Border crossing, collecting, gravitating: small narratives of three ordinary collectors in the Chinese diaspora in South Africa since the late 1980s
- Authors: Grobbelaar, Binjun
- Date: 2024-10-11
- Subjects: Chinese diaspora , Art Collectors and collecting South Africa , Autobiography in art , Art History , Knowledge, Sociology of , Proximity
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/467039 , vital:76809 , DOI https://doi.org/10.21504/10962/467039
- Description: Shifting away from the conventional viewpoint that confines art collecting predominantly to established structures like art institutions, markets, and exclusive collector networks, a trajectory historically influenced by Western collecting traditions and museology, this thesis takes a radical turn by delving into the small narratives of three ordinary Chinese collectors, namely Shengkai Wu, Yiyuan Yang and Shudi Li, who immigrated to South Africa since the late 1980s. The focus on Chinese collectors and migration resonates with my positionality as a recent Chinese immigrant in South Africa and aligns with Boaventura de Sousa Santos’s approach to proximity in knowledge-making, which emphasises ‘knowing with’ and ‘walking alongside’ the subjects of study. The selected immigrant collectors were chosen based on their current low-to-middle economic status in South Africa. These three individuals have decades of living and artcollecting experience in the country, having held professional backgrounds in China prior to their immigration. The number of collectors was determined through an in-depth qualitative biographical research method, taking into account the niche field of art collecting and the relatively small Chinese population within the broader South African demographic. It approaches collecting as a method of pursuing clues and explores it as a socio-cultural practice by collaging the biographies of three ordinary collectors as micro-histories. Details of these ordinary lives are entangled with the lives of objects that traverse China and South Africa. The use of non-official data, at times fragmented and partially obscured, is employed to craft a narrative that weaves together diverse and complex perspectives. The aim of this thesis is to attempt to shift from elite collecting narratives to a more diverse understanding of the global circulation and appropriation of art and cultural objects in relation to grassroots migration. This shift is explored through the unique insights derived from recovering the personal narratives of ordinary immigrant collectors and their associated objects in overlooked geographical locations and states of transformation within the context of China– Africa relations. I engage China–Africa relations within the framework Global South, seeks to address the limitations of describing the multi-dimensional interweaving of low-profile individual and objecthood, unofficial and official, historical and ephemeral relationships in the burgeoning field of China-Africa relations. The investigation unfolds through two interconnected aspects embedded in the development of each collector’s biography. Firstly, it delves into how the collecting practices of these three Chinese collectors are interwoven with their experiences in both China and South Africa. Secondly, it examines the agencies of the collectors and the relationships they establish with the objects they collect. I approach these collectors as curators of their autobiographical exhibitions in the process of preliminary data collection and subsequent thematic and object-oriented interviews. Through the analysis of collectors’ oral, visual and written narratives, as well as the biographies of objects, this PhD thesis in Art History uncovers a multilayered influx of crossways of knowledge-making by the collectors on the ground. Inspired by practical material re-ordering and personal interests, these collectors engage in configuring the border-crossing process within the Chinese diaspora in South Africa. Recurring narratives of critical socialist experiences in Maoist China are linked to their suppressed agency and subsequent recovery through emigration to South Africa. They negotiate a complex diasporic terrain marked by engaging with socialist philately materials, persistently gravitating towards China. Concurrently, they transcend conventional nation-state framework, accentuating the convergent aesthetic qualities inherent in transnational artefacts and community-based art practices. The collectors’ engagement with exported Chinese “specialised arts and crafts”, and unconventional artefacts, such as philately materials, creates a bottom-up fresh interpretation of what constitutes collecting Chinese art in the context of South Africa. Fragments of British colonial history on the Rand, Chinese semi-colonial history, and contemporary printmaking in both China and South Africa, embedded in tangible material artefacts and in intangible visual connection, become visible through their logics of collecting and affective approach from the bottom up. Highlighting the often-overlooked Chinese agency in the creation of these objects, this research illustrates how individual mobility between China and Africa can contribute to the nuanced role of aesthetics through collecting, redefining what is visible and meaningful in the context of the Chinese diaspora and art collecting in South Africa. Specifically, discourses on the border poetics of Zheng He, colonial postcards and notices on the Rand, visual connection in printmaking, and Chinese semi-colonial artefacts of a converged “Chinese–British” aesthetic and a controversial Tang blue-and-white dish are instances where ordinary Chinese collectors in the Global South strategically mobilise collecting as a means to migrate towards an alternative politics of hope, as conceptualised by Chiara Brambilla. This hope presents a “strategic Southerness,” cultivates an “alter-geopolitics of knowledge” (Simbao 2017) that, pushing against the often-dominant representation of spectacle within the structured frameworks of art institutions, markets and networks of elite collectors. I argue that these emerging themes and objects in the collectors’ narratives represent a grounded, localised knowledge-making from below, unfolding practices underpinned by the material conditions of ordinary collectors of art and material culture in the Global South, aspects that have not been given adequate attention in history. In the process of encountering, reassembling, and appropriating these material objects and associating people in South Africa, I argue that collecting becomes not only an act of diasporic agency in constructing memories of the past, but also offers insight into the complex Chinese diaspora within the dynamics of a rising Chinese presence in Africa. On the one hand, these ordinary collectors employ collecting as an act of resistance against the aftermath of political turmoil and the epistemological inequality imposed on grassroots communities. Their emergence has contributed to transforming the residual colonial culture of the “othering” in the landscape of art collecting in South Africa. On the other hand, their agency intersects with Chinese diasporic nationalism, which lingers in the tension between internalised Eurocentric exploitation and romanticised appreciation and cultural preservation, a question that awaits for further investigation. , Thesis (PhD) -- Faculty of Humanities, Fine Art, 2024
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- Date Issued: 2024-10-11
Engaging with media as a knowledge resource for making sense of climate change: a case study of the farmers of Nyanga, Zimbabwe
- Authors: Mandikonza, Blessing
- Date: 2018
- Subjects: Climatic changes in mass media , Knowledge, Sociology of , Farms, Small -- Zimbabwe -- Nyanga , Crops and climate -- Zimbabwe -- Nyanga , Agriculture -- Economic aspects -- Zimbabwe , Agriculture -- Environmental aspects -- Zimbabwe -- Nyanga , Agriculture and politics -- Zimbabwe -- Nyanga , Agriculture -- Research -- Sociological aspects , Agricultural journalism -- Zimbabwe , Land reform -- Zimbabwe -- Nyanga
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/63764 , vital:28486
- Description: This study explores how small-scale farmers in Nyanga, Zimbabwe engage with the media as a knowledge resource for achieving agricultural productivity, particularly in context of climate change. The study is contextualised by means of a literature review that maps out the history of agricultural productivity in Zimbabwe. It is argued that this history has been shaped by changes in both socio-economic context and climatic conditions. Both kinds of change impact on the degree to which small-scale farmers have access to knowledge that is of relevance to agricultural productivity. The study then examines the Zimbabwean media landscape, focusing on how history has shaped the way in which different media define their social purpose. This examination draws on Hallin and Mancini‟s „models‟ of media systems as well as Christian et al‟s traditions of media practice. It is concluded that, due to the high level of conflict that has characterised Zimbabwean history, aspects of both the polarised pluralist and democratic corporatist models are present in its media landscape. The collaborative, monitorial and radical approaches to media also exist in contestation with each other. Indeed, the media is characterised by profound contestation around the conceptualisation of social purpose. Furthermore, international media is of particular significance as a resource of knowledge within the local media landscape. The empirical component of the study explores the implications for the extent to which media are likely to serve as valuable knowledge resources for small-scale farmers. This exploration is pursued by means of a case study of the experiences of three farmers in Nyanga who were granted farms as part of the government‟s land-reform programme. In context of episodic biographical interviews, the participants share their experience of becoming farmers and of managing their farms. Attention is paid to the challenges they face with regards to producing successful crops, both in context of socio-economic and climatic conditions. The study looks at the way in which participants draw on the media as a knowledge resource to help them overcome these challenges. The participants understand international media to be a more credible knowledge resource, but also refer to the need for local media which can provides them with knowledge of local relevance. In this context they identify an absence of collaborative, developmental media that engages with the unique challenges that they face in producing crops. It is concluded that the value of media for the farmers of Nyanga as a knowledge resource for making sense of climate change would only be achieved through the establishment of locally produced, participatory media that foregrounds the use of indigenous language.
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- Date Issued: 2018
Waste management knowledge, its production, recontextualisation and circulation in Expanded Public Works Programme (EPWP) training programmes
- Authors: Giqwa, Nomfundiso Louisa
- Date: 2018
- Subjects: Refuse and refuse disposal -- South Africa -- Eastern Cape , South Africa. Expanded Public Works Programme , Refuse and refuse disposal -- Employees -- Training of -- South Africa -- Eastern Cape , South Africa. Department of Environmental Affairs , Knowledge, Theory of , Knowledge, Sociology of
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/63729 , vital:28478
- Description: This study set out to investigate the structuring, recontextualisation and circulation of waste management knowledge in the South African environmental Expanded Public Works Programme (EPWP) Waste Management Projects. In this thesis these projects also referred to as the Working on Waste (WoW) programme or focus area within the Environmental Protection and Infrastructure Programme (EPIP) hosted by the National Department of Environmental Affairs. Expanded Public Work Programmes are a strategy used by governments to address unemployment and in South Africa; the programmes also seek to address a need for skills development. In this study, the focus is on EPWP waste management knowledge, training programmes and activities only. With waste management knowledge as the core interest, the focus of the investigation was on knowledge circulation of waste management via informal (participation in the project) and formal training of workers at Level 2 National Qualifications Framework (NQF). The study started by firstly investigating what waste management knowledge is produced in the Field of Production via scientific research and policy. It then studied how this waste management knowledge is recontextualised into qualifications and skills programmes designed in the official recontextualising field and learning materials and training programmes designed and offered in the professional recontextualising field. The study also focused on the knowledge of workers and their experience of training in the EPWP workplaces, with an emphasis on rural workplaces. This is where the Department of Environmental Affairs (DEA) is placing emphasis on training for job creation, empowerment and skills development, and it is also where a number of EPWP Working on Waste programmes are being implemented. The aim was also to develop an understanding of how knowledge circulates amongst learners in training sessions and in workplaces. To do this, I drew on Bernstein’s theory of the pedagogical device which provides theoretical lenses and a language of description to explain how knowledge is recontextualised from the field of production to the field of reproduction. To investigate the structuring of this knowledge by official and pedagogical recontextualisers, I drew on the work of Maton, who offers a Legitimation Code Theory to explain the principles structuring knowledge, of which I used specialisation and semantics (two of his suite of knowledge structuring principles) for analysis. The questions that guided the study throughout were: 1. What is the structure of legitimate knowledge and knowers in waste management? 2. What are the underlying principles underpinning knowledge and knowers in waste management? 3. How is the knowledge recontextualised in waste management training qualifications, documents and manuals for worker training at NQF Level 2? 4. How is the knowledge reproduced and evaluated in the waste management EPWP training activities (formal) and workplaces (informal)? 5. How does waste management knowledge circulate amongst the workers in the EPWP training activities and workplaces? For this study I used the case study method, focusing only on one field or DEA EPWP focus area (waste management) and one programme (EPWP Working on Waste), looking in more depth at two cases (two similar types of projects) within the EPWP Working on Waste programme, though they are situated in different areas and though I could only carry through observations of actual workplace training in one of the two sites due to contextual circumstances. The first project was situated in the Amathole District Municipality while the second one was situated in the Chris Hani District Municipality, both of which are in the rural towns of the former Transkei region in the Eastern Cape, South Africa. This area has been at the forefront in accessing funding for these projects due to the level of poverty surrounding these towns and the inability of the local government sphere to deliver on its mandate in the region. Data was collected through document analysis, questionnaires, interviews and observations. Documents analysed were research documents produced by researchers at the level of production as well as legal frameworks guiding waste management processes in this country. Qualifications and Unit Standards at Level 2, as well as training materials designed by providers were analysed. Training in one of the projects was observed and workers in both sites were interviewed twice. The main finding of the study is that waste management knowledge is characterised by interdisciplinarity and a strong epistemic relation which emphasises procedural and technical forms of knowledge. The study found that the knowledge constructed in the field, as well as the policies, qualifications and training programmes are all consequently characterised by a strong epistemic code (ER+) and a weak social relations code (SR-). The study also identified a ‘code clash’ with the knowledge of workers in rural towns whose knowledge and experience of waste management was found to reflect a strong social relation (SR+) and weak epistemic code (ER-), a pattern which was traced back to a similar code in waste management knowledge at home and school (i.e. workers’ prior knowledge and learning experiences). This created difficulties for the trainers who sought to use strategies of descending from the abstract to the concrete in various ‘descending’ semantic waves that tended to move from high levels of semantic density (SD+) to lower levels of semantic density (SD-) as the training provider sought to contextualise a range of concepts. This was the main strategy identified for mediating waste management knowledge reflecting a dominant pattern of SD+/SG- to SD-/SG+ (with SG meaning semantic gravity). This shows that the trainer seldom started mediating concepts from the basis of workers’ prior knowledge and experience and observations showed little responsiveness from workers resulting from this strategy. Despite this, the study found that workers did develop an improved understanding of specialised waste management knowledge over time, especially through observing and doing more complex tasks in the workplace. The study offers a model for addressing the pedagogical difficulty identified around the code clash, and suggests that further attention needs to be given to ‘ascending’ from the concrete to the abstract in pedagogical practices. The study also pointed to the need for a more inclusive knowledge framework for waste management training, especially in the field of recontextualisation (both the official and pedagogical recontextualisation fields) to extend possibilities for workers to learn more about economic potential and access routes into more sustainable jobs. It identifies the need for a more systemic approach to waste management in rural towns and municipalities, improved compliance and also proposes that better waste management practices are modelled to avoid performative contradictions between the knowledge promoted in the field of production and the official and pedagogical recontextualising fields and the field of reproduction, where workers are learning this knowledge via a mix of accredited training and exposure to participation in waste management practices. This study contributes to new knowledge in that it offers an epistemically grounded and theorised pedagogical process model for Level 2 Waste Management Training (in the EPWP programmes, but potentially also more broadly) that accords with the need for a strong epistemic relation code (ER+) embodied in the need for learning scientific and technical waste management knowledge and procedures. It also addresses workers’ needs for greater epistemic access and participation in knowledge building and application of waste management knowledge in praxis as per the purpose of the EPW training programmes, thereby potentially opening up more sustainable learning pathways for them out of poverty through the EPWP training opportunities. The study has pointed to key areas for further research, including further research on the proposed model, further research into Level 2 pedagogical practices and further research into the foundations of waste management learning in schools. Most of the workers who were participating in the training in the EPWP programmes were educated at above Level 2 before participating in the projects, yet their knowledge and experience of waste management was mostly based on everyday knowledge, pointing to an absence of adequate waste management education in schools in rural contexts in South Africa. The study has also made various recommendations for improving waste management education and training at Level 2 in EPWP programmes in rural areas in particular (but potentially also more widely), notably the need to develop a more inclusive knowledge framework that includes historical and economic knowledge more explicitly at all levels of the recontextualisation process; improved pedagogical and assessment practices that take better account of learners knowledge and experiences in knowledge building processes; and giving attention to structural and systemic approaches to waste management in rural areas to avoid performative contradictions that arise between the knowledge being promoted in the field of production and the field of reproduction and the actual context of waste management.
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- Date Issued: 2018
The supervisor’s tale: postgraduate supervisors’ experiences in a changing Higher Education environment
- Authors: Searle, Ruth Lesley
- Date: 2015
- Subjects: Graduate students -- Supervision of -- South Africa , Education, Higher -- South Africa , Educational change -- South Africa , Archer, Margaret Scotford -- Political and social views , Critical realism , Knowledge, Sociology of , Dissertations, Academic , Faculty advisors -- South Africa , Education -- Study and teaching (Graduate) -- South Africa , Universities and colleges -- Graduate work
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1331 , http://hdl.handle.net/10962/d1019952
- Description: The environment in which higher education institutions operate is changing, and these changes are impacting on all aspects of higher education, including postgraduate levels. Changes wrought by globalisation, heralded by rapid advances in technology have inaugurated a new era in which there are long term consequences for higher education. The shift towards more quantitative and measurable "outputs" signifies a fundamental change in the educational ethos in institutions. Effectiveness is now judged primarily on numbers of graduates and publications rather than on other aspects. The drive is to produce a highly educated population, especially through increasing postgraduates who can drive national innovation and improve national economies. This affects academics in a range of ways, not least in the ways in which they engage in teaching, what they are willing to do and how they do it. Such changes influence the kinds of research done, the structures and funding which support research, and thus naturally shapes the kinds of postgraduate programmes and teaching that occurs. This study, situated in the field of Higher Education Studies, adopting a critical realist stance and drawing on the social theory of Margaret Archer and the concepts of expert and novice, explores the experiences of postgraduate supervisors from one South African institution across a range of disciplines. Individual experiences at the level of the Empirical and embodied in practice at the level of the Actual allow for the identification of possible mechanisms at the level of the Real which structure the sector. The research design then allows for an exploration across mezzo, macro and micro levels. Individuals outline their own particular situations, identifying a number of elements which enabled or constrained them and how, in exercising their agency, they develop their strategies for supervision drawing on a range of different resources that they identify and that may be available to them. Student characteristics, discipline status and placement, funding, and the emergent policy environment are all identified as influencing their practice. In some instances supervisors recognise the broader influences on the system that involve them in their undertaking, noting the international trends. Through their narratives and the discourses they engage a number of contradictions that have developed in the system with growing neo-liberal trends and vocationalism highlighting tensions between academic freedom and autonomy, and demands for productivity, efficiency and compliance, and between an educational focus and a training bias in particular along with others. Especially notable is how this contributes to the current ideologies surrounding knowledge and knowledge production. Their individual interests and concerns, and emergent academic identities as they take shape over time, also modifies the process and how individual supervisors influence their own environments in agentic moves becomes apparent. Whilst often individuals highlight the lack of support especially in the early phases of supervision, the emergent policy-constrained environment is also seen as curtailing possibilities and especially in limiting the possibilities for the exercise of agency. Whilst the study has some limitations in the range and number of respondents nevertheless the data provided rich evidence of how individual supervisors are affected, and how they respond in varied conditions. What is highlighted through these experiences are ways pressures are increasing for both supervisors and students and changing how they engage. Concerns in particular are raised about the growing functional and instrumental nature of the process with an emphasis on the effects on the kinds of researchers being developed and the knowledge that is therefore being produced. As costs increase for academics through the environments developed and with the varied roles they take on so they become more selective and reluctant to expand the role. This research has provided insights into ideas, beliefs and values relating to the postgraduate sector and to the process of postgraduate supervision and how it occurs. This includes the structures and cultural conditions that enable or constrain practitioners as they develop in the role in this particular institution. It has explored some of the ways that mechanisms at international, national and institutional levels shape the role and practices of supervisors. The effects of mechanisms are in no way a given or simply understood. In this way the research may contribute to more emancipatory knowledge which could be used in planning and deciding on emergent policies and practices which might create a more supportive and creative postgraduate environment.
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- Date Issued: 2015
Knowledge and knowing in the public management and public administration programmes at a comprehensive university
- Authors: Lück, Jacqueline Catherine
- Date: 2014
- Subjects: Knowledge and learning , Public administration -- Study and teaching (Higher) , Knowledge, Sociology of , Learning, Psychology of , Knowledge, Theory of , Educational equalization -- South Africa , Education, Higher -- South Africa , Literacy -- South Africa , Technical institutes -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1326 , http://hdl.handle.net/10962/d1013166
- Description: Knowledge is often tacit and under researched in educational fields. In order for student access to knowledge and its related academic discourses to be facilitated, a deep understanding needs to be gained of the form that this knowledge takes. This study interrogates the ways in which knowledge is constituted in the first year of a Public Management Diploma and a Public Administration Degree at a comprehensive university in South Africa. The study takes a social realist approach that understands reality as fact but sees our knowledge thereof as a social phenomenon. The study was concerned with knowledge structures and knower structures as it argues that these have not been adequately accounted for in the sociology of education research. But this study comes to this concern from a strongly ideological view of student reading and writing. This study calls on a social practices approach that sees literacy as embedded within specific academic discourses, which vary from context to context. It uses this ideological understanding of literacy as the orienting framework for the study of knowledge. The study takes place in a Higher Education mileu that has begun to transform from its divisive past. The transformation brought about new institutional formations such as the comprehensive university, with its mix of vocational, professional and formative programmes and varied emphasis on contextual and conceptual curriculum coherence. Increasingly, the transformation agenda also shifts concern from simply providing physical access to a previously disenfranchised majority to ensuring full participation in the context of high attrition rates in first year and low retention rates. The data was analysed using the Specialisation Codes of Legitimation Code Theory to see what was being specialised in the Diploma and Degree curricula of the Public Management and Administration fields. These fields are characterised in the literature by ongoing tensions about focus, and perceptions of there being a theoretical vacuum and an inability to deal adequately with challenges in the South African public sector. Analysis of lecturer interviews and first-year curriculum documentation showed that both the Public Management Diploma and Public Administration Degree have stronger epistemic relations (ER), with an emphasis on claims to knowledge of the world. The data showed relatively weak social relations (SR), in that there was not the valuing of a particular lens on the world or a specific disposition required for legitimation within this field. The combination of ER+ and SR- indicates that these curricula are Knowledge Codes, where legitimation is through the acquisition of a set of skills and procedures. The programmes were characterised by fairly low-level procedural knowledge, which may point to a workplace-oriented direction that is dominant in the comprehensive university. In keeping with concerns raised in the literature about this field, there was little evidence of theoretical or propositional knowledge in the Public Management Diploma and while the Public Administration Degree had some evidence of this, it was arguably not to the extent expected of a degree as described in the National Qualifications Framework. This study was limited to the first-year of the Diploma and Degree and subsequent years could present different findings. Lecturers showed awareness of student challenges with literacy practices and made concerned attempts through various interventions to address this but they were found to value the surface features of writing practices over personal engagement with the knowledge. Though the expectations of student literacy practices in tests and assignments were aligned to the ways in which knowledge was constructed in the curriculum, there was little evidence of student induction into disciplinary discourses of the field as knowledge was presented as being neutral and student writing primarily took the form of retelling objective facts. The implications of these findings could include student exclusion from higher-level academic discourse, more powerful knowledge in the workplace and, finally, constrain them from becoming producers of knowledge.
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- Date Issued: 2014
Knowledge production in a think tank: a case study of the Africa Institute of South Africa (AISA)
- Authors: Muzondo, Shingirirai
- Date: 2009
- Subjects: Knowledge management -- South Africa , Knowledge representation (Information theory) , Knowledge, Sociology of , Corporate culture -- South Africa
- Language: English
- Type: Thesis , Masters , M Bibl
- Identifier: vital:11569 , http://hdl.handle.net/10353/252 , Knowledge management -- South Africa , Knowledge representation (Information theory) , Knowledge, Sociology of , Corporate culture -- South Africa
- Description: The study sought to investigate the system of knowledge production at AISA and assess the challenges of producing knowledge at the institution. The objectives of the study were to: identify AISA‟s main achievements in knowledge production; determine AISA‟s challenges in producing knowledge; find out how AISA‟s organizational culture impacts on internal knowledge production; and suggest ways of improving knowledge production at AISA. A case study was used as a research method and purposive sampling used to select 50 cases out of a study population of 70. Questionnaires were prepared and distributed to AISA employees and where possible face-to-face interviews were conducted. Both quantitative and qualitative methods were used to analyze the data which were collected. Findings of the study may be used by governments across sub-Saharan Africa to produce relevant knowledge for formulating and implementing economic, social and technological policies. It is also important in identifying challenges that may hinder the successful production of knowledge. The study revealed that AISA has a well defined system of knowledge production and has had many achievements that have contributed to its relevance as a think tank today. The study found out that AISA has faced different challenges with the main one being organizational culture. From the findings, the researcher recommended that AISA should establish itself as a knowledge-based organization. It should also create a knowledge friendly culture as a framework for addressing the issue of organizational culture.
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- Date Issued: 2009