21838 research outputs found
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Towards the conceptualisation of African business leadership and its effectiveness
No full textBackground: Empirical evidence on African leadership in general, particularly African business leadership, is sparse. Despite growing interest in contextual leadership understanding, findings indicate the dominance of Western paradigms. These paradigms downplay indigenous views, leading local and expatriate leaders to follow Western guidance on leadership primarily. Incorporating indigenous models could enhance leadership effectiveness. Aim: The study aims to conceptualise leadership in Africa and define what leadership effectiveness entails within this context. Setting: The study includes diverse participants, with insights from young aspiring leaders and established leaders. Method: To ensure comprehensive findings, a multi-paradigm and mixed-methods approach was used. Relevant research paradigms and methods, including cross-sectional surveys and participant interviews, were applied to each objective. Findings: The findings reveal a unique blend of traits in African leadership. Positive attributes like humanity, hope, and entrepreneurship coexist with challenges such as developmental needs and corruption. Despite these challenges, the effectiveness of African leadership remains comparable to the outcome achieved using Western approaches. Conclusion: The research highlights the complexity of African business leadership (ABL) and its effectiveness. It demonstrates that integrating unique cultural values with globally recognised leadership attributes creates a nuanced framework that deepens the understanding of ABL and the measurement of its effectiveness. Recommendations: The study recommends that African academics deepen their understanding of ABL to advance effective leadership practices tailored to the African context. Leadership practitioners and HR professionals are encouraged to incorporate African attributes alongside trusted Western paradigms in development initiatives. Contributions: This study enriches theoretical and methodological debates on African leadership by integrating diverse methodologies to introduce a comprehensive conceptualisation of ABL and its efficacy. It underscores the importance of incorporating cultural values, notably Ubuntu, in discussions on leadership effectiveness.D.B.L.Business Managemen
What counts as quality higher education? An examination of policy measures and student experiences and satisfaction in Ghana
No full textThis research seeks to find out what constitute quality in higher education by examining policy measures and student experiences of quality and satisfaction in Ghana. The interpretivist paradigm was considered for this study and it is embedded in ontological and epistemological assumptions. This research is qualitative in nature and it was intended to provide different perspectives and have different assumptions, trying to understand behaviours in relations to the
import people bring to bear on them. The research design for this investigation was multiple case study and it assisted the researcher to use four research sites to gain a more comprehensive understanding of student experiences. The population comprised students of four public universities in Ghana. The sample frame for this study comprised the Student Representative Council (SRC) office and the Junior Common Room (JCR). The participants for this study
comprised 28 students from four public universities in Ghana. The sampling technique adopted was purposive and these universities were selected due to the researcher’s familiarity with the campuses and because they were the first four public universities in Ghana to have established quality assurance offices. Three SRC members (president, secretary or other representatives) were purposively selected. Then, one executive member (president or representative) from the JCR of four traditional halls of residence of each university was selected in the same manner,
making a total sample of 28 for the study. This study used semi-structured interviews and documents analysis to collect data. The SERVQUAL model was applied to this study and the model guided the design of appropriate interview questions. By adopting a coding approach, data was analysed by use of themes. The findings of the study revealed that, students define and measure quality by academic and residential facilities; class size and course load; excellence in teaching and learning; examinations system; extracurricular activities, availability of student shuttles; effective security system; acquiring practical employable skills; good student to student relationships; and cordial student, lecturer and management relationship. In addition, the findings showed that, the differences between the formal definition of quality as set out by institutions in Ghana, and quality as understood by students is that the formal definition seeks to satisfy the strategic
objectives of a university by meeting the expectations of stakeholders including students, while students’ definition attempts to meet their own expectations at the educational environment.
The study has contributed to emergence of two theoretical frameworks, thus framework for understanding satisfaction in higher education and framework for defining quality higher education. The implications of the findings for policy consequently indicated among others that if the Ghana Tertiary Education Commission (GTEC) under the Ministry of Education and other regulatory bodies continue to strictly enforce the standards and regulations of higher education, students would be satisfied with the educational environment and universities can
achieve the objectives of their strategic plans.D. Ed. (Education Management)Educational Studie
Paper dreams: representations of working-class women in selected dime novels by Laura Jean Libbey, Alice Fleming, and Geraldine Fleming, 1880-1900
No full textThis thesis offers a critical analysis of the representations of working-class women in dime novels by Laura Jean Libbey, Alice Fleming, and Geraldine Fleming. The dime novel genre, published between 1861 and 1920, was a widely read, influential form of literature that included multiple subgenres. By concentrating on novels with a working female protagonist, this thesis exposes and critiques the prevailing gendered, classed, and racialised structures and assumptions that determined the characterisation and aspiration of female characters. By examining how the selected authors represent the working woman in their novels as driven to succeed, virtuous, intelligent, and beautiful, the work identifies how the protagonists resist other structures of power and privilege. Recognising the gap in scholarly research regarding the working-girl dime novel, this work seeks to add to the study of this subgenre through a close examination of Leonie Locke; Or, the Romance of a Beautiful New York Working Girl (Libbey 1884); Only A Working Girl, Or, Her Heart’s Tragedy (Fleming 1895); Because She Loved Him; Or, How Will It End? (Fleming 1885); and Pretty Madcap Dorothy, Or, How She Won a Lover (Libbey 1891). This thesis will directly impact the study of literature written about women, and by women, in the late nineteenth and early twentieth centuries, supporting continued interest in literature written during feminism’s “First Wave.” As digitisation facilitates increased engagement, these findings will be at the forefront of an anticipated surge in scholarship on dime novels.Ph.D. (Languages, Linguistics and Literature
Business model innovation dynamic capability in the South African Fintech industry
No full textThe fintech industry has seen significant growth since the 2008 financial crisis, and financial technology innovation is viewed as an important contributor to financial inclusion, especially in developing countries. Yet, business model innovation in the fintech industry remains a nascent area of academic research, both globally and in South Africa. Little has been
published on the properties of the organisational capabilities that underpin business model innovation, and limited research has been conducted in the South African fintech sector. The objective of this study was to uncover the multi-level causal mechanisms that allow a business model innovation dynamic capability to emerge.
A qualitative case study research design, utilising a critical realist, grounded theory method
was employed in this study. Business model innovation and the organisational capabilities that underpin this phenomenon were investigated in five fintech firms situated in Gauteng and the Western Cape. Dynamic Capability and Complex Adaptive Systems theoretical perspectives were employed to explicate a Dynamic Capability-Complex Adaptive Systems (DC-CAS) explanatory framework as the basis of fintech business model innovation.
This study identified nine causal mechanisms including a Problem Framing Mechanism, Resource Deployment Mechanism, Strategic Prioritisation Mechanism, Market Fit Mechanism, Resource Protection Mechanism, Measured Risk-Taking Mechanism, Leveraging Equity Mechanism, Regulatory Alignment Mechanism and Value Proposition
Alignment Mechanism. The DC-CAS explained how these causal mechanisms interacted to enable business model innovation. A further output of the study is a managerial framework to
provide practical guidance on the development and application of business model innovation
dynamic capabilities. This study also makes policy recommendations to facilitate the development of the fintech sector in South Africa.
In conclusion, this study contributes to our understanding of the emergence of business model innovation dynamic capability by explicating the complex organisational and environmental context within which it is situated.Graduate School of Business Leadershi
Exploring teachers’ support to learners with barriers to learning in Delareyville mainstream primary schools
No full textBackground: In South Africa, inclusive education policies require that mainstream schools cater to the varying learning needs of all learners. Despite this, a gap often exists between what is outlined in policy and what occurs in real educational settings.
Research Aim: The study aimed to investigate how teachers provide support to learners facing learning barriers to learning.
Methodology: The research followed a qualitative design, collecting information through semi-structured interviews and document analysis. Data were gathered from 10 participants from two selected schools, involving two teachers from each school, two School-Based Support Team (SBST) members from each school, and two officials from the District-Based Support Team (DBST). Thematic analysis was employed to interpret the data.
Results: The study revealed that learner support in mainstream primary schools (theme 1) is generally inadequate, with many learners who face barriers to learning receiving minimal support. Teachers are often left to manage these challenges on their own, without structured support systems. Regarding the roles of the SBST (theme 2), findings showed that these teams were either inactive, poorly resourced, or not functioning effectively, leading to limited collaboration and guidance for teachers. Systemic and socio-cultural barriers (theme 3), including overcrowded classrooms, lack of teacher training, poor parental involvement, and stigma around learning difficulties were found to further obstruct effective support for learners. In terms of differentiated instruction and individualised learner support in inclusive classrooms (theme 4), most teachers relied on informal, self-developed strategies, due to the absence of coordinated efforts from the broader school community or district-level structures. These findings point to the urgent need for improved support systems, training, and collaboration to enhance inclusive education in mainstream settings.
Recommendations: The study recommends establishing and sustaining effective communication channels between the DBSTs and the SBSTs by encouraging active parent meetings to educate parents about inclusive education and special education needs; and providing teachers with intensive hands-on training related to special and inclusive education practices.M. Ed. (Inclusive Education)Inclusive Educatio
Teachers’ experience of struggling readers in secondary schools: a case in Bojanala, North West Province
No full textText in EnglishThe study explored the experiences of teachers teaching learners who struggle to read in secondary schools. The study is situated in the constructivism paradigm. Qualitative approach was adopted in the study using a case study design. Participants were nine General Education and Training (GET) phase teachers who teach English First Additional Language. Data was collected through semi- structured interviews, document analysis and field notes. Thematic analysis by Braun and Clarke (2006) was used to identify emerging themes. The findings revealed that teachers use inappropriate approaches to teach reading and experience challenges in teaching and supporting learners who struggle to read. The teachers are not using specific methods
to address the needs of struggling readers. The study revealed that teachers did not have necessary skills and expertise to teach reading to English First Additional
Language (EFAL) learners and experience challenges in teaching struggling readers. Other challenges include, overcrowded classrooms, poor socioeconomic status of
learners, lack of resources and parental support, as well as lack of support from the Department of Basic Education. The investigation recommended that both in-service and preservice training should be provided to enhance the teachers’ skills on how to teach reading, particularly to struggling learners and to enhance the reading performance of all learners. The teacher professional development should include parent education and training to enable teacher on empowering parents to assist with reading at home. Another recommendation is that government need to provide resources such as libraries in township secondary schools and communities. The study further recommends that school policies need to include aspects on parental involvement so that parents can be encouraged to participate in their children’s education. The limitations of the study include lack of generalisation to other contexts due to smaller sample. It is recommended that further studies involving larger sample in other contexts and through quantitative research approach should be undertaken.M. Ed. (Psychology of Education)College of Educatio
Teachers’ dispositions towards the teaching of Euclidean geometry in grade 12 mathematics in Tshilamba circuit in Limpopo Province
No full textThis study investigated teachers' dispositions towards the teaching of Euclidean geometry in Grade 12 mathematics within the Tshilamba circuit of the Limpopo Province of South Africa. Euclidean geometry, a fundamental topic in mathematics, plays a vital role in developing learners' logical reasoning, spatial awareness, and problem-solving skills. Despite its importance, the teaching and learning of Euclidean geometry remains a challenging aspect of Grade 12 mathematics, particularly in rural and under-resourced areas. Teachers’ attitudes, beliefs and confidence directly influence their teaching and effectiveness in shaping learners’ understanding and engagement with this topic. Guided by the theories of emotional intelligence and self-efficacy, the study examined how teachers’ dispositions, confidence and emotional resilience impact their teaching practices. A descriptive research design was adopted to gain insight into teachers' experiences and challenges. Purposive sampling was employed to select 25 Grade 12 mathematics teachers from six public secondary schools in the Tshilamba circuit. Data collection involved structured questionnaires, designed to capture teachers' attitudes, confidence levels, and perceptions of support from the Department of Basic Education (DBE). The data were analysed using descriptive and inferential statistical methods. The mean, frequencies, standard deviations and percentages were used to analyse teachers' attitudes, confidence levels, and perceived challenges in teaching Euclidean geometry. Hypotheses testing were done to investigate the teachers’ dispositions and the level of support which teachers receive from the DBE. The findings revealed that while a few teachers exhibit positive dispositions, characterised by confidence and effective teaching strategies, the majority face significant barriers to effective instruction. These barriers include limited content knowledge, resource shortages, and inadequate professional development. The study further revealed that there is limited support from the DBE in addressing these challenges. The study recommends increased investment in teacher professional development, targeted resource allocation, and collaborative support structures to enhance the teaching of Euclidean geometry. The study contributes to the understanding of how teacher dispositions influence learner learning outcomes in mathematics, particularly in under-resourced rural contexts. It offers recommendations for policy and practice to support effective geometry instruction in South African schools. Future research should extend to teachers in other circuits.M. Ed. (Mathematics Education
Antecedents and consequences of unethical leadership: evidence from selected public institutions in Ethiopia
No full textText in EnglishThis study aimed to develop and test an integrated analytical model to understand the factors driving
leaders to ethical outrages, the resulting multi-layer consequences, and mitigation strategies. Focusing on five public institutions in Ethiopia, the study also sought to develop and validate a measure of unethical leadership. It draws on the social learning and social exchange theories as a basis to contextualise followers' reaction to unethical behaviour of leaders. The Social learning theory is mainly used to explain possible causes and consequences of unethical leadership. The theory suggests that individuals tend to model their behaviour from role models. To this effect, prior practices could have a causal influence on behaviour of the current crop of leaders, just as it could also influence the ethical standpoint of followers, and future leaders. Utilising a mixed method approach, this research encompasses structured interviews with senior leaders to identify key characteristics and factors leading to unethical practices, followed by collection and analysis of quantitative data collected through questionnaire to test an empirical model linking unethical leadership to followers' organizational deviance through mediating variables, such as revenge attitude and cynicism. The data has been collected in three waves: First qualitative data was collected from 10 senior managers through interview. Second, based on the finding of the qualitative data, instruments had been developed and quantitative data has been collected from 208 respondents for the purpose of exploratory factor analysis. This was followed by collection of data from 276 respondents for confirmatory factor analysis and structural equation model. Findings revealed that unethical leadership is demonstrated through harmful influence tactics, violation of basic employee rights, and display of low professionalism, self-interest behaviours, lack of trustworthiness, unfair treatment of others, violation of organizational rules and ethical standards and lack of ethical guidance. A lack of appropriate education and training, embedded with cultural and performance pressures, institutional weaknesses, economic constraints - coupled with disproportionate remuneration rewards, political instability, the prevailing organizational culture, and industry norms were also identified as significant antecedents that encourage leaders to engage in unethical behaviour. Findings further reflect unethical leadership as positively related to organisational deviance – as mediated by cynicism and revenge behaviour. The study contributes to the existing literature by pinpointing the complex interplay between leadership ethics and organisational dynamics in the Ethiopian context, an area that has been relatively underexplored in leadership research. It offers strategic insights for policymakers in Ethiopia, the African Union as aligned in agenda 2063 of AU and organisational leaders to design interventions aimed at fostering ethical leadership practices to enhance institutional integrity and overall organisational effectiveness.D.B.L.Business Managemen
A critical assessment of the corporate opportunity rule under the South African Companies Act 71 of 2008
No full textCompanies have a legal personality and by their artificial nature, they can only act through the hand of another. The people who represent the company do so in their position as directors, and they have powers derived from a variety of sources, including the common law, the company’s memorandum of incorporation (hereafter referred to as MOI), and the Companies Act 71 of 2008, (hereinafter referred to as the 2008 Act). The proxies who are identified as directors should, therefore, act in the best interests of the firm and good faith. However, as they are also human, company directors could be inclined to advance their interests above those of the businesses whose boards they sit on. Because of the numerous legal obligations placed on them, directors are prevented from succumbing to temptation. For example, a director must operate honestly, in the best interests of the company, and without conflict of interest.
The problem, however, stems from the difficulties directors encountered when determining what their responsibilities were, their position following the resignation, and the consequences of chasing a rejected opportunity. Most directors lack legal knowledge, making it difficult for them to assess the extent of their responsibilities. As a result, they had to consult attorneys to understand the case law-based definition of those responsibilities. This led several jurisdictions including South Africa to embark on a process of codifying or partially codifying the director’s duties. The motive was to, among others; clarify the duties of directors and to make them more accessible to those affected, particularly the directors, companies, and other stakeholders. It became necessary to have a statutory norm that is authoritative. The 2008 Act partially formalised directors' responsibilities. Nonetheless, there are still questions about their breadth notwithstanding some partial codification. The study's main focus seeks to clarify on any potential misunderstanding of the 2008 Act's provision requiring directors to exercise corporate opportunities responsibly.
The study is planning to address two concerns related to how the 2008 Act should be interpreted in terms of a director’s obligation not to misuse a corporate opportunity. The first step is to determine whether or not the partially codified duty is comprehensive in classifying and proving its existence. To establish the invariability of the determinants testing, secondly.
The study will contrast the approach used in South Africa and the United Kingdom to determine if the partially codified obligations of directors are wide enough to encompass the corporate opportunity rule. The study will offer recommendations for necessary changes that South African legislation has to undergo.L.L.M. (Corporate Law)College of La