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A critique of the theme of education in selected African novels
Get PDFThis study interrogates the representation of the theme of education in selected African novels. Essentially, the study’s focus is based on a critical review of the theorization of the treatment of African and Western systems of education as portrayed in selected novels written by African writers in the English language. Western education is regularly observed by some critics as the structure of informative morals, and the carrier of values assumed to be global, and then projected as the yardstick with which to measure African indigenous knowledge systems in the field of literature. This act of privileging western education at the expense of African educational values found in African literature creates binary and dualistic intellectualization of agency of western and African education. When this unfortunate perception is upheld as the norm, western education becomes the centre and African thought systems and values are relegated to the periphery. Throughout the study I argue that the varied, Western and African forms of education operate in conflicting ways. African male and female novelists have used their creative imagination to manifest points of convergence and divergence between western and African philosophy-based system of education inhabiting the structure of African novels. I further demonstrate that African male and female novelists share different ideas on education as these authors were socialized in different cultural connovels, whether in Africa, or abroad.
This study explores and analyzes the imaginative treatment of the theme of education in Ngugi wa Thiongo’s The River Between (1965) Mongo Beti’s Mission to Kala (1960), Ayi Kwei Armah’s Fragments (1970) and Tsitsi Dangarembga’ s Nervous Condition (1988). These novels have been selected, firstly, because the novels were written by authors who received colonial education. As recipients of colonial education, the authors appropriate colonial education system, and used the liberal values of imaginative freedom popularized by this education, to contest that education while expanding on some ‘positive’ aspects of colonial education. Secondly, the study of these novels can be considered representative of the ratio of African male and female authors who write African literature. On this point, each author is viewed as possessing unique individual ways of depicting education, hence the expectation of emerging with diverse patterns of thought on western and African social valued based education within the novels. Focusing on works by female and male authors avoids the dangers of promoting a single narrative regarding how education is represented in African literature. Thirdly, the authors analyzed in this study come from different African countries, thus emphasising the importance of the different connovels of the geography of composing the novels and in the shaping of the authors’ imaginative creativity. Fourthly, in different ways’, most if not all the authors whose novels are under study appear to have consciously or unconsciously inscripted and embedded African-based indigenous value education systems communicated through structures of oral literature within the permanent written form of the novel.
When interrogating portrayals of education in African literature, I modify the idea of conceptually representing and portraying western education as the only viable structure of informative values and ethics globally because this argument is disingenuous and misleading. I reveal that characters in the novels are conscious of their suppressed African system values of education. The authors adopted strategic agency of African worldviews and Afrocentric consciousness to resurface not as an afterthought, but as constitutive of the conflicts between western and African education systems that is given narrative form within the African novel. African authors embrace hybridity in educational values as the condition of possibility of the existence of education within the narrative structure of the African novel. Female authors understudy view education as a weapon for social revolution to contest male-authorised gender stereotypes in which women are othered as inferior to their male counterparts.
This study applies the theoretical framework on the agency of education in Africa as explicated in Paulo Freire’s Pedagogy of the Oppressed (1970); Frantz Fanon’s The Wretched of the Earth (1963) and Black Skin White Mask (1982); Gaytri Spivak’s seminal essay, ‘Can the Subaltern Speak? (1993) and Homi Bhabha’s The Location of Culture (1990). The study also draws critical insights from some critics such Simon Gikandi (1997) who have given deep thought on the ambivalence of African writers regarding the portrayal of education in their imaginative works. Most, if not all the authors whose novels are studied here, have also penned critical essays (as critics). Their critical insights tend to feed into their creative representation of the theme of education directly or indirectly in their novels. The above-mentioned literary critics have enabled me to come up with a more comprehensive and richer analysis of the set novels.
In the analysis of the four novels. I have integrated, adapted and established some of the intuitions from critical thinkers who have debriefed the collective origin for both practices of education and tended to advocate that both systems function in inconsistent traditions. Male and female novelists share diverse ideas on education as an instrument to nurture communal transformation.
The first finding of the study is that western models of education and African models of indigenous thought patterns are represented in the novels. This means European and African conception of time and diverse lived experiences exist side by side within the African novel. Secondly, of critical importance is the finding that the two forms of education tend to adopt ambiguos attitudes towards each other. On one hand, the two forms of educations depicted in the African novels affirm each other’s view that education is a tool of freedom with which African people can understand themselves better, in their evolving cultural identities. On another hand, the two education systems confront each other, asserting their uniqueness in assisting Africans to create the culturally hybrid spiritual worlds that shape the imaginaries of both the authors and their African readers of African literature. There is, therefore, in the novels analyzed in this study a desire for cultural contestation as well as confirmation of each other’s perspectives on depicting the theme of education. This is the main contribution of this study to criticism of African literature, especially on the representations of the theme of education.D. Litt. Et Phil. (English)College of Educatio
The Effect of 5E Inquiry-Based Learning on Grade 11 Learners’ understanding of electromagnetism and scientific reasoning
No full text1 online resource (xvi, 298 leaves): illustrations, tables, graphsLearners have difficulties in understanding abstract concepts including electromagnetism. These difficulties increase when learners memorise facts without fostering the development of scientific reasoning abilities. The Inquiry-Based Learning (IBL) model is a pedagogical framework that guides the design and implementation of inquiry-based learning experiences across five specific stages in the learning process and is rooted in the principles of social constructivism and situated learning theories. The present study investigates the influence of the 5E IBL Model at two levels. Firstly, the Grade 11 learners' understanding of electromagnetism and, secondly, their scientific reasoning skills. Two research designs were used, namely the pre-post-test research design and the convergent parallel mixed method. The learner sample consisted of 40 learners from two separate classrooms in a school situated in the Northern Cape Province's Frances Baard District. These 40 learners were randomly assigned into two groups, the experimental group (EG) and the control group (CG).
The CG was taught using traditional methods, while the EG received an intervention involving the use of the 5E IBL Model. The present study uses the Electromagnetism Content and Reasoning Test (ECRT) to measure changes in learner’s understanding of electromagnetism, the Lawson Classroom Test of Scientific Reasoning (LCTSR) to measure changes in scientific thinking and problem-solving skills, and the Classroom Observation Protocol (RTOP) to measure changes in the quality of classroom instruction. The LCTSR and ECRT were administered before and after the intervention only and the RTOP was used during observations class-teaching. Descriptive statistics were used for data analysis. Before the intervention, the EG and the CG completed the ECRT and the LCTSR. The EG's mean LCTSR pre-test score (M = 2.50, SD = 0.69) was equivalent to the CG's mean LCTSR pre-test score (M = 2.25, SD = 0.83). After implementing the 5E IBL Model, the EG and the CG completed the ECRT and the LCTSR. The EG's mean LCTSR post-test score (M = 7.00, SD = 1.05) was higher than the CG's mean LCTSR post-test score (M = 2.95, SD = 0.69). Similarly, the EG's mean ECRT post-test score (M = 13.40, SD = 2.03) was higher than the CG's mean ECRT post-test score (M = 6.40, SD = 1.98). These results indicated that the EG had a higher understanding of electromagnetism and scientific reasoning than the CG. The findings indicate that the 5E IBL Model enhanced the learning of electromagnetism and the development of scientific reasoning among Grade 11 learners. The study recommends the use of the 5E IBL Model in South African classrooms to improve the understanding of abstract physical sciences content that includes electromagnetism and scientific reasoning.M. Sc. (Physics Education)Physic
Adoption of artificial intelligence to transform public academic library services in South Africa
No full textText in EnglishThe study aimed to investigate the adoption of Artificial Intelligence (AI) in public academic libraries of South Africa (SA), with a view to transform library services. This is because the adoption of AI by public academic libraries in SA appears to be slow and seems to be delaying the enhancement and provision of quality services. The study employed the mixed methods approach using a convergent mixed research design. The identified target population amounted to a total of 2565 library staff (library managers, system librarians, and librarians). Moreover, policy documents and strategic plans from 26 public academic libraries in SA were part of the population. Purposive sampling was adopted to select 26 library managers and 26 system librarians. The study also adopted proportional stratified random sampling to sample 503 librarians. The sample size of the study was 555. Qualitative data were collected from library managers, system librarians, policy documents and strategic plans whereas quantitative data were collected from 503 librarians in all 26 public academic libraries in SA. Thematic data analysis was adopted with the assistance of Atlas’s Version 23.3.4 software to analyse qualitative data, and descriptive statistical data analysis was employed to analyse quantitative data using IBM Statistical Package for the Social Sciences (SPSS) for Windows (version 29) software.
The study found that while public academic libraries in South Africa have the potential to integrate AI technologies into their operations and services, there is a need for clearer AI adoption policies. The librarians had strong computer literacy skills and were open to AI training. Constraints such as financial limitations, budget constraints and technical expertise were discovered. The study recommends that library management should develop, and implement trainings meant to retrain system librarians and librarians. The executive management of universities should allocate adequate budgets to libraries. Library managers should actively seek funding from different stakeholders. All public academic libraries must implement the proposed framework and ensure that it aligns with their mission and goals.Ph.D (Information Science)Information Scienc
History, a compulsory component of basic education in South Africa from 2023 – Are South African archivists ready?
Get PDFHistory helps society understand its past and its influence on the present and future. South Africa is a
country with a unique history, comprising of varying accounts from the different people that make up its
‘rainbow’ nation. In 2018, South Africa’s Department of Basic Education; announced that history would
be a compulsory subject for learners from Grades 10–12 starting from 2023. Changes would include a
revised curriculum, teacher training and other issues. Expectedly archives would also be factored into this
transformation process, as they are integral to history. Therefore, this study investigated the involvement
and readiness of archivists in South African public archival repositories to support this development.
Nineteen (19) archivists from the National Archives and Records Service of South Africa and the nine
(9) Provincial Archives participated in an online survey. The findings indicate that there was minimal
involvement of archivists. Nevertheless, the archivists were confident that they had the content and skills,
to some extent, to support the revised curriculum. The study recommends that archivists be more proactive
in raising awareness about the archives and linking various stakeholders, such as the Department of Basic
Education, with these valuable records.Information Scienc
Differential cross-section measurements of the production of four charged leptons in association with two jets using the ATLAS detector
No full textAbstract
Differential cross-sections are measured for the production of four charged leptons in association with two jets. These measurements are sensitive to final states in which the jets are produced via the strong interaction as well as to the purely-electroweak vector boson scattering process. The analysis is performed using proton-proton collision data collected by ATLAS at
s
= 13 TeV and with an integrated luminosity of 140 fb−1. The data are corrected for the effects of detector inefficiency and resolution and are compared to state-of-the-art Monte Carlo event generator predictions. The differential cross-sections are used to search for anomalous weak-boson self-interactions that are induced by dimension-six and dimension-eight operators in Standard Model effective field theory
A decolonial analysis of the post-apartheid media representation of student protests in institutions of higher learning in South Africa
No full textThis qualitative research explores the post-apartheid traditional news media representations of student protests in institutions of higher learning. The study focuses on three institutions of higher learning in Pretoria. These are the University of South Africa (UNISA), University of Pretoria (UP) and. Tshwane University of Technology (TUT). The study argues that colonially derived de-humanising media frames were used by mainstream news media which in turn desensitized the public from legitimate student grievances. The research focuses on how the press news media covered and represented the protests that took place in institutions of higher learning between 2015 and 2023. The qualitative study is an offshoot and a reaction to constantly debated news representations where it pertains to these prevalent protests by the marginalised. The protests’ intermittent eruptions in various institutions of higher learning in the country since October 2015, have posed a lot of questions and an exposure of how the post-apartheid establishment has failed to completely eradicate the inherent colonial social structure. This study employs the decolonial epistemic perspective, a humanising pedagogy, and the critical political economy of the media approach as the theoretical lens aimed at illuminating conversations on the perpetual epistemic hegemony perpetrated by the established status quo through the post-apartheid traditional media outlets in the representation of student of protests in institutions of higher learning.M.A. (Communication Science)Communication Scienc
The role of social policy and leadership in post-conflict peacebuilding: the case study of Rwanda and Liberia
No full textThis thesis examined the future of durable peace in Africa using Liberia and Rwanda as case
studies. It did so by examining how leadership emerges and shapes social policy for building
inclusivity and addressing the root causes of violent conflicts. Also, the study examined the extent
to which the approaches to peacebuilding in both countries are shaping the future of peace using
the concepts of Transformative Social Policy and Leadership as process (TSP-L). This study is
an explanatory comparative case study. Both countries are chosen due to their similar but
‘seemingly’ differences in approach and outcome in their peacebuilding efforts. As a comparative
qualitative case study, it combines critical discourse analysis, Stuart Mills’ logic of difference and
process tracing to systematically understand how the leadership in both countries frame social
policy instruments to build inclusive societies as part of their respective efforts at post-conflict
reconstruction. Hence, in conducting this study, I deployed qualitative data collection tools of:
In-depth interviewing, documentary analysis and observation. Conceptually, this study relies on
the theoretical strands and ideational relevance of Transformative Social Policy and Leadership
(TSP-L) to analyse the data presented in the study and arguments advanced herein. It engages this
conceptual framework to understand how the leadership of both countries are building postconflict
inclusive peace and development respectively. The usefulness of the TSP-L approach is
to examine the challenges that post-conflict peacebuilding poses to leaders in their quest to
transform the triggers of conflict, which are historically rooted and complex relational practices.
Specifically, this thesis examines how the adoption and implementation of social policy
instruments such as Imidugudu, and mutual health insurance scheme Mutuelle de Santé in
Rwanda; Social Cash Transfer and Free Compulsory Education programmes in Liberia
respectively, instigate social cohesion and durable development as part of the ongoing
peacebuilding processes. The study makes three key findings: First, the design and deployment
of social assistance policy interventions for post-conflict reconstruction in Liberia and Rwanda
portray a pro-poor approach to nested issues of post-conflict nation-building. However, in the
case of Liberia, this simplification of the development condition is informed by the
unidimensional diagnosis of post-conflict reconstruction that frames the crisis of identity,
marginalisation, (in)security and development as technocratic and managerial issues fixable by
state-centric institutions. Secondly, this study concludes that historical and contemporary factors
that occasioned the violent conflict in both countries persist despite the numerous social assistance
interventions in the quest for nation-building. Finally, the study concludes that there is a dearth
of difference in the (in)ability of the leadership in both countries to translate these social
assistance policy interventions into durable nation-building and development ethos that
transforms the root causes of violent conflictD. Phil (Sociology)Sociolog
Exploring the leverage points perspective, sustainability embeddedness and corporate sustainability: a systematic integrative review
No full textText in English with summaries and keywords in English, Afrikaans and ZuluThe relationship between business and society is evolving with private sector organisations playing a fundamental role in the quest for sustainable development through corporate sustainability. Despite the pressure for organisations to be sustainable, many organisations are stagnant in their journey to sustainability embeddedness. The leverage points perspective has been identified as a potential framework to assist organisations in organisational change towards sustainability embeddedness. However, limited research has been conducted on the leverage points perspective within the context of corporate sustainability and sustainability embeddedness, and there have been calls to further develop the framework for sustainability discourse and practice. This study conducted a systematic integrative review on the leverage points perspective within corporate sustainability and sustainability embeddedness literature. Only published literature between 1999-2023 was included, as the study builds on Meadow’s (1999) framework which was first developed in 1999. The study aimed to determine the state of literature on an emerging topic, the leverage points perspective, identify evidence-based interventions from the literature, and synthesise them into a practical framework for organisations and practitioners. The study sought to address the urgency for transformational change towards sustainability embeddedness and the dearth of research on the leverage points perspective within corporate sustainability discourse. An integrative review was adopted for its suitability in exploring emerging topics in fragmented and interdisciplinary fields. A search strategy was developed to outline data sources, search terms, and eligibility criteria to identify, collect, and screen relevant publications. The search strategy yielded 45 publications on the leverage points perspective within the context of corporate sustainability and sustainability embeddedness. These publications were analysed in two stages to answer this study’s research questions. The descriptive analysis provided insight into the state of the literature by describing six characteristics of the publications. The thematic content analysis, facilitated by Atlas.ti software, revealed 42 evidence-based interventions and three main themes across the literature. Findings from this systematic integrative review offer insights into literature development on the leverage points perspective within the context of corporate sustainability and sustainability embeddedness from 1999 to 2023. As part of the study’s main contribution, these interventions were synthesised into a practical navigational framework for organisations and practitioners to leverage change towards sustainability embeddedness. The framework included in this study builds on Meadows’ (1999) and Abson et al.’s (2017) leverage points perspective framework by integrating the 42 evidence-based interventions and three main themes. In doing so, this study contributed to corporate sustainability and sustainability embeddedness discourse and practice.Die verhouding tussen besigheid en die samelewing is besig om te ontwikkel, met organisasies in die privaatsektor wat ’n fundamentele rol speel in die soeke na volhoubare ontwikkeling deur middel van korporatiewe volhoubaarheid. Ondanks die druk op organisasies om volhoubaar te wees, het baie organisasies gestagneer in die reis om volhoubaarheid te veranker. Die hefboompunteperspektief is as ’n moontlike raamwerk geïdentifiseer om organisasies met organisatoriese verandering te help ten einde volhoubaarheid te veranker. Beperkte navorsing is egter gedoen oor die hefboompunteperspektief in die konteks van korporatiewe volhoubaarheid en die verankering van volhoubaarheid, en daar is versoeke dat die raamwerk vir volhoubaarheidsdiskoers en -praktyk verder ontwikkel moet word. Hierdie studie het ’n sistematiese integrerende oorsig gedoen van hoe die hefboompunteperspektief oor korporatiewe volhoubaarheid en die verankering van volhoubaarheid in die literatuur gedek is sedert die ontstaan van die hefboompunteperspektief in 1999 tot 2023. Die studie het gepoog om die stand van die literatuur oor ’n opkomende onderwerp – die hefboompunteperspektief – te bepaal, bewysgebaseerde intervensies in die literatuur te identifiseer, en dit in ’n praktiese raamwerk vir organisasies en praktisyne te sinteseer. Die studie het verder gepoog om die dringendheid van transformasionele verandering vir die verankering van volhoubaarheid en die gebrek aan navorsing oor die hefboompunteperspektief in die diskoers oor korporatiewe volhoubaarheid te identifiseer. ’n Integrerende oorsig is gedoen weens die geskiktheid daarvan om opkomende onderwerpe in gefragmenteerde en interdissiplinêre velde te verken. ’n Soekstrategie is ontwikkel om databronne aan te dui en na terme en geskiktheidskriteria te soek om relevante publikasies te identifiseer, te versamel en te sif. Die soekstrategie het 45 publikasies oor die hefboompunteperspektief in die konteks van korporatiewe volhoubaarheid en die verankering van volhoubaarheid opgelewer. Hierdie publikasies is in twee fases ontleed om hierdie studie se navorsingsvrae te beantwoord. Beskrywende analise het insig oor die literatuur verskaf deur ses kenmerke van die publikasies te beskryf. Die tematiese inhoudsanalise, wat gefasiliteer is deur Atlas.ti-sagteware, het 42 bewysgebaseerde intervensies en drie hooftemas oor die literatuur onthul. Die bevindinge van hierdie sistematiese integrerende oorsig het insig verskaf oor die ontwikkeling van literatuur oor die hefboompunteperspektief in die konteks van korporatiewe volhoubaarheid en die verankering van volhoubaarheid vanaf 1999 tot 2023. As deel van die studie se belangrikste bydrae is hierdie intervensies gesintetiseer in ’n praktiese navigasieraamwerk vir organisasies en praktisyne om verandering te benut vir die verankering van volhoubaarheid. Die raamwerk in hierdie studie bou op Meadows (1999) en Abson et al (2017) se hefboompunteperspektiefraamwerk deur die 42 bewysgebaseerde intervensies en drie hooftemas te integreer. Sodoende dra hierdie studie by tot korporatiewe volhoubaarheid en die diskoers oor en praktyk van die verankering van volhoubaarheid.Ubudlelwane phakathi kwamabhizinisi nomphakathi buya buvela ngokwezinhlangano ezizimele nokuyizona ezidlala indima ebalulekile ekusimamiseni intuthuko ngokuthi kusimame ukusebenzisana ebhizinisini. Nakuba kunengcindezi mayelana nokusimama kwezinhlangano, kodwa izinhlangano eziningi zisamile ekutheni kube nokusimama okunzulu. Amandla emibono ahlonzwe njengohlaka olunamandla okusiza izinhlangano ekushintsheni zibe nokusimama okunzulu. Ngalokhu-ke, sekuye kwenziwa ucwaningo mayelana namandla emibono phakathi kokusimama okunzulu nokusebenzisana kwezebhizinisi, kanti futhi kuye kwenziwa nezicelo zokuqhubeka nokuthuthukisa uhlaka lokusinyanyiswa kwezindlela zokuxoxisana nokusebenza. Lolu cwaningo luqhamuke nendlela yokubuyekeza ngokohlelo oludidiyele kubhekwe amandla emibono ekubhaleni maqondana nokusimama okunzulu nokusebenzisana kwezebhizinisi, lowo mbhalo washicilelwa ngemuva kokusungulwa kohlaka oluthinta amandla emibono ngo-1999 kuya ngo-2023. Inhloso yalolu cwaningo ukuthola izinga lokubhala ngezihloko zezinto ezihlalukayo, amandla emibono, ukuhlonza izindlela ezisekelwe ubufakazi obususelwe ezincwadini, kanye nokuhlanganisa lokhu kube uhlaka oluzosetshenziswa izinhlangano nabasebenzi balo mkhakha. Ngalolu cwaningo kuhloswe ukuba kumelwane nokushesha kokuguquka kwezimo ekusimameni okunzulu kanjalo nokusilela kocwaningo oluthinta amandla emibono emkhakheni wokusinyanyiswa kwamabhizinisi. Kwamukelwe uhlelo lokubuyekeza okudidiyele ngokokusimama kwalo ekuhloleni izihloko zezinto ezihlalukayo ngokwemikhakha eyahlukene. Kuye kwasungulwa amasu okuphenya ukuze kucaciswe kahle ngemithombo yolwazi, kanye nokuphenya ngamatemu kanjalo nemibandela yokufaneleka ukuze kuhlonzwe, kuqoqwe, nokuhlola izishicilelo ezihambisana nalolu cwaningo. Ngaphansi kwalawa masu kutholakale izishicilelo ezingama-45 mayelana namandla emibono ngaphansi kokusimama okunzulu nokusebenzisana kwezebhizinisi. Lezi zishicilelo ziye zahlaziywa ngokuthi zihlukaniswe izigaba ezimbili ukuze kuphenduleke imibuzo yalolu cwaningo. Ukuhlaziya okuchazayo kuye kwanikeze umqonda ngesimo semibhalo yezincwadi ngokuthi kucacise ngezinto eziyisithupha eziveza isimo salokho okushicilelwe. Ukuhlaziywa kwengqikithi, okwenziwa isofthiwe ye-Atlas.ti, kuveze izindlela ezingama-42 ezisekelwe ubufakazi kanye nezihlokwana ezintathu ezimqoka ezithinta yonke imibhalo yezincwadi. Imiphumela yalolu hlelo lokubuyekeza okudidiyele iveze ubunjalo ekuthuthukisweni kwemibhalo yezincwadi mayelana namandla emibono ngaphansi kokusimama okunzulu nokusebenzisana kwezebhizinisi kusuka ngo-1999 kuya ku-2023. Njengengxenye yalokho obekuhloswe yilolu cwaningo, lezi zindlela ziye zahlanganiswa zaba uhlaka oluzosetshenziswa yizinhlangano kanye nabasebenzi ukuze kusetshenziswe lolo shintsho ekusimameni okunzulu. Uhlaka olufakwe kulolu cwaningo lususelwe ku-Meadows' (1999) and Abson et al.'s (2017) ngokohlaka lwamandla emibono okuhlanganisa izindlela ezingama-42 kanye nezihlokwana ezintathu ezimqoka. Ngokwenza lokhu, lolu cwaningo lube negalelo ekuxoxisaneni nasekusebenzeni mayelana nokusimama okunzulu nokusebenzisana kwezebhizinisi.M. Com. (Business Management)Business Managemen
Leadership Styles Within the South African Police Service: A Case of National Head Office Divisions and Components
Get PDFThe article investigates the leadership styles and ethical leadership at the National Divisions and Components of the South African Police Service (SAPS). The research problem for this article is that certain leadership styles negatively affect the organisational culture of the SAPS. The methodology entails online interviews that were conducted with Major Generals and Brigadiers of the Operational and Support Divisions at national level.
Commanders of the Strategic Management Office were requested to complete an online questionnaire. It was deduced that the laissez-faire or delegative leadership style is the dominant leadership style practised. The article concluded that the command, and control leadership style is part of the culture of the SAPS and, as such, determines the behaviours of its leaders, managers and members, but hinders creativity. The majority of the participants felt that the culture of the SAPS makes it difficult for the organisation to adjust to internal and external changes. Recommendations were made to the SAPS to enhance ethical leadership.Public Administration and Managemen