A social media model for public participation in a South African municipality
- Authors: Fashoro, Ifeoluwapo
- Date: 2018
- Subjects: Information technology -- Social aspects -- South Africa , Social media -- South Africa Political participation -- Technological innovations -- South Africa Municipal government -- South Africa -- Citizen participation
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/29851 , vital:30786
- Description: Social media have become the preferred method of communication for individuals, organisations and even governments. These technologies have become ingrained in our everyday lives and have changed the way we communicate, collaborate are informed of recent happenings around the world. Social media websites are reported to be the most popular around the world. In the government sphere, social media is purported as a technology that will revolutionise citizen participation, service delivery and government-citizen interactions. Accordingly, governments around the world are steadily implementing social media in a bid to meet citizens’ demand for immediate and constant access to information, as well as increased opportunities to participate in government. Public participation has become an important focus area for government which could be used to effectively engage citizens and foster citizen trust. The United Nation’s E-government survey reports the presence of 125 countries on social media platforms. Despite the increased use of social media by governments, consensus among researchers is that governments need guidance on how to use social media effectively to achieve the potential benefits proposed by these technologies. Many social media adoptions by governments have been deemed as experimental; no formal action plan was designed, and many government employees are expected to learn social media use on-the-job. The aim of this research was to investigate and propose a social media model for public participation to leverage the opportunities provided by social media and present an effective and structured approach towards public participation. The research was designed as a mixed methods research using a case study based in the Eastern Cape Province of South Africa. The research involved a survey of citizens in the selected municipality based on the Uses and Gratifications Theory, interviews with employees responsible for social media in said municipality and a contents analysis of the existing social media pages of the municipality. The model was developed from the findings of the survey, interviews and existing literature. The implementation of the model was done in the Nelson Mandela Bay Municipality. The municipality appointed a social media champion responsible for obtaining support from top management and politicians within the municipality. Additional staff were added to the social media team and formal social media training was provided to the team. An official social media strategy was drafted and at the time of writing, needed to be approved by top management. The proposed model was operationalised within the Nelson Mandela Bay Municipality. This research makes several contributions to the E-government and social media fields in South Africa. The major contribution is the provision of guidance for South African municipalities to implement and use social media in an effective manner to achieve public participation. The research provided a phased approach to social media implementation that eliminates ad hoc experimentation and ensures the municipality’s social media activities are effective. The development of the model was based on the characteristics of the municipality and its citizens derived from the interviews and survey carried out. There are five phases in the model; Initialisation, Setup, Organisation, Institutionalisation and Maintenance. The model can be thought of as a guideline, and as such municipalities should adapt the implementation of the model to fit their organisational characteristics. The social media model will assist municipalities to determine the resources, tools and tactics to enable them to implement social media effectively, which will result in an improved engagement and participation process with citizens, and thereby foster trust.
- Full Text:
- Date Issued: 2018
- Authors: Fashoro, Ifeoluwapo
- Date: 2018
- Subjects: Information technology -- Social aspects -- South Africa , Social media -- South Africa Political participation -- Technological innovations -- South Africa Municipal government -- South Africa -- Citizen participation
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/29851 , vital:30786
- Description: Social media have become the preferred method of communication for individuals, organisations and even governments. These technologies have become ingrained in our everyday lives and have changed the way we communicate, collaborate are informed of recent happenings around the world. Social media websites are reported to be the most popular around the world. In the government sphere, social media is purported as a technology that will revolutionise citizen participation, service delivery and government-citizen interactions. Accordingly, governments around the world are steadily implementing social media in a bid to meet citizens’ demand for immediate and constant access to information, as well as increased opportunities to participate in government. Public participation has become an important focus area for government which could be used to effectively engage citizens and foster citizen trust. The United Nation’s E-government survey reports the presence of 125 countries on social media platforms. Despite the increased use of social media by governments, consensus among researchers is that governments need guidance on how to use social media effectively to achieve the potential benefits proposed by these technologies. Many social media adoptions by governments have been deemed as experimental; no formal action plan was designed, and many government employees are expected to learn social media use on-the-job. The aim of this research was to investigate and propose a social media model for public participation to leverage the opportunities provided by social media and present an effective and structured approach towards public participation. The research was designed as a mixed methods research using a case study based in the Eastern Cape Province of South Africa. The research involved a survey of citizens in the selected municipality based on the Uses and Gratifications Theory, interviews with employees responsible for social media in said municipality and a contents analysis of the existing social media pages of the municipality. The model was developed from the findings of the survey, interviews and existing literature. The implementation of the model was done in the Nelson Mandela Bay Municipality. The municipality appointed a social media champion responsible for obtaining support from top management and politicians within the municipality. Additional staff were added to the social media team and formal social media training was provided to the team. An official social media strategy was drafted and at the time of writing, needed to be approved by top management. The proposed model was operationalised within the Nelson Mandela Bay Municipality. This research makes several contributions to the E-government and social media fields in South Africa. The major contribution is the provision of guidance for South African municipalities to implement and use social media in an effective manner to achieve public participation. The research provided a phased approach to social media implementation that eliminates ad hoc experimentation and ensures the municipality’s social media activities are effective. The development of the model was based on the characteristics of the municipality and its citizens derived from the interviews and survey carried out. There are five phases in the model; Initialisation, Setup, Organisation, Institutionalisation and Maintenance. The model can be thought of as a guideline, and as such municipalities should adapt the implementation of the model to fit their organisational characteristics. The social media model will assist municipalities to determine the resources, tools and tactics to enable them to implement social media effectively, which will result in an improved engagement and participation process with citizens, and thereby foster trust.
- Full Text:
- Date Issued: 2018
Challenges of instructional leadership in historically disadvantaged schools in South Africa
- Authors: Tshazibana, Vukile Shadrack
- Date: 2012
- Subjects: School management and organization -- South Africa , Educational leadership -- South Africa , Children with social disabilities -- Education -- South Africa
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:9565 , http://hdl.handle.net/10948/d1016059
- Description: The research presented in this thesis investigates challenges faced by principals in historically disadvantaged schools in terms of their role as instructional leaders facilitating the implementation of curriculum policies. The study consists of two parts. The first study sampled 25 school principals, 80 teachers and 11 department of education officials from the Uitenhage and Port Elizabeth education districts in the Eastern Cape. Data obtained in the first study were generated by administering a pen-and-paper questionnaire and individual interviews to selected participants. The second study employed an online questionnaire that was open to principals, teachers and departmental officials in all provinces of South Africa in order to generate data over as wide a geographic range as possible. Mixed methods were used to analyse the qualitative and quantitative data from the two studies. Thematic analysis techniques were employed to categorise qualitative data and the quantitative data were subjected to analytical techniques to provide descriptive and inferential statistics. The data revealed that school principals view themselves as change agents who should be in the forefront of change and curriculum implementation, and that they believe that they know what is expected of them in this regard. However, they recognise that they are not adequately prepared for the task of instructional leadership. The data also suggest that teachers have expectations that principals should be trained in instructional leadership and work closely with departmental officials in order to provide guidance and leadership at school level to address their professional needs. Problems related to capacity and skills of subject advisors and other district officials were revealed by the study. These issues are generally and informally recognised, but have not been formally raised within the Department of Education. The findings of the study also highlight the fact that, after nearly two decades in the new political dispensation, there are still vast differences within the South African schooling system between school types. These differences are most evident between ex-Model C schools and historically disadvantaged ex-DET schools, and it is recognised that principals in ex-DET schools need support tailored to their particular circumstances and context. The findings in this study support the notion that much needs to be done in South Africa in terms of empowering school principals; especially those from historically disadvantaged schools. The data provide insights into some of the constraints of local context, which enables better understandings of the challenges of instructional leadership in historically disadvantaged schools. These understandings should be of value when considering strategies to support principals in their role of instructional leaders.
- Full Text:
- Date Issued: 2012
- Authors: Tshazibana, Vukile Shadrack
- Date: 2012
- Subjects: School management and organization -- South Africa , Educational leadership -- South Africa , Children with social disabilities -- Education -- South Africa
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:9565 , http://hdl.handle.net/10948/d1016059
- Description: The research presented in this thesis investigates challenges faced by principals in historically disadvantaged schools in terms of their role as instructional leaders facilitating the implementation of curriculum policies. The study consists of two parts. The first study sampled 25 school principals, 80 teachers and 11 department of education officials from the Uitenhage and Port Elizabeth education districts in the Eastern Cape. Data obtained in the first study were generated by administering a pen-and-paper questionnaire and individual interviews to selected participants. The second study employed an online questionnaire that was open to principals, teachers and departmental officials in all provinces of South Africa in order to generate data over as wide a geographic range as possible. Mixed methods were used to analyse the qualitative and quantitative data from the two studies. Thematic analysis techniques were employed to categorise qualitative data and the quantitative data were subjected to analytical techniques to provide descriptive and inferential statistics. The data revealed that school principals view themselves as change agents who should be in the forefront of change and curriculum implementation, and that they believe that they know what is expected of them in this regard. However, they recognise that they are not adequately prepared for the task of instructional leadership. The data also suggest that teachers have expectations that principals should be trained in instructional leadership and work closely with departmental officials in order to provide guidance and leadership at school level to address their professional needs. Problems related to capacity and skills of subject advisors and other district officials were revealed by the study. These issues are generally and informally recognised, but have not been formally raised within the Department of Education. The findings of the study also highlight the fact that, after nearly two decades in the new political dispensation, there are still vast differences within the South African schooling system between school types. These differences are most evident between ex-Model C schools and historically disadvantaged ex-DET schools, and it is recognised that principals in ex-DET schools need support tailored to their particular circumstances and context. The findings in this study support the notion that much needs to be done in South Africa in terms of empowering school principals; especially those from historically disadvantaged schools. The data provide insights into some of the constraints of local context, which enables better understandings of the challenges of instructional leadership in historically disadvantaged schools. These understandings should be of value when considering strategies to support principals in their role of instructional leaders.
- Full Text:
- Date Issued: 2012
- «
- ‹
- 1
- ›
- »