The influence of introduced forest management practices on transformative social learning in a selected social-ecological forest community : a case of PFM and REDD projects at Pugu and Kazimzumbwi Forest Reserves in Tanzania
- Authors: Ferdinand, Victoria Ugulumu
- Date: 2016
- Subjects: Forest management -- Tanzania , Forest reserves -- Tanzania , Transformative learning , Social ecology
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2064 , http://hdl.handle.net/10962/d1020333
- Description: This research investigates the influence of introduced forest management approaches on transformative social learning in the community surrounding the Pugu and Kazimzumbwi forest reserves in Tanzania from 2000 to 2015. The term transformative social learning reflects an understanding of learning processes that emerge through conscious changes in the perspectives of individuals or communities while interacting with forest management practices. The investigation explores the learning (if any) that occurred in the community and how and why the learning occurred. It also explores whether the learning was social and transformative and examines the conditions that enable or constrain transformative social learning at the Pugu and Kazimzumbwi community. Thus, the three concepts of social learning, transformative learning, and social practices are central to the research. Participatory Forest Management (PFM) emerged globally in the early 1980s to mobilise rural capabilities and resources in development and environmental stewardship. The Pugu and Kazimzumbwi community was introduced to Participatory Forest Management (PFM) projects by the late 1990s. The recent global focus on empowering communities around forests has drawn attention towards transformational adaptation to climate change impacts and building resilience capacities. As a result, in 2011 the Pugu and Kazimzumbwi community started working with a project for Reduction of Emissions through Deforestation and forest Degradation (REDD), which forms a key focus in this study as the most recently introduced PFM with embedded social learning assumptions. This research is designed and conducted as a qualitative case study. The research seeks to study the complex object of socially and contextually constructed learning through a systemic exploration of learning,using semi-structured interviews, focus group discussions, analysis of documents and archival records as well as observations and a reflexive workshop. Supportive information throughfield notes and audio voice and video recording was also generated. A contextual profile of the research site was conducted in March 2012, prior to the actual data collection in 2013 and 2014. Field explorations during the contextual profile helped to describe the research site and promote initial understanding of the context. During data collection, field inquiries based on interactive relationships between a researcher and participants stimulated practice memories and people’s living experiences with forestry and the introduced PFM projects under examination. Analysis of data employed analytical modes of induction, abduction and retroduction. Thick descriptions of learning obtained from fieldi based interactionswere produced before re-contextualising data through theoretical lenses. The research employed realist social theory by Archer (1995), under-laboured by critical realism, and practice theory advanced by Schatzki (2012) and Kemmis et al. (2014). The research process as a whole was underlaboured by the layered ontology of critical realism which proposes emergence of phenomena in open systems as shaped by interacting mechanisms which in this study were both material / ecological and social /political /economic /cultural. And more...
- Full Text:
- Date Issued: 2016
- Authors: Ferdinand, Victoria Ugulumu
- Date: 2016
- Subjects: Forest management -- Tanzania , Forest reserves -- Tanzania , Transformative learning , Social ecology
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2064 , http://hdl.handle.net/10962/d1020333
- Description: This research investigates the influence of introduced forest management approaches on transformative social learning in the community surrounding the Pugu and Kazimzumbwi forest reserves in Tanzania from 2000 to 2015. The term transformative social learning reflects an understanding of learning processes that emerge through conscious changes in the perspectives of individuals or communities while interacting with forest management practices. The investigation explores the learning (if any) that occurred in the community and how and why the learning occurred. It also explores whether the learning was social and transformative and examines the conditions that enable or constrain transformative social learning at the Pugu and Kazimzumbwi community. Thus, the three concepts of social learning, transformative learning, and social practices are central to the research. Participatory Forest Management (PFM) emerged globally in the early 1980s to mobilise rural capabilities and resources in development and environmental stewardship. The Pugu and Kazimzumbwi community was introduced to Participatory Forest Management (PFM) projects by the late 1990s. The recent global focus on empowering communities around forests has drawn attention towards transformational adaptation to climate change impacts and building resilience capacities. As a result, in 2011 the Pugu and Kazimzumbwi community started working with a project for Reduction of Emissions through Deforestation and forest Degradation (REDD), which forms a key focus in this study as the most recently introduced PFM with embedded social learning assumptions. This research is designed and conducted as a qualitative case study. The research seeks to study the complex object of socially and contextually constructed learning through a systemic exploration of learning,using semi-structured interviews, focus group discussions, analysis of documents and archival records as well as observations and a reflexive workshop. Supportive information throughfield notes and audio voice and video recording was also generated. A contextual profile of the research site was conducted in March 2012, prior to the actual data collection in 2013 and 2014. Field explorations during the contextual profile helped to describe the research site and promote initial understanding of the context. During data collection, field inquiries based on interactive relationships between a researcher and participants stimulated practice memories and people’s living experiences with forestry and the introduced PFM projects under examination. Analysis of data employed analytical modes of induction, abduction and retroduction. Thick descriptions of learning obtained from fieldi based interactionswere produced before re-contextualising data through theoretical lenses. The research employed realist social theory by Archer (1995), under-laboured by critical realism, and practice theory advanced by Schatzki (2012) and Kemmis et al. (2014). The research process as a whole was underlaboured by the layered ontology of critical realism which proposes emergence of phenomena in open systems as shaped by interacting mechanisms which in this study were both material / ecological and social /political /economic /cultural. And more...
- Full Text:
- Date Issued: 2016
The knowledge-knower structures used in the assessment of graphic design practical work in a multi-campus context
- Authors: Giloi, Susan Louise
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1336 , http://hdl.handle.net/10962/d1021310
- Description: This case study explicates the knowledge-knower structures that are valued in the assessment of Graphic Design (GD) practical work in a multi-campus Private Higher Education (PHE) context. Assessment, which provides the measure for student success and progression, plays a significant role in Higher Education (HE). It is acknowledged that, in addition to increased pressure on educators to deliver high pass and throughput rates, there is often scrutiny of their assessment practice to ensure that it is fair, reliable, valid and transparent. The aspects of reliability and validity are particularly significant in for-profit private higher education institutions, where a strong focus on efficiency may result in added scrutiny of assessment practices. Although the assessment of GD practical work exemplifies these pressures and objectives, its characteristics and practices set it apart from many of the more standard forms of assessment found in HE. Not only is GD practical work predominantly visual rather than text-based, but complex achievements and tacit knowledge are assessed. This form of assessment traditionally relies on panel or group marking by connoisseurs who consider what is commonly termed ‘person’, ‘process’ and ‘product’ when making value judgements. Therefore, in GD assessment knowledge, the design product, the graphic designer and what the graphic designer does may all be valued. GD assessment, where outcomes are not easily stated, relies on the tacit expertise of assessors and can often be perceived to be subjective and unreliable. It therefore sits uncomfortably with results-driven HE and institutional priorities. In light of this context and the complex and social nature of GD assessment, a critical realist approach provided the guiding metatheory for this case study. Critical realism considers the unseen but real mechanisms that exist and interact within a context to create a phenomenon such as an assessment practice. In this case study the knowledge-structuring theories of Basil Bernstein and Karl Maton were used to uncover these mechanisms. Bernstein and Maton propose that new knowledge, the curriculum and pedagogy, which includes assessment, communicate the valued disciplinary knowledge and who controls these communications. For this study the institutional documents and voices of assessors provided insight into the GD assessment practice; data was generated through a lecturer survey, the study guides and assessor conversations at both the formative and summative assessment stages. Given the significance of both knowledge and expertise in GD, Specialisation, one of the Legitimation Code Theory (LCT) dimensions, provided the conceptual tool whereby the generated data were analysed and categorised, and the underlying valued knowledge-knower structures, or specialisation codes, were identified. The identified specialisation codes revealed a number of code clashes, matches and shifts, which highlighted instances of mixed or conflicting communication regarding what was valued and used in GD assessment. These clashes, matches and shifts have significant implications for curriculum design, pedagogy and assessment. As a result the findings may have relevance for students, lecturers and assessors who work in practice-based fields which require the assessment of complex achievements and rely on a specialised gaze to judge standards. Informed by the findings of this study, I argue that there is a fundamental conflict between what is valued within the broader national South African Higher Education system and Private Higher Education institutional context, and the nature of GD assessment. The broader structures, guided by a techno-rationalist approach to assessment and the pressures of massification, success, compliance and institutional efficiencies, value explicitly-stated outcomes and criteria, propositional knowledge and a positivist ideal of one correct mark for any one assessment, while the GD assessment practice values the more social and tacit elements of procedural knowledge and a specialist knower as evidenced in a largely tacit GD gaze that assessors possess and students aim to develop. The uncovering of the knowledge-knower structures used in GD assessment has the potential to make the assessed gaze more explicit to lecturers, assessors and ultimately to students. My findings offer a deeper understanding of the assessment of knower code disciplines which require a specialist gaze for the judgement of student work, and the pressures experienced in this type of assessment in a HE context.
- Full Text:
- Date Issued: 2016
- Authors: Giloi, Susan Louise
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1336 , http://hdl.handle.net/10962/d1021310
- Description: This case study explicates the knowledge-knower structures that are valued in the assessment of Graphic Design (GD) practical work in a multi-campus Private Higher Education (PHE) context. Assessment, which provides the measure for student success and progression, plays a significant role in Higher Education (HE). It is acknowledged that, in addition to increased pressure on educators to deliver high pass and throughput rates, there is often scrutiny of their assessment practice to ensure that it is fair, reliable, valid and transparent. The aspects of reliability and validity are particularly significant in for-profit private higher education institutions, where a strong focus on efficiency may result in added scrutiny of assessment practices. Although the assessment of GD practical work exemplifies these pressures and objectives, its characteristics and practices set it apart from many of the more standard forms of assessment found in HE. Not only is GD practical work predominantly visual rather than text-based, but complex achievements and tacit knowledge are assessed. This form of assessment traditionally relies on panel or group marking by connoisseurs who consider what is commonly termed ‘person’, ‘process’ and ‘product’ when making value judgements. Therefore, in GD assessment knowledge, the design product, the graphic designer and what the graphic designer does may all be valued. GD assessment, where outcomes are not easily stated, relies on the tacit expertise of assessors and can often be perceived to be subjective and unreliable. It therefore sits uncomfortably with results-driven HE and institutional priorities. In light of this context and the complex and social nature of GD assessment, a critical realist approach provided the guiding metatheory for this case study. Critical realism considers the unseen but real mechanisms that exist and interact within a context to create a phenomenon such as an assessment practice. In this case study the knowledge-structuring theories of Basil Bernstein and Karl Maton were used to uncover these mechanisms. Bernstein and Maton propose that new knowledge, the curriculum and pedagogy, which includes assessment, communicate the valued disciplinary knowledge and who controls these communications. For this study the institutional documents and voices of assessors provided insight into the GD assessment practice; data was generated through a lecturer survey, the study guides and assessor conversations at both the formative and summative assessment stages. Given the significance of both knowledge and expertise in GD, Specialisation, one of the Legitimation Code Theory (LCT) dimensions, provided the conceptual tool whereby the generated data were analysed and categorised, and the underlying valued knowledge-knower structures, or specialisation codes, were identified. The identified specialisation codes revealed a number of code clashes, matches and shifts, which highlighted instances of mixed or conflicting communication regarding what was valued and used in GD assessment. These clashes, matches and shifts have significant implications for curriculum design, pedagogy and assessment. As a result the findings may have relevance for students, lecturers and assessors who work in practice-based fields which require the assessment of complex achievements and rely on a specialised gaze to judge standards. Informed by the findings of this study, I argue that there is a fundamental conflict between what is valued within the broader national South African Higher Education system and Private Higher Education institutional context, and the nature of GD assessment. The broader structures, guided by a techno-rationalist approach to assessment and the pressures of massification, success, compliance and institutional efficiencies, value explicitly-stated outcomes and criteria, propositional knowledge and a positivist ideal of one correct mark for any one assessment, while the GD assessment practice values the more social and tacit elements of procedural knowledge and a specialist knower as evidenced in a largely tacit GD gaze that assessors possess and students aim to develop. The uncovering of the knowledge-knower structures used in GD assessment has the potential to make the assessed gaze more explicit to lecturers, assessors and ultimately to students. My findings offer a deeper understanding of the assessment of knower code disciplines which require a specialist gaze for the judgement of student work, and the pressures experienced in this type of assessment in a HE context.
- Full Text:
- Date Issued: 2016
The mediating processes within social learning: women’s food and water security practices in the rural Eastern Cape
- Authors: Rivers, Nina
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/888 , vital:20000
- Description: The focus of this study was to explore the implicit and explicit mediating processes within the social learning of women’s food and water security practices in the rural Eastern Cape, South Africa. The study was undertaken in response to a growing problem of learning resources being decontextualised and therefore being of little relevance or use to the everyday practices of the people they were developed for. The central thesis of this study is that if the mediating processes that shape practice and learning are understood then these practices and learning can be better supported. One of the main foci of this study therefore is the concept of mediation and the importance of understanding the implicit and explicit mediating processes that shape learning and practice within the context of rainwater harvesting and food gardening practices of rural women. The study interprets these as social learning processes after the work of Lev Vygotsky and post-Vygotskian learning and activity development research, which recognises that all learning is socially mediated. This study also attempts to show that ontological factors also shape social learning processes via structural mediations (which are often also socially structured over time in history). Working within the broad framework of change oriented social learning, education for sustainability and the southern African water and food nexus the study is focused around two central research questions: 1) What are the mediating processes evident in and surrounding the learning of rainwater harvesting in the context of women’s water and food security in rural communities? And 2) How can a question-based learning resource extend the learning practices in this context? Drawing on three sensitising concepts of dialectics, reflexivity and agency, the study worked with Cultural Historical Activity Theory (CHAT), underpinned by critical realism, to reveal how the learning of rainwater and food gardening practitioners is constrained and enabled by mediating processes. The theory of mediation provided a useful theoretical lens with which to examine data generated. A case study approach was used in two sites in the rural Eastern Cape. The first was Cata village in the Amathole district and the second was a peri-urban settlement called Glenconnor in the Cacadu district. Each case study is constituted within a networked activity system. The study also used a narrative inquiry approach in order to bring to life the case studies, activity systems and some of the dynamics of social learning within the study. The methodological tools of document analysis, observations, in-depth interviews and focus group discussions were used to explore the implicit and explicit mediating processes that shape research participants’ rainwater harvesting and food gardening practices and their learning. Inductive, abductive and retroductive modes of inference were used to analyse data in and across case studies. One of the first findings of this study is that learning is embedded in and emergent from context in that it is mediated by implicit and explicit processes within each context. This makes such learning social, in the sense of social used by Vygotsky. The second finding showed that implicit and explicit mediation processes are constantly interacting in a dialectical process whether people are conscious of this interplay or not. This is an important dynamic to understand when trying to bring about societal transformation through education. Understanding the interaction between the implicit and explicit alerts researchers to the sociocultural dynamics inherent within social learning processes and therefore informs how learning resources and educational and development programmes should be designed and implemented. This study contributes to new knowledge in the environmental education field and the water knowledge sector. It makes a theoretical and empirical contribution to the body of knowledge concerned with socially mediated learning and situated learning approaches. The study illustrates how learning is embedded in context and also how learning emerges in relation to context via interactions between implicit and explicit mediation processes, and considers what this means for learning and development in the rural nexus of water and food security practices. This study also contributes to the growing body of post-Vygotskian social learning research in southern Africa that is being developed in the context of cultural historical activity theory as it shows the dialectical relationship that exists between implicit and explicit forms of mediation as these are embedded in, emergent from, and are externally mediated into activity systems in rural community contexts. This study contributes to a second area of knowledge: the water sector. With a background in anthropology which sensitised the researcher to contextual factors and approaching the study through an educational lens, the data has been worked with to surface and present the nuanced mediating processes that shape the learning and knowledge around water issues. This way of working and this focus on the socio-cultural is relatively new in the water sector in South Africa and gains significance in the light of an emergent interest in more complex social studies in the water sector which has traditionally been dominated by natural sciences and engineering. The significance of this study for rural South African women’s lives is that by understanding and taking account of their history, context, struggles and experiences, their learning and practices can be better supported through more relevant learning resources and programmes.
- Full Text:
- Date Issued: 2016
- Authors: Rivers, Nina
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/888 , vital:20000
- Description: The focus of this study was to explore the implicit and explicit mediating processes within the social learning of women’s food and water security practices in the rural Eastern Cape, South Africa. The study was undertaken in response to a growing problem of learning resources being decontextualised and therefore being of little relevance or use to the everyday practices of the people they were developed for. The central thesis of this study is that if the mediating processes that shape practice and learning are understood then these practices and learning can be better supported. One of the main foci of this study therefore is the concept of mediation and the importance of understanding the implicit and explicit mediating processes that shape learning and practice within the context of rainwater harvesting and food gardening practices of rural women. The study interprets these as social learning processes after the work of Lev Vygotsky and post-Vygotskian learning and activity development research, which recognises that all learning is socially mediated. This study also attempts to show that ontological factors also shape social learning processes via structural mediations (which are often also socially structured over time in history). Working within the broad framework of change oriented social learning, education for sustainability and the southern African water and food nexus the study is focused around two central research questions: 1) What are the mediating processes evident in and surrounding the learning of rainwater harvesting in the context of women’s water and food security in rural communities? And 2) How can a question-based learning resource extend the learning practices in this context? Drawing on three sensitising concepts of dialectics, reflexivity and agency, the study worked with Cultural Historical Activity Theory (CHAT), underpinned by critical realism, to reveal how the learning of rainwater and food gardening practitioners is constrained and enabled by mediating processes. The theory of mediation provided a useful theoretical lens with which to examine data generated. A case study approach was used in two sites in the rural Eastern Cape. The first was Cata village in the Amathole district and the second was a peri-urban settlement called Glenconnor in the Cacadu district. Each case study is constituted within a networked activity system. The study also used a narrative inquiry approach in order to bring to life the case studies, activity systems and some of the dynamics of social learning within the study. The methodological tools of document analysis, observations, in-depth interviews and focus group discussions were used to explore the implicit and explicit mediating processes that shape research participants’ rainwater harvesting and food gardening practices and their learning. Inductive, abductive and retroductive modes of inference were used to analyse data in and across case studies. One of the first findings of this study is that learning is embedded in and emergent from context in that it is mediated by implicit and explicit processes within each context. This makes such learning social, in the sense of social used by Vygotsky. The second finding showed that implicit and explicit mediation processes are constantly interacting in a dialectical process whether people are conscious of this interplay or not. This is an important dynamic to understand when trying to bring about societal transformation through education. Understanding the interaction between the implicit and explicit alerts researchers to the sociocultural dynamics inherent within social learning processes and therefore informs how learning resources and educational and development programmes should be designed and implemented. This study contributes to new knowledge in the environmental education field and the water knowledge sector. It makes a theoretical and empirical contribution to the body of knowledge concerned with socially mediated learning and situated learning approaches. The study illustrates how learning is embedded in context and also how learning emerges in relation to context via interactions between implicit and explicit mediation processes, and considers what this means for learning and development in the rural nexus of water and food security practices. This study also contributes to the growing body of post-Vygotskian social learning research in southern Africa that is being developed in the context of cultural historical activity theory as it shows the dialectical relationship that exists between implicit and explicit forms of mediation as these are embedded in, emergent from, and are externally mediated into activity systems in rural community contexts. This study contributes to a second area of knowledge: the water sector. With a background in anthropology which sensitised the researcher to contextual factors and approaching the study through an educational lens, the data has been worked with to surface and present the nuanced mediating processes that shape the learning and knowledge around water issues. This way of working and this focus on the socio-cultural is relatively new in the water sector in South Africa and gains significance in the light of an emergent interest in more complex social studies in the water sector which has traditionally been dominated by natural sciences and engineering. The significance of this study for rural South African women’s lives is that by understanding and taking account of their history, context, struggles and experiences, their learning and practices can be better supported through more relevant learning resources and programmes.
- Full Text:
- Date Issued: 2016
The philanthropic priorities of Chinese and Japanese Americans as they relate to Asian American culturally specific museums
- Authors: Yok, Larry Tom
- Date: 2016
- Subjects: Museums -- Economic aspects -- United States Chinese Americans -- Development -- United States Non-governmental organizations -- Museums -- Economic aspects
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/13160 , vital:27157
- Description: Asian American culturally specific museums began forming in the United States in 1963. There are now 11 in existence. Four of these museums (two Chinese American, one Japanese American and one Pan Asian American) dramatically expanded their programs and constructed large new facilities. These culturally specific museums are private nonprofit organizations that are reliant on private donors for most of their financial support. Asian Americans comprise the majority of these Asian American museums’ donor bases. Understanding why donors support these museums may be useful to the museums’ abilities to raise funds.In this thesis I explore the reasons Chinese and Japanese Americans support these culturally specific museums. I used data from my qualitative study involving in-depth interviews of 16 Chinese and Japanese American current and former donors to a Pan Asian culturally specific museum in Seattle, Washington along with interviews of chief executives and other key informants of five other culturally specific museums in addition to primary documents provided by the museums and related secondary information available through the Internet. I also conducted a literature review in the fields of Development Studies, racial and ethnic identity, museology, and philanthropy. While identifying the reasons donors support these culturally specific museums, I also identify the philanthropic priorities and criteria of Chinese and Japanese Americans residing in Seattle and compare them with similar studies of Asian American philanthropy conducted in other cities in the 1990’s. I also examine the roles played by these culturally specific museums in the promotion of social capital, cultural capital and heritage capital in their communities. Chinese and Japanese Americans support these museums to preserve and educate their communities about the contributions their forebears made to the development of the United States. Asian American history has been marginalized in conventional narratives and one mission of the Asian American culturally specific museums is to bring their stories into the American history mainstream. Creating and operating these museums requires substantial networking within the Chinese and Japanese American communities and with other ethnic communities to bring in visitors and obtain financial and other support. The museums promote social capital development through collaboration in the museums’ operations. They increase the communities’ cultural capital by assembling the dispersed cultural and heritage capital of the Chinese and Japanese American communities into curated collections. These Asian American culturally specific museums face challenges stemming from attrition in their donor bases due to age. The museums need to develop activities that attract new supporters who may be mixed race or mixed ethnicity or who are interested in social activism that impacts society. The museums also must create programs that are relevant to younger generations. The findings of this study lay the groundwork for further inquiry into the ways culturally specific museums promote bonding and bridging capital in low and middle class Asian American communities and the degree to which they affect development in their neighbourhoods. Further research into the museums’ educational programs efficacy as they relate to correcting misperceptions about Asian Americans among non-Asian Americans may be desirable.
- Full Text:
- Date Issued: 2016
- Authors: Yok, Larry Tom
- Date: 2016
- Subjects: Museums -- Economic aspects -- United States Chinese Americans -- Development -- United States Non-governmental organizations -- Museums -- Economic aspects
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/13160 , vital:27157
- Description: Asian American culturally specific museums began forming in the United States in 1963. There are now 11 in existence. Four of these museums (two Chinese American, one Japanese American and one Pan Asian American) dramatically expanded their programs and constructed large new facilities. These culturally specific museums are private nonprofit organizations that are reliant on private donors for most of their financial support. Asian Americans comprise the majority of these Asian American museums’ donor bases. Understanding why donors support these museums may be useful to the museums’ abilities to raise funds.In this thesis I explore the reasons Chinese and Japanese Americans support these culturally specific museums. I used data from my qualitative study involving in-depth interviews of 16 Chinese and Japanese American current and former donors to a Pan Asian culturally specific museum in Seattle, Washington along with interviews of chief executives and other key informants of five other culturally specific museums in addition to primary documents provided by the museums and related secondary information available through the Internet. I also conducted a literature review in the fields of Development Studies, racial and ethnic identity, museology, and philanthropy. While identifying the reasons donors support these culturally specific museums, I also identify the philanthropic priorities and criteria of Chinese and Japanese Americans residing in Seattle and compare them with similar studies of Asian American philanthropy conducted in other cities in the 1990’s. I also examine the roles played by these culturally specific museums in the promotion of social capital, cultural capital and heritage capital in their communities. Chinese and Japanese Americans support these museums to preserve and educate their communities about the contributions their forebears made to the development of the United States. Asian American history has been marginalized in conventional narratives and one mission of the Asian American culturally specific museums is to bring their stories into the American history mainstream. Creating and operating these museums requires substantial networking within the Chinese and Japanese American communities and with other ethnic communities to bring in visitors and obtain financial and other support. The museums promote social capital development through collaboration in the museums’ operations. They increase the communities’ cultural capital by assembling the dispersed cultural and heritage capital of the Chinese and Japanese American communities into curated collections. These Asian American culturally specific museums face challenges stemming from attrition in their donor bases due to age. The museums need to develop activities that attract new supporters who may be mixed race or mixed ethnicity or who are interested in social activism that impacts society. The museums also must create programs that are relevant to younger generations. The findings of this study lay the groundwork for further inquiry into the ways culturally specific museums promote bonding and bridging capital in low and middle class Asian American communities and the degree to which they affect development in their neighbourhoods. Further research into the museums’ educational programs efficacy as they relate to correcting misperceptions about Asian Americans among non-Asian Americans may be desirable.
- Full Text:
- Date Issued: 2016
The place of language policy in education in teaching and learning: a case study of two primary schools in the Eastern Cape Province
- Rani, Nomakhosazana Jeanette
- Authors: Rani, Nomakhosazana Jeanette
- Date: 2016
- Subjects: Language in education Language policy -- South Africa -- Eastern Cape Language planning -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/2381 , vital:27792
- Description: This study investigates the implementation of Language in Education Policy (LiEP) in learning and teaching in grades six from two schools. It critically examines the teachers’ practices and experiences towards English as the language of learning and teaching (LoLT) at two different primary schools from the eMalahleni in the Lady Frere Education District in the Eastern Cape. The study is guided by the fact that most learners use their mother tongue (isiXhosa) in classroom as well as outside classroom contexts. Furthermore, some teachers use the translation method of teaching language as they code-switch to their home language when teaching content subjects as well as English. Despite this practice in class, learners are expected to answer their test and examination questions in English. Theoretically, this study is underpinned by the constructivist view of language learning (Gaserfeld, 2003) and English as an international language (Sivasubramaniam, 2011). On the basis of the ecological and the constructivist approaches to language learning, Sivasubramaniam (2011 p.53) views language as a creative instrument of meaning which ‘has the power to create meaning anew and afresh’ each time that someone uses it. The study makes use of the qualitative research method with a case study design that is placed within the interpretive paradigm. The data collected will be analysed through the use of critical discourse analysis. The findings from the study suggest some instrumental motivations to use English as LOLT which is informed by Language policy. Some of these motivations are: studying abroad, business with foreign investors and integrative motivations as the learner will be able to communicate with people from different countries. The study concludes that there is need for schools to stick to the English medium because this acts as an open door to the upward economic mobility among the previously disadvantaged. Based on this, it can be recommended that schools stick to English first additional language as their language of teaching and learning.
- Full Text:
- Date Issued: 2016
- Authors: Rani, Nomakhosazana Jeanette
- Date: 2016
- Subjects: Language in education Language policy -- South Africa -- Eastern Cape Language planning -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/2381 , vital:27792
- Description: This study investigates the implementation of Language in Education Policy (LiEP) in learning and teaching in grades six from two schools. It critically examines the teachers’ practices and experiences towards English as the language of learning and teaching (LoLT) at two different primary schools from the eMalahleni in the Lady Frere Education District in the Eastern Cape. The study is guided by the fact that most learners use their mother tongue (isiXhosa) in classroom as well as outside classroom contexts. Furthermore, some teachers use the translation method of teaching language as they code-switch to their home language when teaching content subjects as well as English. Despite this practice in class, learners are expected to answer their test and examination questions in English. Theoretically, this study is underpinned by the constructivist view of language learning (Gaserfeld, 2003) and English as an international language (Sivasubramaniam, 2011). On the basis of the ecological and the constructivist approaches to language learning, Sivasubramaniam (2011 p.53) views language as a creative instrument of meaning which ‘has the power to create meaning anew and afresh’ each time that someone uses it. The study makes use of the qualitative research method with a case study design that is placed within the interpretive paradigm. The data collected will be analysed through the use of critical discourse analysis. The findings from the study suggest some instrumental motivations to use English as LOLT which is informed by Language policy. Some of these motivations are: studying abroad, business with foreign investors and integrative motivations as the learner will be able to communicate with people from different countries. The study concludes that there is need for schools to stick to the English medium because this acts as an open door to the upward economic mobility among the previously disadvantaged. Based on this, it can be recommended that schools stick to English first additional language as their language of teaching and learning.
- Full Text:
- Date Issued: 2016
The relationship between leaders’ emotional intelligence and followers’ motivational behaviour and organisational commitment
- Authors: Chipumuro, Juliet
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/484 , vital:19963
- Description: Over the past few years, emotional intelligence (EI) has generated significant interest and a wealth of research as a possible area of insight into what determines outstanding performance in the workplace (Ashworth, 2013:8; Pillay, Viviers and Mayer, 2013:1). The internal environment of organisations in the labour-intense hospitality industry is complex and dynamic. Given the unpredictability of change, the researcher found the hospitality industry to be an intriguing milieu within which to ascertain the importance of EI in predicting leaders’ effectiveness as a measure of outstanding performance. As employees are the internal customers of any hotel organisation, representing many hotel organisations’ only true competitive advantage, the purpose of this quantitative investigation was to examine the relationship between leaders’ EI and followers’ motivational behaviour and organisational commitment. Despite the intuitive plausibility of the assumption that leaders who exhibit EI competencies contribute to outstanding performance, the issue of followers’ motivational behaviour and organisational commitment as leadership indices has received little empirical attention. This study sets out to integrate prior findings on EI, motivation and organisational commitment, to support these findings in literature, and to incorporate these findings into a comprehensive conceptual framework. Using critical realists’ post-positivistic philosophical assumptions, the researcher used the Emotional and Social Competencies Inventory (ESCI) to assess leaders’ EI. Furthermore, the Motivational Sources Inventory (MSI) was used to assess followers’ motivational behaviour, while Organisational Commitment Scales (OCS) were used to assess followers’ organisational commitment. The survey respondents consisted of 120 leaders and 435 followers from 13 hotels in four prominent hotel groups in South Africa. The quantitative data collected from the surveys was analysed quantitatively using SPSS to reach substantial results with inferences. The analysis of variance revealed an overall positive relationship between demographic variables and Leaders EI, followers’ motivational behaviour and followers’ organisational commitment. The correlational analysis revealed positive relationships between leaders’ EI and followers’ motivational behaviour and organisational commitment (R= 0.05-, p<0.01) except for instrumental motivation. The correlation between leaders’ emotional self-awareness and followers’ intrinsic process motivation was somewhat weak while the relationship between leaders’ emotional self-awareness and instrumental motivation was found to be sufficient, but statistically not significant. The researcher can conclude that generally the results of this study reveal that organisational leaders can positively influence the motivational behaviour and organisational commitment of their followers by enhancing their own EI competencies. The results add to the leadership literature by illuminating possible antecedents to leadership effectiveness. It is believed that this research will help the hospitality industry at large in clarifying the importance of EI competencies in leadership as a means of obtaining positive motivation behaviour and commitment from followers. Furthermore, the findings have both managerial and research implications for hospitality operations strategy formulation in order to gain competitive advantage and improve the financial position of the businesses.
- Full Text:
- Date Issued: 2016
- Authors: Chipumuro, Juliet
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/484 , vital:19963
- Description: Over the past few years, emotional intelligence (EI) has generated significant interest and a wealth of research as a possible area of insight into what determines outstanding performance in the workplace (Ashworth, 2013:8; Pillay, Viviers and Mayer, 2013:1). The internal environment of organisations in the labour-intense hospitality industry is complex and dynamic. Given the unpredictability of change, the researcher found the hospitality industry to be an intriguing milieu within which to ascertain the importance of EI in predicting leaders’ effectiveness as a measure of outstanding performance. As employees are the internal customers of any hotel organisation, representing many hotel organisations’ only true competitive advantage, the purpose of this quantitative investigation was to examine the relationship between leaders’ EI and followers’ motivational behaviour and organisational commitment. Despite the intuitive plausibility of the assumption that leaders who exhibit EI competencies contribute to outstanding performance, the issue of followers’ motivational behaviour and organisational commitment as leadership indices has received little empirical attention. This study sets out to integrate prior findings on EI, motivation and organisational commitment, to support these findings in literature, and to incorporate these findings into a comprehensive conceptual framework. Using critical realists’ post-positivistic philosophical assumptions, the researcher used the Emotional and Social Competencies Inventory (ESCI) to assess leaders’ EI. Furthermore, the Motivational Sources Inventory (MSI) was used to assess followers’ motivational behaviour, while Organisational Commitment Scales (OCS) were used to assess followers’ organisational commitment. The survey respondents consisted of 120 leaders and 435 followers from 13 hotels in four prominent hotel groups in South Africa. The quantitative data collected from the surveys was analysed quantitatively using SPSS to reach substantial results with inferences. The analysis of variance revealed an overall positive relationship between demographic variables and Leaders EI, followers’ motivational behaviour and followers’ organisational commitment. The correlational analysis revealed positive relationships between leaders’ EI and followers’ motivational behaviour and organisational commitment (R= 0.05-, p<0.01) except for instrumental motivation. The correlation between leaders’ emotional self-awareness and followers’ intrinsic process motivation was somewhat weak while the relationship between leaders’ emotional self-awareness and instrumental motivation was found to be sufficient, but statistically not significant. The researcher can conclude that generally the results of this study reveal that organisational leaders can positively influence the motivational behaviour and organisational commitment of their followers by enhancing their own EI competencies. The results add to the leadership literature by illuminating possible antecedents to leadership effectiveness. It is believed that this research will help the hospitality industry at large in clarifying the importance of EI competencies in leadership as a means of obtaining positive motivation behaviour and commitment from followers. Furthermore, the findings have both managerial and research implications for hospitality operations strategy formulation in order to gain competitive advantage and improve the financial position of the businesses.
- Full Text:
- Date Issued: 2016
The relationship between readiness to change and work engagement: a case study within an accounting firm undergoing change
- Authors: Matthysen, Megan
- Date: 2016
- Subjects: Organizational change -- South Africa Corporate culture -- South Africa Organization -- Research -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/11553 , vital:26937
- Description: Readiness to change is a critical element for the successful implementation of organisational change (Weiner, 2009). Work engagement is an important driver for organisational success (Lockwood, 2007) and it is important that organisations sustain work engagement during organisational changes. Readiness to change and work engagement are both important aspects of a successful organisation. The purpose of this study was to investigate the relationship between readiness to change and work engagement within a mid-tier accounting firm in South Africa. A combined questionnaire, incorporating two measuring instruments was utilised to gather the data for the purpose of this study. These instruments are the Organisational Change Questionnaire – Climate of Change, Process and Readiness (OCQ-C,P,R) as well as Utrecht’s Work Engagement Scale (UWES). The measuring instrument utilised demonstrated adequate reliability. By utilising the OCQ-C,P,R two additional constructs were incorporated into the study namely process of change and trust in leadership. The measuring instrument was sent electronically to all the staff members within the mid-tier accounting firm across South Africa. The researcher obtained a sample of n = 340. A model was constructed based on the measuring instrument to illustrate the hypothesised relationships between the constructs. Results from confirmatory factor analysis suggested that there was a good model fit with the data. Both descriptive and inferential statistics techniques were used for the data analysis. The relationships between the constructs were tested through structure equation modelling and Pearson’s product-moment correlation coefficients. The results of the study indicated that there is a practical and statistically significant relationship between readiness to change and work engagement. The results of the study implied that high levels of work engagement will generate high levels of readiness to change. Engaged employees are better able to cope with job demands during change processes which ultimately will impact whether change implementation is successful. Readiness to change and work engagement also indicated significant correlations with process of change and trust in leadership. Demographic groups had significant differences in the mean scores for work engagement, process of change and trust in leadership.
- Full Text:
- Date Issued: 2016
- Authors: Matthysen, Megan
- Date: 2016
- Subjects: Organizational change -- South Africa Corporate culture -- South Africa Organization -- Research -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/11553 , vital:26937
- Description: Readiness to change is a critical element for the successful implementation of organisational change (Weiner, 2009). Work engagement is an important driver for organisational success (Lockwood, 2007) and it is important that organisations sustain work engagement during organisational changes. Readiness to change and work engagement are both important aspects of a successful organisation. The purpose of this study was to investigate the relationship between readiness to change and work engagement within a mid-tier accounting firm in South Africa. A combined questionnaire, incorporating two measuring instruments was utilised to gather the data for the purpose of this study. These instruments are the Organisational Change Questionnaire – Climate of Change, Process and Readiness (OCQ-C,P,R) as well as Utrecht’s Work Engagement Scale (UWES). The measuring instrument utilised demonstrated adequate reliability. By utilising the OCQ-C,P,R two additional constructs were incorporated into the study namely process of change and trust in leadership. The measuring instrument was sent electronically to all the staff members within the mid-tier accounting firm across South Africa. The researcher obtained a sample of n = 340. A model was constructed based on the measuring instrument to illustrate the hypothesised relationships between the constructs. Results from confirmatory factor analysis suggested that there was a good model fit with the data. Both descriptive and inferential statistics techniques were used for the data analysis. The relationships between the constructs were tested through structure equation modelling and Pearson’s product-moment correlation coefficients. The results of the study indicated that there is a practical and statistically significant relationship between readiness to change and work engagement. The results of the study implied that high levels of work engagement will generate high levels of readiness to change. Engaged employees are better able to cope with job demands during change processes which ultimately will impact whether change implementation is successful. Readiness to change and work engagement also indicated significant correlations with process of change and trust in leadership. Demographic groups had significant differences in the mean scores for work engagement, process of change and trust in leadership.
- Full Text:
- Date Issued: 2016
The removal of toxic anions from wastewater using electrospun nanofibers
- Authors: Moronkola, Bridget Adekemi
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:4564 , http://hdl.handle.net/10962/d1020991
- Description: The presence of arsenic and phosphate in waters, especially wastewater, has become a worldwide problem even till the present time. The current regulation of drinking standard water has become more stringent and requires arsenic content to be reduced to a few parts per billion. Nevertheless, phosphorous pollution, known as the eutrophication, is regarded as one of the main causes of water quality deterioration. Hence, the decontamination of phosphorous from aqueous solutions is of importance for eutrophication control and phosphorous recovery. Efforts are being made to remove these contaminants, arsenic (v) and phosphate from wastewater using low cost adsorbents. In the present study, removal of arsenic(v) and phosphate from wastewater using two novel fabricated sorbent materials; polyvinylmethylketone functionalized 2-amino4,6-dihydroxylpyrimidine (APPMKNFs) prepared via a Schiff base condensation reaction and aminated polyvinylbenzylchloride (PVBC) prepared through a substitution reaction and then quaternized using three alkyl groups (R’ = CH₃, C₂H₅ and C₃H₇) were investigated. The experiments were carried out in batch and solid phase extraction mode. Preliminary experiments were done with series of four sorbent materials (APPMKNFs, R’ = CH₃, C₂H₅ and C₃H₇) in order to find out a suitable and low cost adsorbents for the effective removal of arsenic (v) and phosphate. The best sorbent materials were obtained after the optimization and preparation experiments. The APPMKNFs and R’ = CH₃ were effective for arsenic (v) and phosphate removal from wastewater. The effect of pH, initial sorbate concentration, amount of sorbent, effect of co-exisiting anions and the reusability in batch and solid phase extraction mode were also investigated. From the experiment conducted, the pH shows a decisive factor on arsenic and phosphate removal. Analysis of adsorbent dosage, Kinetic studies and co-existing anions were carried out in order to evaluate sorption parameters. The adsorption isotherms were well fitted by Langmuir than Freundlch isotherm for (APPMKNFs). And more...
- Full Text:
- Date Issued: 2016
- Authors: Moronkola, Bridget Adekemi
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:4564 , http://hdl.handle.net/10962/d1020991
- Description: The presence of arsenic and phosphate in waters, especially wastewater, has become a worldwide problem even till the present time. The current regulation of drinking standard water has become more stringent and requires arsenic content to be reduced to a few parts per billion. Nevertheless, phosphorous pollution, known as the eutrophication, is regarded as one of the main causes of water quality deterioration. Hence, the decontamination of phosphorous from aqueous solutions is of importance for eutrophication control and phosphorous recovery. Efforts are being made to remove these contaminants, arsenic (v) and phosphate from wastewater using low cost adsorbents. In the present study, removal of arsenic(v) and phosphate from wastewater using two novel fabricated sorbent materials; polyvinylmethylketone functionalized 2-amino4,6-dihydroxylpyrimidine (APPMKNFs) prepared via a Schiff base condensation reaction and aminated polyvinylbenzylchloride (PVBC) prepared through a substitution reaction and then quaternized using three alkyl groups (R’ = CH₃, C₂H₅ and C₃H₇) were investigated. The experiments were carried out in batch and solid phase extraction mode. Preliminary experiments were done with series of four sorbent materials (APPMKNFs, R’ = CH₃, C₂H₅ and C₃H₇) in order to find out a suitable and low cost adsorbents for the effective removal of arsenic (v) and phosphate. The best sorbent materials were obtained after the optimization and preparation experiments. The APPMKNFs and R’ = CH₃ were effective for arsenic (v) and phosphate removal from wastewater. The effect of pH, initial sorbate concentration, amount of sorbent, effect of co-exisiting anions and the reusability in batch and solid phase extraction mode were also investigated. From the experiment conducted, the pH shows a decisive factor on arsenic and phosphate removal. Analysis of adsorbent dosage, Kinetic studies and co-existing anions were carried out in order to evaluate sorption parameters. The adsorption isotherms were well fitted by Langmuir than Freundlch isotherm for (APPMKNFs). And more...
- Full Text:
- Date Issued: 2016
The role of intergroup conflict in school-based violence in the Johannesburg Central Education District Schools: towards a strategy for peace education implementation
- Authors: Mkhomi, Moses Sipho
- Date: 2016
- Subjects: School violence -- South Africa -- Johannesburg School discipline -- South Africa -- Johannesburg School crisis management -- South Africa -- Johannesburg Juvenile delinquency -- South Africa -- Johannesburg
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/2304 , vital:27750
- Description: School-Based Violence (SBV) is prevalent in South Africa and globally. SBV is one of the challenges that the South African education system is facing resulting in a new deep-rooted culture of unsafe and insecure schools. Teachers are expected to teach learners, who display antisocial behaviour. These learners swear, back chat, verbally and physically abuse and show total disrespect for teachers. The presence of such learners has turned schools into battle field. This violence is not exclusively directed to teachers, but learners are also the common victims of bullying in particular. This study therefore sought to investigate how intergroup violence impacts on the schoolbased violence. The concepts, Intergroup Conflict (IC) and gangs/gangsterism were used interchangeably to describe actions of individuals who take part in the social conflict, driven by competition, antagonism and aggression within the school context.
- Full Text:
- Date Issued: 2016
- Authors: Mkhomi, Moses Sipho
- Date: 2016
- Subjects: School violence -- South Africa -- Johannesburg School discipline -- South Africa -- Johannesburg School crisis management -- South Africa -- Johannesburg Juvenile delinquency -- South Africa -- Johannesburg
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/2304 , vital:27750
- Description: School-Based Violence (SBV) is prevalent in South Africa and globally. SBV is one of the challenges that the South African education system is facing resulting in a new deep-rooted culture of unsafe and insecure schools. Teachers are expected to teach learners, who display antisocial behaviour. These learners swear, back chat, verbally and physically abuse and show total disrespect for teachers. The presence of such learners has turned schools into battle field. This violence is not exclusively directed to teachers, but learners are also the common victims of bullying in particular. This study therefore sought to investigate how intergroup violence impacts on the schoolbased violence. The concepts, Intergroup Conflict (IC) and gangs/gangsterism were used interchangeably to describe actions of individuals who take part in the social conflict, driven by competition, antagonism and aggression within the school context.
- Full Text:
- Date Issued: 2016
The role of the office of the auditor general of South Africa in enhancing sound public financial management, with special references to the Eastern Cape Province
- Deliwe, Mawonga Christopher C
- Authors: Deliwe, Mawonga Christopher C
- Date: 2016
- Subjects: South Africa -- Office of the Auditor-General Finance, Public -- South Africa -- Auditing Auditing -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/2017 , vital:27596
- Description: The 1996 Constitution of South Africa and the Public Audit Act of 2004 provide the legislative framework for the Office of the Auditor General of South Africa (OAGSA). The Independent Regulatory Board for Auditors further enriched the interpretation of the framework – for government auditing. Over the years of democratic rule in South Africa, audit performance by State organs was generally poor. Despite the efforts by the OAGSA to improve the performance, very little improvement was notable. Most disturbing was the observation that there was widespread, a prevalence of recurring findings, which indicated that the OAGSA’s recommendations and guidelines were not acted upon, or largely ignored. Firstly, the research study established that the system of capitalist democracy, which comes in different varieties throughout world democracies, indeed brought about a situation where the electorate was effectively removed from its rightful place of being the principal, and had its place taken up by political parties (which are in fact, agents) - which (parties) governed on its (the electorate’s) behalf. This system, taken together with the Principal Agency and the Rational Choice Theories – fully explained the prevalence of maladministration and malfeasance in government in South Africa. Secondly, the study established that the OAGSA has done everything imaginable in its attempts to improve audit performance in government institutions – using the carrot rather than the stick approach. The legislative framework cited above, revealed that the OAGSA has the power to audit and report, while Parliament has the power to enforce corrective action. The lesson of this revelation is: that there is not much that the OAGSA can achieve without a high level of cooperation between itself and Parliament – if audit performance is to be effectively, and appreciably improved in South Africa. A disappointing discovery however was indirectly delivered to the world, through the results of a research study conducted by one Wehner in 2002, on Public Accounts Committees (PACs) (alias Standing Committees on Public Accounts (SCOPAs)) in world democracies. The Wehner study clearly demonstrated that there was nothing contained in these committees’ founding documents or enabling legislation – which in no uncertain terms, directed the committees on what procedures and processes to follow to ensure that their resolutions were acted upon. In other words there was no enforcement mechanism discernible for their resolutions. Thirdly, there were developments in case law in South Africa, which augured well for Constitutional Institutions in general. They are contained in court judgements relating to the mandate of the Office of the Public Protector (OPP). The question at the core of these developments was: whether the decisions or remedial action emanating from the OPP, were binding and enforceable. Two judgements cited as cases in point, one a High Court judgment and another a Supreme Court of Appeal’s (SCA’s), feature in the research report. The SCA, in summary found that decisions of administrative bodies of State – stand in fact and in law, until such time that a court of law invalidates them. The SCA ruled through citing a High Court judgement passed way back in 2004 - that Constitutional Institutions, although not organs of State per se – were certainly included in this 2004 finding, if one considers the rationale of this initial finding, taken together with the purpose for which Constitutional Institutions were established in South Africa in the first place. In conclusion, although visible root causes of poor audit findings appear overall to be poor consequence management and questionable leadership quality in government, the system of capitalist democracy is ultimately to blame. The system certainly had unintended consequences.
- Full Text:
- Date Issued: 2016
- Authors: Deliwe, Mawonga Christopher C
- Date: 2016
- Subjects: South Africa -- Office of the Auditor-General Finance, Public -- South Africa -- Auditing Auditing -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/2017 , vital:27596
- Description: The 1996 Constitution of South Africa and the Public Audit Act of 2004 provide the legislative framework for the Office of the Auditor General of South Africa (OAGSA). The Independent Regulatory Board for Auditors further enriched the interpretation of the framework – for government auditing. Over the years of democratic rule in South Africa, audit performance by State organs was generally poor. Despite the efforts by the OAGSA to improve the performance, very little improvement was notable. Most disturbing was the observation that there was widespread, a prevalence of recurring findings, which indicated that the OAGSA’s recommendations and guidelines were not acted upon, or largely ignored. Firstly, the research study established that the system of capitalist democracy, which comes in different varieties throughout world democracies, indeed brought about a situation where the electorate was effectively removed from its rightful place of being the principal, and had its place taken up by political parties (which are in fact, agents) - which (parties) governed on its (the electorate’s) behalf. This system, taken together with the Principal Agency and the Rational Choice Theories – fully explained the prevalence of maladministration and malfeasance in government in South Africa. Secondly, the study established that the OAGSA has done everything imaginable in its attempts to improve audit performance in government institutions – using the carrot rather than the stick approach. The legislative framework cited above, revealed that the OAGSA has the power to audit and report, while Parliament has the power to enforce corrective action. The lesson of this revelation is: that there is not much that the OAGSA can achieve without a high level of cooperation between itself and Parliament – if audit performance is to be effectively, and appreciably improved in South Africa. A disappointing discovery however was indirectly delivered to the world, through the results of a research study conducted by one Wehner in 2002, on Public Accounts Committees (PACs) (alias Standing Committees on Public Accounts (SCOPAs)) in world democracies. The Wehner study clearly demonstrated that there was nothing contained in these committees’ founding documents or enabling legislation – which in no uncertain terms, directed the committees on what procedures and processes to follow to ensure that their resolutions were acted upon. In other words there was no enforcement mechanism discernible for their resolutions. Thirdly, there were developments in case law in South Africa, which augured well for Constitutional Institutions in general. They are contained in court judgements relating to the mandate of the Office of the Public Protector (OPP). The question at the core of these developments was: whether the decisions or remedial action emanating from the OPP, were binding and enforceable. Two judgements cited as cases in point, one a High Court judgment and another a Supreme Court of Appeal’s (SCA’s), feature in the research report. The SCA, in summary found that decisions of administrative bodies of State – stand in fact and in law, until such time that a court of law invalidates them. The SCA ruled through citing a High Court judgement passed way back in 2004 - that Constitutional Institutions, although not organs of State per se – were certainly included in this 2004 finding, if one considers the rationale of this initial finding, taken together with the purpose for which Constitutional Institutions were established in South Africa in the first place. In conclusion, although visible root causes of poor audit findings appear overall to be poor consequence management and questionable leadership quality in government, the system of capitalist democracy is ultimately to blame. The system certainly had unintended consequences.
- Full Text:
- Date Issued: 2016
The role of transformative mediation in post-electoral violence: the case of Kenya 2007-2008
- Authors: Ondigo, Anne Achieng Oyier
- Date: 2016
- Subjects: Political violence -- Kenya Conflict management -- Kenya
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/12962 , vital:27138
- Description: Free and fair elections, accompanied by smooth transitions of democratically elected leaders, constitute one of the key pillars of democracy. The dawn of democratisation and advent of multi-party politics after the end of the Cold War in 1991, seemingly held great promise for Africa. However, in recent years, many elections in Africa have consistently become a source of violence. Electoral violence is threatening to become an intractable source of conflict on the African continent, making it hard for emerging democracies to consolidate their status as free democratic societies. Many remain largely autocratic or semi-democratic. African leaders are all too often not ready to relinquish political power, while political elites are ‘power hungry’ and use violence to skew the outcomes of elections in their favour. Hence, electoral violence is employed in order to manipulate civilian election choices and outcomes. Election violence is often deliberately used to target civilians, and in countries like Kenya involves inter-ethnic clashes. These “new wars” are fought unconventionally using ‘crude weapons’, (Kaldor 2013). Kaldor describes how these ‘new wars’ are fought as intra-state (within the state) wars in developing countries. Often, they are waged via state or county networks based on identity or ethnicity. The consequences of electoral violence include the destruction of property, reversed development, injuries, rape, death, internally displaced persons and refugees. Electoral violence persists despite attempts to contain it and measures to effectively manage these processes often prove to be inadequate. The study utilises an exploratory case study of Kenya during 2007-2008 Post-Election violence. The causes, the immediate steps that were initiated to mitigate violence and the reforms undertaken to generate peace structures and prevent future occurrences of post-election violence were explored. Forty-five participants representing involved citizens, negotiators and mediators were interviewed. The research was triangulated via the interview process, together with the use of primary document analysis and an extensive review of the literature. The data was analysed via the use of grounded theory. The research findings reveal that the causes of electoral violence are multi-faceted and multi-layered, with deep underlying issues. The causes include weak institutions, corruption, a non-representational electoral system, ethnicity and ethnic militia. Further causes include statelessness as experienced by certain groups, abuse of state resources and human rights violations. The role of political elites who withhold crucial information, thus denying the public the opportunity to make informed choices during elections was also found to contribute to electoral violence. Other information-related causes include biased media and sensational reporting. Findings also show that socio-economic issues such as poverty, unemployment, scarce resources and unmet basic human needs cannot be underestimated. Lastly, the causes of electoral violence included diverse interests of internal and external actors at play during elections. The findings revealed that although the Kenyan mediation process included the signing of a peace agreement, the root causes of electoral violence such as corruption, weak institutions, abuse of state resources and the unjust electoral system were not adequately addressed. A model for mediation for electoral violence which was explored and developed sought to build on the strengths of the Kenyan mediation process and address its inherent weaknesses, thus making this a significant contribution flowing from the study. The election model for mediation proposes certain key phases which include a pre-mediation process that will ensure a cessation of all hostilities; the mapping of the root causes of electoral violence and electoral reforms that provide resolutions that are acceptable to all the parties. Training of personnel at all levels of government to implement these reforms is also proposed. These measures can ensure the integrity and independence of electoral institutions from political manipulation. Training constitutes a crucial stage in the process of consolidating the emerging democracies. The model for mediation developed is therefore not only meant to mitigate electoral violence but is also intended to serve as a preventive measure. Many African states currently experience structural weaknesses similar to those that existed in Kenya before the 2007-2008 elections (and still persist). These fault lines include corruption, weak institutions, human rights violations, and lack of information. The proposed model for mediation which aims to counter these problems can thus be applied and adapted for implementation in Africa and globally. Several recommendations with implications for policy development are proposed to curb electoral violence. They include constitutional reforms, training of government and electoral officials and the introduction of a properly representational election system. This study, which focuses specifically on post-election violence, recommends further research investigating the pre-election phase, and ‘voting day’ causes of electoral violence for a more comprehensive approach to electoral violence research.
- Full Text:
- Date Issued: 2016
- Authors: Ondigo, Anne Achieng Oyier
- Date: 2016
- Subjects: Political violence -- Kenya Conflict management -- Kenya
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/12962 , vital:27138
- Description: Free and fair elections, accompanied by smooth transitions of democratically elected leaders, constitute one of the key pillars of democracy. The dawn of democratisation and advent of multi-party politics after the end of the Cold War in 1991, seemingly held great promise for Africa. However, in recent years, many elections in Africa have consistently become a source of violence. Electoral violence is threatening to become an intractable source of conflict on the African continent, making it hard for emerging democracies to consolidate their status as free democratic societies. Many remain largely autocratic or semi-democratic. African leaders are all too often not ready to relinquish political power, while political elites are ‘power hungry’ and use violence to skew the outcomes of elections in their favour. Hence, electoral violence is employed in order to manipulate civilian election choices and outcomes. Election violence is often deliberately used to target civilians, and in countries like Kenya involves inter-ethnic clashes. These “new wars” are fought unconventionally using ‘crude weapons’, (Kaldor 2013). Kaldor describes how these ‘new wars’ are fought as intra-state (within the state) wars in developing countries. Often, they are waged via state or county networks based on identity or ethnicity. The consequences of electoral violence include the destruction of property, reversed development, injuries, rape, death, internally displaced persons and refugees. Electoral violence persists despite attempts to contain it and measures to effectively manage these processes often prove to be inadequate. The study utilises an exploratory case study of Kenya during 2007-2008 Post-Election violence. The causes, the immediate steps that were initiated to mitigate violence and the reforms undertaken to generate peace structures and prevent future occurrences of post-election violence were explored. Forty-five participants representing involved citizens, negotiators and mediators were interviewed. The research was triangulated via the interview process, together with the use of primary document analysis and an extensive review of the literature. The data was analysed via the use of grounded theory. The research findings reveal that the causes of electoral violence are multi-faceted and multi-layered, with deep underlying issues. The causes include weak institutions, corruption, a non-representational electoral system, ethnicity and ethnic militia. Further causes include statelessness as experienced by certain groups, abuse of state resources and human rights violations. The role of political elites who withhold crucial information, thus denying the public the opportunity to make informed choices during elections was also found to contribute to electoral violence. Other information-related causes include biased media and sensational reporting. Findings also show that socio-economic issues such as poverty, unemployment, scarce resources and unmet basic human needs cannot be underestimated. Lastly, the causes of electoral violence included diverse interests of internal and external actors at play during elections. The findings revealed that although the Kenyan mediation process included the signing of a peace agreement, the root causes of electoral violence such as corruption, weak institutions, abuse of state resources and the unjust electoral system were not adequately addressed. A model for mediation for electoral violence which was explored and developed sought to build on the strengths of the Kenyan mediation process and address its inherent weaknesses, thus making this a significant contribution flowing from the study. The election model for mediation proposes certain key phases which include a pre-mediation process that will ensure a cessation of all hostilities; the mapping of the root causes of electoral violence and electoral reforms that provide resolutions that are acceptable to all the parties. Training of personnel at all levels of government to implement these reforms is also proposed. These measures can ensure the integrity and independence of electoral institutions from political manipulation. Training constitutes a crucial stage in the process of consolidating the emerging democracies. The model for mediation developed is therefore not only meant to mitigate electoral violence but is also intended to serve as a preventive measure. Many African states currently experience structural weaknesses similar to those that existed in Kenya before the 2007-2008 elections (and still persist). These fault lines include corruption, weak institutions, human rights violations, and lack of information. The proposed model for mediation which aims to counter these problems can thus be applied and adapted for implementation in Africa and globally. Several recommendations with implications for policy development are proposed to curb electoral violence. They include constitutional reforms, training of government and electoral officials and the introduction of a properly representational election system. This study, which focuses specifically on post-election violence, recommends further research investigating the pre-election phase, and ‘voting day’ causes of electoral violence for a more comprehensive approach to electoral violence research.
- Full Text:
- Date Issued: 2016
The trophic ecology of waterbirds in a small temperate estuary: a stable isotope and lipid tracer approach
- Authors: Hean, Jeffrey William
- Date: 2016
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/54356 , vital:26557
- Description: Waterbirds are often overlooked as predators in aquatic ecosystems, despite the fact that waterbirds congregate in great numbers in and around waterways, notably estuaries. To fully appreciate the effect that aquatic feeding waterbird species may have on aquatic prey communities and the role that they play in estuarine food webs, stable isotopes and fatty acid profiles were employed to examine the seasonal diet of selected waterbirds in the Kowie Estuary, Eastern Cape Province, South Africa. Population counts were conducted every month for four seasons to examine the demography of waterbirds in the lower reaches of the estuary. The mean monthly energy consumption, along with dry matter intake of all waterbird species observed, were calculated and compared to similar estuaries in South Africa and elsewhere. Three duck species, one migrant sandpiper and one piscivore were selected for more detailed investigation at several temporal scales. This thesis has revealed that stable isotope analysis of waterbird tissues provides more informative data than fatty acid analysis for investigating waterbird diet and basal resource-tertiary consumer nutrient coupling. Stable δ15N and δ13C isotopes from several body tissues, in conjunction with SIAR models, were used to determine the seasonal diet of each waterbird species, while fatty acid profiles were investigated to examine the trophic transfer of fatty acids from basal resources to waterbird predators via the benthic fauna. Stable isotopes revealed that Cape Shoveller, Cape Teal and Yellow-Billed Duck shifted their diet over both long and short temporal scales, while the migratory Ruff and piscivorous Little Egret maintained a relatively consistent diet over time. Isopods, amphipods, copepods and Mysidacea were the main foods of all three duck species and the Ruff (>30%). Little Egret fed mainly on flathead mullet throughout the year. Fatty acid analysis revealed evidence for trophic transfer of specific fatty acids from basal resources to waterbirds in the Kowie Estuary but provided little information on seasonal diet of waterbirds. Waterbirds foraging in the Kowie Estuary appeared to shift their diet to coincide with resource abundance pulses, but also displayed seasonal dietary overlap. This study highlights the role that waterbirds play in aquatic food webs. The subject requires more attention so that we can better understand all the predatory drivers on aquatic communities.
- Full Text:
- Date Issued: 2016
- Authors: Hean, Jeffrey William
- Date: 2016
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/54356 , vital:26557
- Description: Waterbirds are often overlooked as predators in aquatic ecosystems, despite the fact that waterbirds congregate in great numbers in and around waterways, notably estuaries. To fully appreciate the effect that aquatic feeding waterbird species may have on aquatic prey communities and the role that they play in estuarine food webs, stable isotopes and fatty acid profiles were employed to examine the seasonal diet of selected waterbirds in the Kowie Estuary, Eastern Cape Province, South Africa. Population counts were conducted every month for four seasons to examine the demography of waterbirds in the lower reaches of the estuary. The mean monthly energy consumption, along with dry matter intake of all waterbird species observed, were calculated and compared to similar estuaries in South Africa and elsewhere. Three duck species, one migrant sandpiper and one piscivore were selected for more detailed investigation at several temporal scales. This thesis has revealed that stable isotope analysis of waterbird tissues provides more informative data than fatty acid analysis for investigating waterbird diet and basal resource-tertiary consumer nutrient coupling. Stable δ15N and δ13C isotopes from several body tissues, in conjunction with SIAR models, were used to determine the seasonal diet of each waterbird species, while fatty acid profiles were investigated to examine the trophic transfer of fatty acids from basal resources to waterbird predators via the benthic fauna. Stable isotopes revealed that Cape Shoveller, Cape Teal and Yellow-Billed Duck shifted their diet over both long and short temporal scales, while the migratory Ruff and piscivorous Little Egret maintained a relatively consistent diet over time. Isopods, amphipods, copepods and Mysidacea were the main foods of all three duck species and the Ruff (>30%). Little Egret fed mainly on flathead mullet throughout the year. Fatty acid analysis revealed evidence for trophic transfer of specific fatty acids from basal resources to waterbirds in the Kowie Estuary but provided little information on seasonal diet of waterbirds. Waterbirds foraging in the Kowie Estuary appeared to shift their diet to coincide with resource abundance pulses, but also displayed seasonal dietary overlap. This study highlights the role that waterbirds play in aquatic food webs. The subject requires more attention so that we can better understand all the predatory drivers on aquatic communities.
- Full Text:
- Date Issued: 2016
Trade liberalisation, the real exchange rate and sectoral employment : a case study of South Africa
- Authors: Sibanda, Kin
- Date: 2016
- Subjects: Foreign exchange rates Employment (Economic theory) Free trade -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/12777 , vital:39360
- Description: This study examined the relationship between trade liberalisation, the real exchange rate and sectoral employment in South Africa for the period 1994 to 2014. Firstly, using quarterly time series data, the Autoregressive Distributed Lag (ARDL) technique was employed to formally check if South African real exchange rates are responsive to trade liberalisation. This was done to see if trade liberalisation impacts real exchange rates in South Africa, to the extent that they cannot be controlled concurrently in the subsequent models. Based on the ARDL results, trade liberalisation does not have a significant effect on the exchange rate. However, when the real exchange rate is an independent variable of trade liberalisation, the results show that real exchange rates affect trade, specifically the export propensity index. The next step was to assess the impact of trade liberalisation and real exchange rate on sectoral employment using quarterly panel data for South Africa from 1994 to 2014 controlling for both sector-specific and macro-economic variables. The study employed diverse panel data analysis techniques to separate the sectoral effects, starting with broad sectors followed by the disaggregated sectors, to identify the sectors most affected by real exchange rates and trade liberalisation. The Generalised method of Moments (GMM) results reveal that a unit increase in exchange rate (implying appreciation), causes employment to go down by about 9 percent in South Africa. The same relationship is depicted from the Pooled Mean Group (PMG) estimations in both the short run and long run. Random coefficients (betas) show that the real exchange rate negatively affects the primary and secondary sector with a positive but insignificant effect on the tertiary sector. The sub-sectors negatively hit hard by real exchange rates are communication, mining and transport. The results also show that trade liberalisation is linked to both job destruction and job creation. The static models reveal that trade openness has a statistically positive and significant impact on employment in the short run while the PMG estimator results show that the effect is negative and only significant in the short run. The dynamic models (GMM and PMG) showed trade liberalisation (as proxied by trade openness and import propensity) has a statistical and significantly positive short run impact on employment. This implies that selective trade liberalisation strategies are needed in order for South Africa to maximise the gains from trade.
- Full Text:
- Date Issued: 2016
- Authors: Sibanda, Kin
- Date: 2016
- Subjects: Foreign exchange rates Employment (Economic theory) Free trade -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/12777 , vital:39360
- Description: This study examined the relationship between trade liberalisation, the real exchange rate and sectoral employment in South Africa for the period 1994 to 2014. Firstly, using quarterly time series data, the Autoregressive Distributed Lag (ARDL) technique was employed to formally check if South African real exchange rates are responsive to trade liberalisation. This was done to see if trade liberalisation impacts real exchange rates in South Africa, to the extent that they cannot be controlled concurrently in the subsequent models. Based on the ARDL results, trade liberalisation does not have a significant effect on the exchange rate. However, when the real exchange rate is an independent variable of trade liberalisation, the results show that real exchange rates affect trade, specifically the export propensity index. The next step was to assess the impact of trade liberalisation and real exchange rate on sectoral employment using quarterly panel data for South Africa from 1994 to 2014 controlling for both sector-specific and macro-economic variables. The study employed diverse panel data analysis techniques to separate the sectoral effects, starting with broad sectors followed by the disaggregated sectors, to identify the sectors most affected by real exchange rates and trade liberalisation. The Generalised method of Moments (GMM) results reveal that a unit increase in exchange rate (implying appreciation), causes employment to go down by about 9 percent in South Africa. The same relationship is depicted from the Pooled Mean Group (PMG) estimations in both the short run and long run. Random coefficients (betas) show that the real exchange rate negatively affects the primary and secondary sector with a positive but insignificant effect on the tertiary sector. The sub-sectors negatively hit hard by real exchange rates are communication, mining and transport. The results also show that trade liberalisation is linked to both job destruction and job creation. The static models reveal that trade openness has a statistically positive and significant impact on employment in the short run while the PMG estimator results show that the effect is negative and only significant in the short run. The dynamic models (GMM and PMG) showed trade liberalisation (as proxied by trade openness and import propensity) has a statistical and significantly positive short run impact on employment. This implies that selective trade liberalisation strategies are needed in order for South Africa to maximise the gains from trade.
- Full Text:
- Date Issued: 2016
Ways of seeing over time: the construction and imagination of ‘historic separation’ in Israeli and Palestinian cultures
- Authors: Butler, Nina Melissa
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/474 , vital:19962
- Description: There exists an international consensus that Palestinian and Israeli societies are ceaselessly and essentially acrimonious. This thesis argues that the conceptualisation of ‘historic separation’ in Palestine/Israel is supported and nourished by national narratives that follow classic historicism and a linear trajectory of essentialised culture progressing over time. Given these patterns in historiography and cultural expressions, conceptualisations of the future are argued to be dominated by the ‘overdetermined’ and ‘sacralised’ pasts that arrest the ability to conceive of alternative horizons. These national narratives are analysed borrowing from the theorisation of Edward Said on hegemonic culture, and Ranjit Guha’s Subaltern critique of historicism. Zionism is argued to function as a cultural hegemony that operates in a mercurial, selfsustaining and vibrant manner that has the effect of what this thesis terms ‘centrifugal magnetism’ on discourse in the region. Palestinian national narratives are held to be in tangential relation to Zionism (a classic colonial master-narrative), thus entering into a ‘terrible embrace’ of destructive colonial/postcolonial repetition that tends towards violent conflict and the discrimination of minorities. This thesis then proposes a ‘way out’ of this historiographical pattern that is argued to tangibly inform the cultural fabric of the region. By drawing on the later works of Mahmoud Darwish, Mustaffa Hallaj and Said, it is proposed that there are traces of a notion of self and community that can be described as postnational. This demands a reconstruction of narratives of the past in the region in a pluralistic fashion that is based upon shared exilic identity in flux over what Darwish termed an ‘open historical space’. Crucially, this alternative postnational narrative opens up conceptualisations of the future and is founded upon a renewed disposition to temporality. This thesis thus concludes by proposing that an understanding of temporality as ‘ecstatic’ and essential to being (Martin Heidegger) should be included as a crucial consideration for the end to conflict and the attainment of just and equitable futures.
- Full Text:
- Date Issued: 2016
- Authors: Butler, Nina Melissa
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/474 , vital:19962
- Description: There exists an international consensus that Palestinian and Israeli societies are ceaselessly and essentially acrimonious. This thesis argues that the conceptualisation of ‘historic separation’ in Palestine/Israel is supported and nourished by national narratives that follow classic historicism and a linear trajectory of essentialised culture progressing over time. Given these patterns in historiography and cultural expressions, conceptualisations of the future are argued to be dominated by the ‘overdetermined’ and ‘sacralised’ pasts that arrest the ability to conceive of alternative horizons. These national narratives are analysed borrowing from the theorisation of Edward Said on hegemonic culture, and Ranjit Guha’s Subaltern critique of historicism. Zionism is argued to function as a cultural hegemony that operates in a mercurial, selfsustaining and vibrant manner that has the effect of what this thesis terms ‘centrifugal magnetism’ on discourse in the region. Palestinian national narratives are held to be in tangential relation to Zionism (a classic colonial master-narrative), thus entering into a ‘terrible embrace’ of destructive colonial/postcolonial repetition that tends towards violent conflict and the discrimination of minorities. This thesis then proposes a ‘way out’ of this historiographical pattern that is argued to tangibly inform the cultural fabric of the region. By drawing on the later works of Mahmoud Darwish, Mustaffa Hallaj and Said, it is proposed that there are traces of a notion of self and community that can be described as postnational. This demands a reconstruction of narratives of the past in the region in a pluralistic fashion that is based upon shared exilic identity in flux over what Darwish termed an ‘open historical space’. Crucially, this alternative postnational narrative opens up conceptualisations of the future and is founded upon a renewed disposition to temporality. This thesis thus concludes by proposing that an understanding of temporality as ‘ecstatic’ and essential to being (Martin Heidegger) should be included as a crucial consideration for the end to conflict and the attainment of just and equitable futures.
- Full Text:
- Date Issued: 2016