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1
Markmann, Margaret Mary T. "Katharine Drexel: Educational Reformer and Institution Builder." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/179571.
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HistoryPh.D.
Amidst the racial animosity that characterized the nineteenth century, Katharine Drexel, the Philadelphia heiress, believed that education would be the equalizer between white and black America. Grounded in a strong sense of Catholic social justice, Drexel committed her fortune to providing educational opportunities that frequently eluded African Americans. She established a community of Roman Catholics nuns for that specific purpose. By combining their efforts to address the deficiencies in African American education, Drexel's religious congregation reflected the efforts of other nineteenth century groups of women who pooled their efforts to address social concerns of the larger American society.
Temple University--Theses
2
Garnett, Andrea. "Creativity barriers in South African higher education institution / Andrea Garnett." Thesis, North-West University, 2005. http://hdl.handle.net/10394/2365.
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Naidoo, Anban. "Student funding at a South African institution of higher education." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/52272.
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Higher education is linked to economic mobility, but demand to fund access to university exceeds supply in South Africa, and elsewhere in the world. Thus, universities are pressed to ensure that in a situation of limited funds, funding is allocated in a strategic and prudent manner. However, little work has been undertaken in this field, and, as such, this study represents an attempt to fill the gap. The purpose of this research was to explore the current student funding model, to gain an understanding the current funding challenges and attempt to find ways in which funding decisions can be improved. The study is limited to one institution of higher education in South Africa, and, as such the results may not be generalizable. A mixed methods approach was used. The qualitative portion focused on establishing what were (1) the current model, (2) the criteria used, (3) the challenges encountered, (4) funding s ability to aid epistemological success and (5) stakeholder management. Interviews were conducted with senior staff involved in a range of student support directorates including Finance, Client Services, Recruitment and Information Technology. The quantitative portion focused on exploring the links between (1) the current criteria and success, (2) student funding and success, and (3) residence placement and success. This sample included all (8099) undergraduates for the 2011 cohort year and tracked them over a period of three years. Results of the study show that student funding is complex and challenging. In terms of academic criteria, the Grade Point Average was found to be the best predictor of success. However, the presence and value of funding does not guarantee success or even improve student performance, whereas the placement of a student in residence generates a statistically significant improvement in performance. Thus, student funding cannot be simply directed at individuals, as a portion must be allocated to student support initiatives such as residence; tutoring; cultural integration; mentorship and early warning systems.Mini-disseration (MBA)--University of Pretoria, 2015.
nk2016
Gordon Institute of Business Science (GIBS)
MBA
Unrestricted
4
Martin, Robin. "African American Leadership in Urban Institutions of Higher Education: A Case Narrative of the Social, Cultural, and Institutional Impact of an Individual Leader at a Historically White Institution." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1368024654.
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Malatji, Mapula Martha. "Telematic tuition in a South African higher education institution : a case study." Thesis, University of Limpopo, 2002. http://hdl.handle.net/10386/2079.
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Guiffrida, Douglas A. "African American college students perceptions of success at a predominantly White institution." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2002. http://wwwlib.umi.com/cr/syr/main.
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Selesho, Jacob M. "The historical perspectives of Quality Assurance in South African Higher Education Institution." Interim : Interdisciplinary Journal, Vol 5, Issue 1: Central University of Technology, Free State, Bloemfontein, 2006. http://hdl.handle.net/11462/417.
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Published ArticleQuality Assurance has changed drastically in the last five years and these changes have impacted heavily on the operation of Higher Education Institutions in South Africa. The paper will review the process of quality assurance from as early as Certification of Council of Technikons Education (SERTEC) and Quality Promotion Unit (QPU) days. SERTEC and QPU did, pave the way for the Higher Education Quality Committee (HEQC) to perform its roles as assigned by the Council of Higher Education (CHE).
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White, Timothy Raymond Howard. "Lovedale 1930-1955 : the study of a missionary institution in its social, educational and political context." Thesis, Rhodes University, 1988. http://hdl.handle.net/10962/d1001856.
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Lovedale was founded by the Glasgow Missionary Society as an eduational centre for Africans. Education was to be adapted to the lives of the Africans which would be a departure from the English classical tradition. This meant that emphasis was placed on vocational training and that academic education focussed on the study of English rather than the Classics. But the importance of mother-tongue education was also stressed. The missionaries placed emphasis on village education, whereby the African would be taught skills and crafts that would be useful to him in life. Education, they argued, should also aim at character-training and at spreading the Christian message. They also wanted to see co-operation between the Church and the State in the education of the African. Vocational education was designed to create African artisans who would be able to compete with Whites; but it also aimed at emphasizing the importance of industry in building up character. The Lovedale Press illustrates vocational training in progress, dealing with the difficulties that arose when African printers came into competition with Whites. But the missionaries also used the Press to propagate the Christian message and to promote African literature. An ideological rift began to open up between the missions and the new Black political beliefs of the Second World War. This led to the Lovedale Riot which is considered in the broader framework of sociopolitical unrest within the country. After the 1948 Election an ideological rift also developed between the missions and the State. This study concludes by examining the introduction of the Bantu Education Act and the Lovedale response to this. It was felt that although Bantu Education threatened to undermine their educational endeavour, they should nevertheless cooperate with the system in order to save what they had built up.
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Harmon, Noël Suzanne Watt Sherry Kay. "A study of the experiences of Black college female student athletes at a predominantly White institution." Iowa City : University of Iowa, 2009. http://ir.uiowa.edu/etd/376.
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Harding, Kimberly L. "St. Philip's African Orthodox Church, a case study of a unique religious institution." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0011/MQ33817.pdf.
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Bennett, Sean T. "African American student perception of persistence in engineering at a predominantly white institution." Thesis, University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10116308.
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This study examines African American student perceptions of persistence in engineering. The research design is methodologically qualitative using a purposefully selected population of engineering students. Semi-structured interviews were designed to develop an in-depth understanding of what completion of the engineering degree means to African American engineering students. This research seeks insight into the linkages between African American student perceptions of persistence as it relates to both the academic and social culture of the engineering department.
Vincent Tinto’s model of Institutional Departure (1975, 1987) is one of the most commonly cited models of persistence in higher education (Braxton, Milem, Sullivan, 2000). Tinto’s model was leveraged in this study to understand perceptions obtained through student interviews. Tinto suggests that exploration of student goal commitment and perceptions of institutional commitment are key to understanding student persistence. Results of this study suggest that African American students have perceptions about the university that may influence the decision to persist in engineering. Ultimately, this study may prove useful to researchers and administrators interested in improving access and success for African American engineering students.
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Louw, C. "Targeted employee retention : reasons for considering leaving a South African financial services institution." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/79705.
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In today’s volatile and unpredictable economic environment, the retention of human capital, one of any organisation’s most valuable resources, has become critically important. The focus of employee retention has gradually moved away from blanket retention strategies to targeted retention strategies designed to address turnover in specified employee groups or categories that are of exceptional value to the organisation.
This study examined the retention dynamics of employees in a large financial services institution in South Africa. The study’s aim was to investigate employees’ intention to leave, and their reasons for considering leaving the company, while testing whether these factors differ according to employees’ biographical characteristics, including gender, population group, management status, and the type of work they perform, thereby conducting targeted analysis of employee retention needs.
For the purposes of the present study, quantitative survey data from a secondary source were used. The data used were collected during 2011 as part of an employee satisfaction survey in a large organisation within the financial services industry. A quantitative research approach was followed to attain the research objectives of this study.
The results shed light on the most prominent antecedents of employee turnover in the organisation under study, while also identifying the antecedents that contribute only to a small degree to labour turnover.
Differences between biographical groups were significant, confirming that turnover intention and reasons for considering leaving the company differ according to employees’ gender, population group, management status, and the type of work they perform.
Effective targeted retention strategies are expected to reduce employee turnover, and help organisations to retain a knowledgeable and productive workforce. The results of the study can aid especially human resource practitioners in developing tailor-made retention strategies that address the needs of targeted employee groups.Dissertation (MCom)--University of Pretoria, 2014.
Human Resource Management
MSc
Unrestricted
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Whang, Patrick. "The collapse of a regional institution : the story of the East African Railways within the East African Community, 1967-1977." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20619.
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This dissertation examines the deterioration and collapse of the East African Railways Corporation (EARC) during the time of the East African Community (EAC), 1967-1977. The EARC has a long history that stretched back to the beginnings of colonial settlement in the East African region. It survived two world wars and a global economic depression, but just a few years after the independence of East African nations in the early 1960s, the EARC rapidly disintegrated. This then leads to the main project question: What were the causes that contributed to the collapse of the EARC? In order to address this question, I traveled to Nairobi in June 2015 to explore two archival sources: the Kenya National Archives and the Kenya National Railway Museum Archives. Both proved to be an invaluable repository of primary source material. In particular the main documents found were the business records describing the operations of the EARC during the period in question. In addition, with the help of a librarian at the Daily Nation newspaper in Nairobi, I was able to access archived newspaper articles on the EARC dating back to the years of interest. With this data and along with secondary source material, I conducted an analysis that triangulated these sources to provide a holistic picture of the events that affected the EARC. The narrative therefore demonstrates that while many factors contributed to the failure of the EARC what ultimately determined this were the nationalistic tendencies of representatives of EAC member states that overcame any centripetal forces of regional unity. There were also several events that precipitated the downfall of the EARC but ultimately it was the financial crisis of 1974 that proved decisive. This so-called crisis stemmed from a failure of each region to remit funds toward headquarters to be able to continue rail operations. This episode could not be blamed solely on foreign exchange concerns as some scholars have claimed. Instead the crisis exposed the long simmering national divisions that had manifested during this period. Each of the EAC partner states desired equitable treatment. When some perceived that they could not receive this through the operations of regional institutions such as the EARC, they engaged in actions that paralyzed EARC operations. This culminated in the complete fracturing of the EARC by 1977. 3 Since the end of the twentieth century, the EAC has been reborn and even expanded upon to include new member states beyond the original three of Kenya, Uganda and Tanzania. The East African Railways have also risen from the ashes and in late 2013, the initiation of the expansion on the existing rail lines to reinvigorate the railways commenced. But have the lessons of the EARC been learnt to avoid a repeat of the emergence of regional disunity that caused its collapse? It remains to be seen.
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Younger, Toyia Kiana. "The case for degree completion African American transfer students at a traditionally white Institution /." College Park, Md.: University of Maryland, 2009. http://hdl.handle.net/1903/9944.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2009.Thesis research directed by: Dept. of Education Leadership, Higher Education, and International Education. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Moonasar, Viresh. "Credit risk analysis using artificial intelligence : evidence from a leading South African banking institution." Thesis, University of South Africa, 2007. http://hdl.handle.net/10500/111.
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Credit risk analysis is an important topic in financial risk management. Financial
institutions (e.g. commercial banks) that grant consumers credit need reliable models
that can accurately detect and predict defaults. This research investigates the ability
of artificial neural networks as a decision support system that can automatically
detect and predict “bad” credit risks based on customers demographic, biographic
and behavioural characteristics. The study focuses specifically on the learning vector
quantization neural network algorithm.
This thesis contains a short overview of credit scoring models, an introduction to
artificial neural networks and their applications and presents the performance
evaluation results of a credit risk detection model based on learning vector
quantization networks.
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Adonis, Ridoh. "An empirical investigation into the information management systems at a South African financial institution." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2474.
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Thesis (MTech (Business Administration))--Cape Peninsula University of Technology, 2016.The study has been triggered by the increase in information breaches in organisations. Organisations may have policies and procedures, strategies and systems in place in order to mitigate the risk of information breaches; however, data breaches are still on the rise. Governments across the world have or are putting in place laws around data protection which organisations have to align their process, strategies and systems to. The continuous and rapid emergence of new technology is making it even easier for information breaches to occur. In particular, the focus of this study is aimed at the information management systems in a selected financial institution in South Africa. Based on the objectives, this study: explored the shortfalls of information security on a South African financial institution; investigated whether data remains separate while privacy is ensured; investigated responsiveness of business processes on information management; investigated the capability of systems on information management; investigated the strategies formulated for information management and finally, investigated projects and programmes aimed at addressing information management. Quantitative, as well as qualitative analysis, was employed whereby questionnaires were sent to employees who were employed at junior management positions. Semi- structured in-depth interviews were self-administered whereby the researcher interviewed senior management at the organisation. These senior managers from different value chains are responsible for implementing information management policies and strategy.
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Slabbert, Meggan. "Three's a crowd: the process of triadic translation in a South African psychiatric institution." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1002565.
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Mental health care in South Africa has long been governed by inequalities (Foster & Swartz, 1997). During apartheid, those who did not speak English and Afrikaans could not access mental health services in the same way as those who did (Foster & Swartz, 1997). One main reason for this is the majority of mental health practitioners could not, and were not required to speak languages other than English and Afrikaans (Swartz, 1991). The South African mental health literature suggests that language and communication must be prioritised if there is to be an improvement in mental health care services for those individuals who do not speak English and Afrikaans (Bantjes, 1999; Drennan & Swartz, 1999; Swartz & Drennan, 2000; Swartz & MacGregor, 2002). Drawing on Prasad's (2002) interpretation of Gadamer's critical hermeneutic theory and utilising thematic networks analysis (Attride-Stirling, 2001), this study investigated the process of translated clinical assessment interviews within a psychiatric hospital in the Eastern Cape Province within South Africa. Results of the study revealed that contextual factors, issues concerning linguistic and cultural heritage, clinicians' role expectations regarding translators' role performance, as well as relational dynamics regarding individual levels of control and influence within the translation triad, all impacted on the effectiveness of communication, translation and service provision. These fmdings are supported by literature on the theory and practice of translation that identifies these issues as prominent (Robinson, 2003). Specific recommendations regarding the formalisation of translation practices within the hospital setting, as well as the familiari~ation of clinical practitioners and psychiatric nurses with the intricacies of translation processes are offered.
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Best, Julia Y. "African American Undergraduate Students' Experiences in Residential Learning Communities at a Predominantly White Institution." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/26103.
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There is a nationwide decline in enrollment, retention and degree completion for African American students in predominantly White institutions (PWIs) in the United States. Colleges and Universities establish diversity initiatives to address these concerns, yet educational disparities persist. Institutions of higher learning also address ways to enhance the educational development of undergraduate students. One such initiative involves a paradigm shift to extend the curriculum into residential learning communities (RLCs). Therefore, this study addresses the following research question: How do African American undergraduate students in RLCs perceive the role of these communities, particularly the kinds of contacts they afford with faculty, staff, and peers, in shaping their educational development?
I used qualitative methods - open-ended semi-structured interviews, participant observations, and a questionnaire - to explore students' experiences in six academically-tied residential learning communities. Thirty-two current and former members participated in individual interviews. Sixteen full-time male and sixteen female students include twenty-two freshmen, four sophomores, four juniors and two seniors.
Consistent with Astin's (1985, 1993b, 1996) work, this dissertation suggests that student involvement with faculty, peers and academics is necessary for retention. However, this study argues that a critical race theory (CRT) perspective is needed to make sense of the way peer interactions create racial barriers and lead some students to develop what I charaterize as "racial-cope-ability" skills to deal with racial challenges.
High school background plays a role in how students fare in RLCs. High school leadership experiences support positive self-efficacy and help students connect with faculty, peers and activities at the onset of the collegiate experience.
A number of RLC components help create positive affective and cognitive developmental experiences:
A sense of belonging and a sense of community significantly impact psychosocial wellbeing, success and retention;
Built-in support systems, educational advantages for retention and personalized experiences at a large PWI are reasons to recommend RLCs to other students; and
Residential learning communities at PWIs can contribute to existing outreach efforts into untapped in-state and out-of-state communities, school systems and outreach efforts on campus.Ph. D.
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Owens, Tawanda Patricia Carson. "African-American student-athletes' perception of engagement at a Division One predominantly White institution." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/5591.
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This qualitative study examined African-American student athletes' perceptions of engagement at a Division One Predominately White Institution. Bronfenbrenner's social ecological theory was used as a framework to explore the following research questions: How do African-American student-athletes make meaning of campus engagement? How do African-American student-athletes engage with their university? Four themes emerged from the data: (a) Unfulfilled Expectations; (b) Feelings of Isolation; (c) Commitment to Sport and (d) Social Involvement. The findings suggested that home, school community and societal factors may be linked to the differential experiences African-American student-athletes reported, and, as a result, may be worthy of additional exploration. Implications for African-American student-athletes and their families, as well as K-16 administrators were reported.
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Barnaby, Nicole. "The Biography of an Institution: The Cultural Formation of Mass Incarceration." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1459887258.
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Dunbar, Paul Lawrence. "Prince Hall Freemasonry: The other invisible institution of the black community." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5325/.
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The black church and Prince Hall Freemasonry both played important roles in the black experience in America. Freemasonry and the black church; one secular, the other spiritual, played equally important, interrelated roles in the way the black community addressed social, political, and economic problems in the eighteenth and nineteenth centuries.
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Nieżychowski, Maciej. "The institution of bridewealth and making of Tswana marriage." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.
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Griffiths, Mikaela Ceridwen. "A profile of needs music therapy with HIV infected children in a South African institution /." Diss., Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-02232005-104125/.
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Udoh, S. "Managing the personal and organisational values of Higher Education professionals in an African development institution." Thesis, University of Liverpool, 2016. http://livrepository.liverpool.ac.uk/3001698/.
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Anecdotal evidence, personal experience and existing literature suggest that staff members of development organisations experience a conflict between their personal and organisational values arising from the neo-liberal paradigm that underpins their activities. If not addressed, such conflicts can affect staff members’ commitment to institutional goals, encourage them to work at cross purposes and create a dissonance between the goals set by the organisation and the results it actually achieves. This study explored how Higher Education Professionals working for an African development institution experience this conflict and whether they consider the Bohm-Isaacs model of dialogue as a potential way of managing the conflict. In this study, the conflict of values was discussed with regard to the commercialisation of higher education. The research adopted a case study approach and spanned a period of one year. It involved a group of 11 purposively selected Higher Education Professionals, who were invited to go through three stages of the study. In stage 1, participants were asked to complete a semi-structured questionnaire on how they experience the conflict, if any, between their personal and organisational values and how they have attempted to address any conflict. Stage 2 was an open discussion and dialogue in a workshop, based on the theoretical propositions that guided the formulation of research questions. The Bohm-Isaacs model of dialogue was adopted for the discussion in stage 2. In the third stage of the study, participants were individually interviewed to obtain their perspectives on how useful the regular use of the dialogue modelled in stage 2 could be in addressing the conflict, if any, between their personal and organisational values. The data collected during this study was analysed thematically to obtain answers on: (a) whether Higher Education Professionals in the research site experience the conflict between their personal and organisational values; (b) how Higher Education Professionals in the research site experience the conflict between their personal and organisational values; (c) how they have attempted to address the conflict; and (d) whether they consider the Bohm-Isaacs model of dialogue as a potential way of addressing any such conflict. The findings of the study revealed that 7 of the 11 Higher Education Professionals that participated in the study reported some form of conflict between their personal and organisational values. They claimed to experience this conflict in complex and dialectical manner as shown by the themes that emerged from the study: Core academic values versus consumerism; Equity versus sustainability; Quality assurance versus profit motive; and Good Governance versus role differentiation. The study revealed that for cultural reasons, most of those who experienced the conflict avoided addressing it. Most of the respondents stated that they experienced the conflict in a procedural rather than substantive manner. The findings also suggest that, unless carefully managed, addressing the conflict between personal and organisational values can be sensitive and challenging, especially in the African context, where the articulation of personal values that might conflict with organisational values is problematic because of deeply held cultural values about hierarchies. It was, therefore, proposed and confirmed by the study that, as opposed to simply persuading staff members to adopt different values, adopting an instrument or way of working such as the Bohm-Isaacs model of dialogue can be useful in proactive conflict management. The result of the study revealed that all the research participants interviewed considered the Bohm-Isaacs model of dialogue as a useful way of managing the conflict between personal and organisational values, especially if used proactively. Although this study suffers from the lack of generalisability which is characteristic of case studies with a small number of participants, it is hoped that it will help to create an environment for proactive management of values conflict in the institution where the research is based.
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Davies, Gareth M. "An empirical study of client satisfaction with service recovery within a South African banking institution." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003845.
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In many industries, service is the critical determinant of success or failure. Service failure is almost inevitable, and this has the potential for the organisation to lose its customer. However, if implemented successfully, Service Recovery can rectify the breakdown in service, and turn angry, frustrated customers into loyal ones. Service Recovery is vital for profitability, especially for companies operating in the services market, like First National Bank (FNB). Unfortunately, few service firms know how satisfied customers are with their Service Recovery efforts, and FNB is no exception. This study attempted to rectify the situation, to ensure that the bank does not fail its customers a second time. The major focus of the study is to assess client satisfaction with Service Recovery (SR) from FNB. By using the RECOVSAT instrument (developed by Boshoff in 1999), the study aims to establish how effective FNB was in terms of the six dimensions of SR, namely communication, empowerment, feedback, atonement, explanation, and tangibles. The relationship between each of the dimensions and customer satisfaction, as well as between customer satisfaction and loyalty, was measured, and a hypothesis for each relationship rejected or accepted. The empirical results show that, from 702 complainants, a RECOVSAT score of 68% was computed, which could be regarded as only satisfactory. The dimensions of communication, explanation, atonement, and empowerment, had the strongest positive correlation with customer satisfaction, while feedback and tangibles, although positively correlated, were not statistically significant, and thus not as important as the first four dimensions. FNB performed best on tangibles (81%), then communication (75%), explanation (70%), atonement (68%), empowerment (62%), and lastly feedback (51%). The study reinforced the view that customer satisfaction is positively related to loyalty. Other findings were that, administration and errors were the most frequent complaints, followed by pricing, fees, and interest, while time delays/waiting were the third most numerous. Over 54% of complainants had been with the bank for over 10 years, which could be a problem if the customers had left the bank, as the profitability of a customer generally increases with time. Age and gender did not appear to be factors that influenced behaviour of complainants. In terms of the managerial implications, it is recommended that FNB implement a Customer-Complaint-Handling (CCH) system that is both national and inter-group. The bank should also focus on empowering employees, improving communication skills, explaining to customers why the problem occurred, apologising, and offering some atonement. By adopting the recommendations, FNB should improve their service recovery, and as a consequence, their customer satisfaction and loyalty, and profitability should also increase.
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Wright, Quentin Newsom Ron. "Factors affecting African American faculty job satisfaction at a historically black university and a predominantly white institution." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9819.
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Stewart, Dafina Lazarus. "Awareness and Integration of Multiple Sociocultural Identities among Black Students at a Predominantly White Institution." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407344347.
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Butts, andrew Jefferson. "America's Other Peculiar Institution: Exploring the York County Free Black Register as a Means of Social Control, 1798-1831." W&M ScholarWorks, 2006. https://scholarworks.wm.edu/etd/1539626511.
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Mudefi, Elmon. "Consensus and contentions around community engagement in a South African tertiary institution: University of Fort Hare." Thesis, University of Fort Hare, 2011. http://hdl.handle.net/10353/311.
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This study examines the nature and character of consensus and contentions around the discourse of community engagement in a South African university context. This is against the background of the growing body of literature that advocates for the need for universities to make their impact felt in communities in more direct ways than through teaching and research. The examination is also against the background of the assumption that the success or failure of community engagement initiatives is, in part, a function of how stakeholders agree/disagree on the meaning and purpose of community engagement. The University of Fort Hare is used as a case study. Interviews and Focus Group Discussions were used for qualitative data collection, whilst a survey was conducted for gathering quantitative data. The study revealed that stakeholders attach different meanings to community engagement, with those possessing power and influence acting as key decision makers. Thus powerful stakeholders (in this case, the university and donor organizations) are at the core of the decision making process, while beneficiaries are pushed to the periphery. Moreover, both the meanings and the activities within which they cohere have important implications for the way beneficiary communities perceive university-community partnerships.
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Callis, Larry D. "Counter stories of African American males who attained a doctoral degree at a predominantly white institution." Diss., Wichita State University, 2012. http://hdl.handle.net/10057/5353.
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This study examined the counter stories of African American Males, ages 36-61, who successfully earned a doctoral degree at a Predominantly White Institution (PWI). Critical inquiry was used to examine the worldviews of African American Male (AAM) doctoral students and their doctoral experience through the theoretical lenses of Critical Race Theory, Stereotype Threat, and Racial Identity. Data collection involved semi-structured interviews that gathered data through critical inquiries about these experiences from a post-degree perspective. African American Male doctoral degree attainment is a vital function of student success within a privileged educational paradigm. Results of the study demonstrated that AAM doctoral degree achievement is complex by his perceptions of racism, racial identity, and the issues of diversity at Predominantly White Institutions.Thesis (Ed.D)--Wichita State University, College of Education, Dept. of Educational Leadership
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Chisha, Mike. "CT angiographic detection of cerebral aneurysms in patients with subarachnoid haemorrhage in a South African institution." Master's thesis, Faculty of Health Sciences, 2021. http://hdl.handle.net/11427/32572.
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Study rationale The incidence, location, morphology and size characteristics of cerebral aneurysms in patients presenting to Groote Schuur hospital with either subarachnoid haemorrhage or 3 rd nerve palsy have not been established by a formal audit. Objectives To determine the patient demographics, frequency of CT angiographic detection of cerebral aneurysms and aneurysmal characteristics in patients presenting to Groote Schuur Hospital with sub-arachnoid haemorrhage and /or 3 rd nerve palsy Materials and methods Computed tomographic angiographic reports of cerebral vessels of patients who presented either with subarachnoid haemorrhage or 3 rd nerve palsy to Groote Schuur hospital were reviewed over a 19-month period from January 2018 – July 2019. The data obtained were coded, entered and analysed using IBM SPSS version 25 software. Descriptive statistics was used to report the means, modes and frequencies. Demographic and aneurysmal data were compared with a similar period 5 years previously. Results One hundred and twenty-one aneurysms (121) were analysed in 2018 -2019 and 124 in 2013-2014. The large majority were solitary (92% in both groups), small (94% and 90%) and saccular (96% and 87%) respectively. Significantly more fusiform aneurysms (13% vs 6%) were seen in the earlier group. 8 % of patients had multiple aneurysms. Less than 1% were ‘giant' ( >20mm). The mean age of the patients was the same for both periods (47 years). The mean aneurysm body size was 5.7mm and 7.1mm and the mean body: neck ratio was 6 2.1 vs 1.8b). Themost frequent locations were the posterior communicating artery (31.4% [2018/2019], 35% [2013- 2014]), anterior communicating artery (29% [2018/2019], 18.5% [2013/2014]) and the middle Cerebral Arteries (13.2% [2018/2019], 13.7% [2013/2014]). The least common sites were the Superior Cerebellar artery (SCA) [2018/2019] and the Vertebral artery (0.8%) [2013/2014]. Conclusion This study has compared the demographics of patients presenting to Groote Schuur Hospital with CT angiographically confirmed symptomatic intracranial aneurysms over two periods (January to July) 5 years apart. Both the patient demographics and the aneurysmal architecture were consistent over these time periods. Further our findings conform to that described previously both in Southern Africa and abroad i.e aneurysms which have bled are most commonly related to the posterior communicating, anterior communicating and the middle cerebral arteries and most aneurysms are small and saccular in shape. Over the periods studied, there was no change in the number of patients presenting to Groote Schuur Hospital for CT cerebral angiography and Interventional treatment post aneurysm rupture. These data represent a baseline for future statistical comparison and the information extrapolated from this study will be useful for interventive planning and resource mobilization at our institution and within the Western Cape Department of Health.
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Waiters, Josephine. "Factors facilitating black access to higher education through a private, historically black institution in North Carolina in 1983 /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487323583622734.
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Harris, Phillip D. "The Influence Mentoring Has on the Persistence of Academically Successful African American Males Who Are Juniors or Seniors at a Public, Predominantly White Institution." Connect to resource online, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1198784662.
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Isaacs, Faranha. "The relationship between demographic variables, perceived discrimination and perceptions of stress in a sample of African international students at a Historically Disadvantage Institution." University of the Western Cape, 2020. http://hdl.handle.net/11394/8142.
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Magister Artium (Psychology) - MA(Psych)African foreign nationals face many challenges when attempting integration into South African society. Perceived discrimination is one of the major challenges faced by immigrant populations. African international students form a large contingent of the international student population in tertiary education in South Africa. However, no comprehensive profile exists. The present study aimed to establish a comprehensive demographic profile on the African international student population in Community and Health Sciences (CHS) at the University of the Western Cape (UWC), as well as to establish the relationship between demographic variables, perceived discrimination, and perceived stress. The sampling frame comprised of a list of all international students from the African continent who were registered in the CHS faculty. A survey design was adopted and a response rate of 21% was achieved resulting in the final sample of 68.
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Sentleng, Mapule Patricia. "Plagiarism among undergraduate students in the Faculty of Applied Science at a South African higher education institution." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9720_1308303157.
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The purpose of this study was to investigate plagiarism among undergraduate students at a higher education institution in South Africa. There is evidence from previous studies that plagiarism is increasing world wide among higher education students. The emergence of the Internet has made plagiarizing worse as students can easily copy and paste information from the World Wide Web. This study investigated the occurrence, causes and trends of plagiarism among students in the Faculty of Applied Science at a higher education institution. It also examines student awareness of institutional policies and guidelines regarding plagiarism.
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Van, Wyk Calvin. "Virtual project teams : a case study of virtual project team effectiveness in a South African financial institution." University of the Western Cape, 2016. http://hdl.handle.net/11394/5634.
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Magister Commercii - MComThe South African financial services sector has experienced phenomenal growth over the past two decades, and financial institutions that were previously regional are now operating nationally. To enhance operations and meet customer expectations, financial institutions have turned to technology and virtual project teams. There is mounting evidence of the use of virtual project teams throughout the financial services sector; however, the effectiveness of virtual project teams in South Africa, and the support they receive, is yet to be determined. This case study aims to investigate the effectiveness of virtual project teams by focusing on the organisational systems and group dynamics of the virtual project teams at one of South Africa's leading financial institutions. The study involves a cross -sectional survey conducted by means of a Lickert-scale questionnaire distributed among all 23 project team members (10 in Cape Town and 13 in Johannesburg). The findings are predicted to indicate the support provided by this particular financial institution to the virtual project teams’ operations, while also identifying the organisational systems in place and measuring the effectiveness of the virtual project teams. The financial institution on which this case study is based gave consent for the case study to be conducted, on condition of anonymity.
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Van, der Merwe Antoinette Deirdre. "Evaluating the integration of ICTs into teaching and learning activities at a South African higher education institution." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/16073.
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Thesis (DPhil)--Stellenbosch University, 2004.ENGLISH ABSTRACT: This study is a structured evaluation of the integration of ICTs (Information and Communication Technologies) in teaching and learning activities at the University of Stellenbosch. Although anecdotal evidence exists of the success of the e-Learning initiatives at the University of Stellenbosch, this study addresses these questions in a more structured approach within the global and local higher education context in order to: - Improve the e-Learning project (as part of the e-Campus initiative) and other e-Learning initiatives, - Generate knowledge to improve our understanding of how the e-Learning initiatives work and how people change their attitudes and behaviours because of successful interventions, - Evaluate the institutional characteristics of successful integration, - Evaluate the technological environment and, more specifically, the use of WebCT as learning management system, and - Assess the overall progress of the e-Learning initiatives at the University of Stellenbosch. This evaluation is done taking the broader global and changing local higher education landscape and, more specifically, the interplay of three of the main global drivers into account. The three drivers discussed are: knowledge as a driver of growth in a networked society, the information and communication technology revolution and new competitors in the higher education marketplace The first part of the study is therefore a literature review of the changing global higher education landscape, with a specific focus on how these changes are contextualised within the unique South African post-1994 higher education landscape. After considering the global and South African higher education landscape, the study then provides a critical overview of the status of the integration of ICTs into teaching and learning activities world wide, the possible benefits of the integration of ICTs into teaching and learning activities and the implications of these changes for the lecturers, students and the higher education institutional and technological environment. These overviews of both the global changing higher education landscape and the integration of ICTs into teaching and learning activities serve as the backdrop for the case study and retrospective assessment of e-Learning initiatives at the University of Stellenbosch. The study contains a description of the e-Campus initiative, the e-Learning project and other e-Learning initiatives. In the retrospective assessment, the main focus of the study, I make use of quantative and qualitative methods to analyse the results of two Web surveys administered to students andlecturers who use WebCT. These results are integrated with other data sources to assess the progress made at the University of Stellenbosch. This retrospective assessment of the e-Learning activities at the University of Stellenbosch, set against the backdrop of the global changing higher education landscape, enables me to make general recommendations for: - Dealing with changes in the higher education context on an institutional level as a result of the three forces discussed, - Integrating ICTs at the institutional level in all business process at a higher education institution, - Integrating ICTs in teaching and learning activities, paying attention to the enabling institutional and technological environment, as well as to good teaching and learning practice, and - Improving the implementation of the e-Campus initiative and, more specifically, the e- Learning project and other e-Learning initiatives at the University of Stellenbosch.
AFRIKAANSE OPSOMMING: Hierdie studie is ‘n gestruktureerde evaluering van die integrasie van IKTs (Informasie- en Kommunikasietegnologieë) in leer- en onderrigaktiwiteite by die Universiteit van Stellenbosch. Alhoewel daar wel anekdotiese bewyse is dat die e-Leer inisiatiewe by die Universiteit van Stellenbosch suksesvol is, spreek hierdie studie die vrae binne ‘n gestruktureerde benadering aan met inagname van die globale en plaaslike hoër onderwys konteks om: - Die e-Leer projek (as deel van die e-Kampusinisiatief) en ander e-Leer inisiatiewe te verbeter, - Kennis te genereer om ons begrip van hoe e-Leer inisiatiewe werk en hoe mense hulle houdings en gedrag as gevolg van suksesvolle intervensies verander, te verbeter, - Die institusionele eienskappe om sukses te behaal met die integrasie, te evalueer, - Die tegnologiese omgewing, en meer spesifiek die gebruik van WebCT as leer bestuurstelsel te evalueer, en - Die totale vordering met e-Leer inisiatiewe by die Universiteit van Stellenbosch te evalueer. Hierdie evaluering word gedoen met inbegrip van die breër globale en plaaslike veranderende konteks, met spesiale inagname van die wisselwerking tussen drie van die hoof globale drywers. Die drie drywers wat bespreek word is: kennis as drywer van groei in ‘n netwerksamelewing, die revolusie in informasie en kommunikasie tegnologieë, en nuwe kompetisie in die hoër onderwys landskap. Die eerste deel van die studie is dus ‘n literatuuroorsig van die veranderende globale hoër onderwys landskap, met ‘n spesifieke fokus op hoe hierdie veranderinge binne die unieke Suid-Afrikaanse hoër onderwys landskap ná 1994 gekontekstualiseer word. Na ʼn oorweging van die globale en Suid-Afrikaanse konteks, voorsien die studie ‘n kritiese oorsig van die status van die integrasie van IKTs in leer- en onderrigaktiwiteite wêreldwyd, die moontlike voordele van die integrasie van IKTs in leer- en onderrigaktiwiteite en die implikasies van hierdie veranderinge vir dosente en studente, sowel as vir die institusionele en tegnologiese omgewings van hoër onderwys. Hierdie oorsigte van beide die veranderende globale hoër onderwys landskap en die integrasie van IKTs in leer- en onderrigaktiwiteite verskaf die agtergrond vir die gevallestudie en retrospektiewe evaluering van die e-Leer aktiwiteite by die Universiteit van Stellenbosch. Die studie bevat ‘n beskrywing van die e-Kampus inisiatief, die e-Leerprojek en ander e-Leer inisiatiewe. In die retrospektiewe evaluering, wat die hooffokus van die studie uitmaak, maak ek gebruik van kwantitatiewe en kwalitatiewe metodes om die resultate van twee vraelyste teontleed wat aan studente en dosente wat WebCT gebruik, versprei is. Hierdie resultate is geïntegreer met ander databronne om die vordering wat reeds aan die Universiteit van Stellenbosch gemaak is, te evalueer. Hierdie retrospektiewe evaluering van die e-Leer aktiwiteite by die Universiteit van Stellenbosch teen die agtergrond van die veranderende globale hoër onderwys landskap, stel my in staat om algemene aanbevelings te maak om: - Op institusionele vlak veranderinge te hanteer wat ‘n resultaat is van die drie kragte wat bespreek is, - IKTs op institusionele vlak in alle besigheidsprosesse van die instelling te integreer, - IKTs in leer- en onderrigaktiwiteite te integreer, terwyl aandag geskenk word aan die institusionele en tegnologiese omgewing wat dít moontlik maak, asook aan goeie leer- en onderrigpraktyk, en - Die implementering van die e-Kampus inisiatief, en meer spesifiek die e-Leer projek en ander e-Leer inisiatiewe by die Universiteit van Stellenbosch, te verbeter.
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Akach, Philemon, and Jacobus A. Naude. "Empowering marganalised culture : the institution of South African sign language at the University of the Free State." Journal for New Generation Sciences : Socio-constructive language practice : training in the South African context : Special Edition, Vol 6, Issue 3: Central University of Technology, Free State, Bloemfontein, 2008. http://hdl.handle.net/11462/510.
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Published ArticleThis paper aims to describe the state of South African Sign Language (SASL) at the University of the Free State (UFS). It provides background to the development of SASL, the development of Deaf education, the teaching of sign language and sign language interpreting at the UFS, research and community development. SASL is one of the languages offered at the UFS. The University has been involved with ground-breaking research to implement a training course on all levels of tertiary education. Students can complete a degree in sign language and also do postgraduate studies in sign language and sign language interpreting. This article aims to indicate how teaching of SASLas an official language empowers marginalised culture.
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Wright, Quentin. "Factors affecting African American faculty job satisfaction at a historically black university and a predominantly white institution." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9819/.
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This study sought to discover job satisfaction factors of African American faculty at a historically black university and a predominantly white institution. Data were gathered through the use of semi-structured interviews of 6 faculty members from a historically black university and 5 faculty from a predominantly white institution. Several themes emerged from the study. The most salient was that African American faculty at the historically black university were satisfied by their work with students, satisfied with the flexibility of their schedules, and dissatisfied with their pay, workload, and the lack of recognition that they receive from their institution. African American faculty at the predominantly white institution were satisfied by the impact the programs and courses they developed had upon students, satisfied with their job's freedom and flexibility, and dissatisfied with the ideas of being micromanaged or working with people who are not open and honest. The findings of this study showed that service is an important factor to job satisfaction of African American faculty and that there is a distinction between factors faculty are dissatisfied with but willing to endure and those that would cause them to leave an institution.
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Waugh, Geoffrey William. "A study exploring the relationship between employee happiness and financial performance within a South African financial institution." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1012080.
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This research is an investigation of the relationship between employees 'happiness' and the financial performance of a financial services organisation in South Africa. As a component of the financial services industry the banking sector contributes greatly to the economic growth of the country. The South African Banking sector is concentrated and highly competitive. It is vital for banks to maintain competitiveness and ever increasing global competition adds further pressure on organisations to financially perform so as to meet the demands of their shareholders. The literature that has been reviewed and previous research suggest that employee 'happiness' is a vital variable influencing the performance and success of individuals. Organisational performance will be measured in terms of financial performance for the purposes of this research. The concept of financial performance and 'happiness' are discussed and a questionnaire based on the Satisfaction With Life Scale (Diener et al,1985) is used to determine the levels of 'happiness' at selected branches within the institution. The individual branches financial performance is determined via calculating selected ratios, namely cumulative leverage, cost to income ratio and net yield. An analysis of correlation was conducted to establish whether or not a relationship of statistical significance exists between employee 'happiness' and financial performance. It was concluded that there is no relationship of statistical significance between employee 'happiness' and the financial performance of branches within the organisation, it was suggested that other factors exert a much greater influence over financial performance. Some of these factors influencing financial performance are discussed and recommendations for further research are made.
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Fagbayibo, Babatunde Olaitan. "A politico-legal framework for integration in Africa : exploring the attainability of a supranational African Union." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/28573.
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The emergence of the African Union (AU) is seen as an effort to reposition Africa for the challenges of contemporary global realpolitik and, in particular, it provides a road map towards the attainment of a political union. The institutional architecture of the AU, modelled after the European Union (EU), indicates an intention on the part of the architects of the AU to endow the organisation with supranational attributes. However, none of its institutions has as yet started to exercise supranational powers. It is against this background that this thesis explores the feasibility of transforming the AU from a mere intergovernmental organisation into a supranational entity. In the course of the investigation, it was found that a major obstacle to realising this is the absence of shared democratic norms and standards, a consequence of the unconditional membership ideology of the AU. This thesis argues that the starting point of closer integration in Africa should be the cultivation and adoption of shared norms and values. To address this, the study proposes that the AU design an institutional mechanism for regulating its membership. Using the African Peer Review Mechanism (APRM) as a case study, this study shows that it is possible to establish a regulatory regime based on strict adherence to shared fundamental norms and values. A major recommendation is the transformation of the APRM into a legally binding instrument for setting continental democratic standards, assessing whether member states fulfil these standards and ultimately determining which member states are qualified, based on objective standards, to be part of a democratic AU.Thesis (LLD)--University of Pretoria, 2010.
Public Law
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Foster, Devona L. King Kimberly Lenease. "A comparision of faculty perceptions of campus climate at a predominately White institution." Auburn, Ala, 2009. http://hdl.handle.net/10415/1680.
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Ngqondi, Tembisa Grace. "Model for IT governance to improve information technology alignment of multi-campuses in South African institutions of higher learning." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/d1015277.
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Information Technology (IT) has emerged as an important issue for the public and private sectors. It has been initially identified as a vehicle in supporting business processes by speeding up the process of decision making and easy access of information as required for the competitive advantage of businesses. Organisations regarded IT as an enabler of their business processes. As IT has grown, its shape and definition have drastically changed from being an enabler of the business processes to become a central and strategic concern within the organisation that drives the business processes. The new IT landscape has made organisations completely dependant on IT for their decision making and effective functioning. The dependence on IT has created a need for unified and effective structures, standards and best practices that ensure the effective execution of business processes using IT. The establishment of IT Governance for institutions of higher learning has created the dual challenges of how IT Governance can work within the culture of inclusiveness and shared decision making while better aligning existing IT structures. These dual challenges vary from one university to another based on the culture of the specific university. This study therefore suggests possible ways that IT Governance can shape an institution of higher learning by strategically aligning the institution’s IT strategy with the overall university strategy through the development of an IT Governance Model. To come up with the said proposed model, qualitative research techniques such as document analysis, observations, interviews, a questionnaire and briefing sessions were used during the research process. The comparative analysis of the case studied was used to identify different IT Governance models adopted by other universities. Literature was reviewed to establish the emerging IT Governance practices established and implemented by different authors. The result from this study is that an IT Governance model specific to WSU has been developed. This model can be used as guiding tool in establishing new IT Governance structures and also modify and improve the existing IT Governance structure of different institutions of higher learning. This model can further be used to guide the development of the institution IT Governance implementation architecture framework.
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Watkiss, Sheralyn Ann. "An evaluation of the factors affecting student success at a South African higher education institution : implications for management." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1018826.
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The context of this study centres on Higher Education in South Africa, the role that this sector plays in terms of economic development and the implications that face Institutional management in retaining students in the Higher Education system. Central to this study is the notion that student development theory can be used as a basis towards understanding the customers of Higher Education, how to better serve the customers needs and finally, retain students in the system through more effective management practices. The education sector is growing at an increasingly rapid rate as a result of strategic goals of countries and organisations such as the United Nations promoting the notion of education for all people (Altbach, Reisberg & Rumbley, 2009). The aim of the strategic goals adopted by developing countries in particular is to enhance the human capital or skills and knowledge of its people since education is a known contributor towards economic, social and political development. Higher Education in particular is known to contribute towards the human capital and economic development of a country. The Higher Education sector in South Africa for instance contributes approximately 1.5 percent to the country‟s gross domestic product (GDP), significantly higher than other industry sectors (apart from gold and agriculture) in the country (van Heerden, Bohlmann, Giesecke, Makochekanwa, & Roos, 2007). Figure 1.1 provides a context of the relevant importance of the higher education sector towards economic growth.
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Gregory, Natasha. "A review of the effectiveness of the young lions leadership development programme in a South African financial institution." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/8520.
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Thesis (MBA)--University of Stellenbosch, 2011.Research shows that identifying and developing new leaders should be a leader’s primary focus due to the impact it has on the productivity, performance and sustainability of the organisation. The Young Lions Programme was a leadership development programme for high-potential supervisory staff implemented by a major South African financial institution’s retail banking division in the Western Cape region in 2006. The programme ran for three years until it was discontinued in 2008 due to the organisation implementing a national leadership development programme for all team leaders. Many of the organisation’s other regions still run development programmes for high-potential staff. However, the Western Cape region has not implemented another programme aimed specifically at high-potential staff since 2009. The effectiveness of the programme was never measured, nor was any research conducted to determine best practices for leadership development programmes. The aim of this research report is therefore to analyse the success of the programme through qualitative analysis by measuring the data gathered against the objectives originally set for the programme. Furthermore, this report aims to identify best practices in leadership development through the completion of a literature review and to make recommendations to the organisation for future leadership development programmes. The findings of this report are that the programme was successful in many aspects as demonstrated by the positive responses from the respondents to the questionnaire, and by the data analysed from the organisation’s database. Notwithstanding the success of the programme, responses from the questionnaire as well as the relevant research suggest that improvements can be made to the programme to increase its effectiveness in identifying, developing and retaining leaders in the organisation. These recommendations are summarised in the final chapter of this report.
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Williams, Alyssa Shawntay. "An exploratory study of students’ expectations and perceptions of service quality in a South African higher education institution." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/63844.
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Within the past few years, higher education institutions have come under an exorbitant amount of pressure to restructure, increase funding and grow student numbers, whilst still preserving the service quality they offer. The purpose of this study is to measure students’ expectations and perceptions in a higher education institution and establish how significant of a gap exists between what is expected and what is perceived. The instrument utilised within the present study is SERVQUAL. A convenience sampling approach was adopted, furthermore, both descriptive and inferential statistics were used to analyse the data pertaining to the objectives concerning students’ gap between expectations and perceptions and hypotheses regarding the gap between students’ differences in each faculty, respectively. The study found that there were gaps in all dimensions with the order being, from highest to lowest: Reliability – Responsiveness – Assurance – Empathy – Tangibility. In addition, the significant difference in means according to faculty was established and the only dimension with a significant difference was Empathy. These results were used to offer recommendations to management, faculties and departments of the higher education institution under study about where they are deficient, consequently, improving their services to enhance their service quality and increase their competitive advantage but without financial strain. Overall, the conclusions the present study reached was that students and higher education institutions need to have a mutual interest in their relations. This means that as much as higher education institutions need to provide high service quality to students, students need to be willing to provide feedback and interact.
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Henriques, Jenine Elizabeth. "The relationship between trust-in-leadership and intention to quit: the case of a South African financial institution." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/15536.
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Includes bibliographical referencesOrientation: Employee turnover (ET) has become one of the central challenges faced by organisations today. Managers of local organisations should be asking themselves the following pivotal question: Why are skilled and top-performing employees leaving organisations? Research purpose: The purpose of this paper is to gain a better understanding and to examine the relationship of trust- in -leadership (TIL) and intention to quit (ITQ) and the effects on ET within a financial institution in South Africa. Motivation for the study: Cost of ET is not the only negative impact for an organisation, the loss of human capital (human intellect) in terms of knowledge, skills and experience also effects the organisation negatively. Managers need to understand how they can decrease their ET and retain their talented and skilled employees. Prior to leaving an organisation staff have an intention to quit (ITQ) and managers are encouraged to focus on preventative measures by identifying the antecedents of ITQ. Research design: A quantitative research approach was used to determine the extent of the relationship between TIL and ITQ among staff, where a cross-sectional field survey generated the primary research data for this study. An online survey consisting of 19 questions was e- mailed to all 400 employees within a financial institution within South Africa staff. Main Findings: Study results showed a significant negative relationship between TIL and ITQ. Practical and/or managerial limitations/implications: This paper highlights the importance of considering the relationship of TIL on ITQ, directed at employees to become proactive with retention strategies in order to reduce ET. TIL is a variable that is often overlooked in ITS and it is crucial for understand. The implications of ET, as a consequence of ITQ, can affect the bottom line of an organisation. It thus becomes critical for managers to find means to limit the loss of employees. Contribution and/or value-add: In the South African context, only a few recent studies has been found in this field. Notwithstanding, this study differs from previous research in this area in that it was conducted in the financial service sector in South Africa with a specific focus on TIL and ITQ.
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Lynch, Robin Vann. "Mentoring and 'Others': The Mentoring Experiences of African American Students in a Predominantly White Institution of Higher Education." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392384339.
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Tshinu, Mukenge Simon. "A functional-interpretive approach to information systems security e competencies development in the higher education institution: a comparativ e case of four South African higher education institutions." Thesis, University of the Western Cape, 2016. http://hdl.handle.net/11394/4920.
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Philosophiae Doctor - PhDThe research reported in this thesis examines the approaches of four (4) HEIs in the Western Cape Province in South Africa to institutional development of IS security ecompetencies across their full staff compliments. It used a mixed research methodology and multiple case study research design in which four Higher Education Institutions (HEIs) participated. A total of 26 in-depth interviews were conducted and 385 questionnaires were completed. The research found that these HEIs do not formally develop the IS security e-competencies of their IS resources end users. Because end users handle critical information and research projects of importance not only to the HEIs, but also to the country, this situation creates a potential risk to their IS resources. In other words, the HEIs that participated in this research rely more on the ICT security technology itself to protect their IS resources than on the human side of ICT security. This is in direct contrast to the established literature which clearly points out that it is the internal end users that pose the most threats to IS security resources and these threats are more dangerous than the external threats.
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Washington, Lane R. "Constantly Battling Whiteness: A Critical Case Study of Black Students' Experiences at a Predominately White Institution." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu157795462636352.
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