tsiboga fela. Go tlaleletsa foo,
thutopatlisiso e atlenegisa gore go tlhokomelwe le go dirisa dipholisi tse di
itepatepanyang le thuto e e akaretsang le setso sa ditshwanelo tsa botho ka tsela e e
tswelelang pele. Go tshwanetse ga tswelediwa katiso e e tswelelang pele ya
barutabana, dipuisano tse di maleba le baamegi, le botsamaisi jwa diphaposiborutelo,
mme tsotlhe tseno di theilwe mo dintlhatheong tsa ditshwanelo tsa botho. Gape
thutopatlisiso eno e tshitshinya gore go tlhomiwe letsholo le le akaretsang la temoso
go itsese botlhe ka ponelopele ya thuto e e akaretsang, go tloga ka legato le le kwa
tlasetlase go ya kwa legatong le le kwa godimodimo mo nageng. Gape thutopatlisiso
eno e tshwaela mo letlhomesong la ditshwanelo tsa botho tsa thuto e e akaretsang le
le setseng le tlhamilwe mme gape e nopola go tswa mo dikwalong le dithutopatlisiso
tsa kelotlhoko le maitemogelo. Letlhomeso leno le tlaa kaela le go rotloetsa baamegi ba ba neilweng tiro ya go tsenya tirisong lenaneo leno la botlhokwa la thuto, loago le
botho. Mo godimo ga moo, diphitlhelelo di tshitshinya gore go tlhokega gore thuto e e
akaretsang e tlhaloganngwe le go tsenngwa tirisong mo dikolong tsa tlwaelo tsa
poraemari kwa DRC gore go tlhamiwa ga letlhomeso go thuse go akanya ka thuto e e
akaretsang mmogo le ditiori tse di amanang nayo go nna motheo wa go godisa tiori go
ya pele.D. Ed. (Inclusive Education)Inclusive Educatio