Dissertations / Theses: 'Conflict management – Namibia – Case studies'

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Uiras, Hilja. "A critical investigation of conflict management : a case study of a Namibian institution." Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1003361.

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This study is a qualitative interpretative study of conflict management in a multicultural Namibian institution. The focus of the study is to understand how individual people in a particular organization perceive conflict, the possible sources of conflict as well as to explore the possible strategies of managing conflict. This is followed by an analysis of the general educational cultural and social characteristics of Namibia, which relate to the sources of conflict. I also make an attempt to have a deeper understanding of people from different cultural and educational backgrounds in viewing conflict and how these differences might be seen as major sources of conflict and how they deal with it - by using a case study approach. I interviewed 5 participants from different cultural backgrounds. The major research methodology I used in this study is in-depth interviews that allowed me to explore people's understanding of, attitudes to and views on conflict. I supplemented the interviews with participant observation, which allowed me to get first-hand information on how people interact socially and in meetings in order to explore possible sources and existence of conflict in meetings and how the staff dealt with it. Furthermore, I tried as much as possible to observe daily activities as an observer. People interviewed have different perceptions about conflict. Some use conflict to their advantage to arouse discussion and stimulate creative thinking. Some people find conflict to be a burden, something to be minimized. This avoidance leads to poor decisions and poor use of teams as a way to improve both decision making and acceptance of the decisions that are made. Cultural differences among staff and the process of reform emerge as the major sources of conflict. Whether a conflict will result in negative or positive consequences, or both, will depend to a large part on the strategy taken to resolve the conflict.

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Mabuku, Robert Nalisa. "Democratic leadership and management practices in a rural Namibian secondary school." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003370.

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The primary purpose of this research was to investigate the understanding and implementation of democratic leadership and management in schools by school managers and other members of the school community in leadership and management roles as advocated by the policy of Education for all. The study also aimed at identifying any gaps in the understanding and practice of the participants in order to enhance democratic leadership and management in schools. Qualitative research using the interpretive approach was the methodology employed in order to fulfill the intention of the study, namely to investigate the participants` experiences and understanding of democratic education leadership and management. The case study method was appropriate to understand the meanings the participants attached to their practice in their natural setting. Data were collected by using semi-structured interviews, document analysis, and observation. The sample for the study consisted of ten participants: the principal, the head of department, two School Board members, two senior teachers, two Learner Representative Council members and two class captains. The findings suggest that the participants understood and practised democratic ELM in terms of broader participation, open communication, delegation for empowerment, learning organisation, shared decision-making, shared leadership and teamwork. However, the data suggest areas of concern in the participants` understanding and implementation of the policy which could be strengthened to entrench the policy. The study recommends that education policy makers, education managers, school managers, teachers, parents and learners all work towards improving democratic ELM in schools. In order to achieve this objective, policy makers are urged to avoid ambiguity to enable all implementers to fully understand policies. Education managers could ensure school-wide training on the policy while school managers and other stakeholders should engage in self-reflection and introspection and be more proactive towards improving their own understanding and practice.

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Gazula, Mohan B. (Mohan Buvana). "Cyber warfare conflict analysis and case studies." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/112518.

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Thesis: S.M. in Engineering and Management, Massachusetts Institute of Technology, School of Engineering, System Design and Management Program, 2017.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 96-100).
"The supreme art of war is to subdue the enemy without fighting." - Sun Tsu from "The Art of War" Believed to have lived between 770 and 476 B.C In the age of code wars, have our lives changed for the better? Are we any safer than the bloody wars or the cold wars from the past? Is there any more guarantee now in a cyber age than in a kinetic age involving human forces? These are the types of questions that have little answers due to the secret nature of the operation. State-sponsored activities are commonplace. Whenever there is involvement by a state, the stakes are higher, and loss of life can never be ruled out. The objective of this thesis was to research historical cyber-warfare incidents from the past to current and map the relevant cyber-warfare data in a well-known framework called CASCON, which is a history-based conflict analysis and decision-support system. The CASCON-based analysis for cyber incidents revealed a larger picture of the world we live in and how easily that world could change. The information contained in this thesis is not meant to be conclusive, but a study of state-sponsored cyber cases using MIT's CASCON to map and categorize information for future learning about conflicts involving states. It is the purpose of this thesis to (a) research historical cyber-warfare incidents and (b) map cyber-warfare incidents into a framework.
by Mohan B. Gazula.
S.M. in Engineering and Management

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Shilima, Christine. "An investigation into perceptions of participative management in a Namibian secondary school." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1005874.

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This study examines the perceptions and experiences of school stakeholders about the practices of participative management in a Namibian Secondary School. Data was collected by using interviews, observation and document analysis. The study revealed that participative management has some benefits for the school such as it promotes democracy in school management, school as an open system, sharing of ideas and skills, teamwork and that ownership and commitment enhance the chances for organization change. Participatory decision making and shared leadership are the practices of PM that emerged from this study. However the school does experience challenges such as lack of knowledge on the practice and potential of PM in school management and leadership, illiteracy among parents that prevent them from participation in management and autocratic management practices from some members in formal leadership. The study suggests that trust, relationships and openness are good interpersonal skills that can help enhance the practices of PM in the school. Other strategies were to sensitize stakeholders on the practices of PM.

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Moelanjane, Porgarius Porgacy Rukee. "The perceived impact of policy change on leadership and management : a case study of a Namibian school." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1007670.

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The transformation of education has been central to the programme of the first democratically elected government in Namibia, both because of the democratic demands for equality, equity and access, and as a means towards the wider transformation of Namibian community. The study provides a brief history of the pre- and post-independence education policy environment in Namibia with regard to how management and leadership of schools gave rise to opportunities for the development of democratic participation. Adopting an interpretive approach, the study examines several key stakeholders' perceptions of the impact of transformation initiatives on their leadership and management thinking and practice. The sample comprised four teachers, a principal, a director, a school board member, two learners and a hostel matron. The findings reveal that, in order to create a democratic school community, the stakeholders' role is largely a matter of opposing and transcending the contradictions, inadequacies and limitations inherent in the educational ideas, policies and practices caused by the previous Apartheid education system. There is a reasonable amount of success in the implementation process of democratic leadership and management of schools. The findings further highlight contradictory tendencies, in that the Ministry of Basic Education Sports and Culture established a uniform system of education but also entertained the principle of decentralised governance through the introduction of school based management practice incorporating the main stakeholders at local level. The data confirms a communication gap between stakeholders, lack of adequate education and training in participatory management and leadership for learners, parents, teachers and school boards, and insufficient support from the national and the regional authorities. The study concludes with some specific recommendations that might strengthen stakeholders' sense of their participation in democratic practices for longer-term cost effective implementation to occur. This is supported by the belief that education policy change only becomes a reality once understood, owned and appreciated at local level.

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Awarab, Erwin Ronald. "An investigation into the organisational culture at an academically successful secondary school in Namibia." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003494.

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The appreciation by leadership of the culture of an organisation plays an important role in the success of that organisation. Leadership and organisation culture are an inextricable part of the life of an organisation. The shared assumptions and beliefs of the individual within an organisation shape its culture. My study investigates the aspects of school culture and, further, looks at its link to the success of an organisation, and at the leadership style that influences such an organisation. My research, conducted in the interpretive paradigm, is a case study which was carried out at a public secondary school in the capital city of Windhoek, in Namibia. Since the school was built during South African rule, it was intended mainly for white children. Since independence, it has undergone transformation and is currently integrated, accommodating learners from different cultural backgrounds. It is a successful school, with a good reputation for its discipline and academic excellence. I chose this school deliberately, for those reasons. My findings are that there are aspects of culture which maintain its creation and perpetuate the existence of a particular culture at the school. This school’s culture is embedded within the Christian faith, and there are deliberate rituals and ceremonies put in place to enhance the creation and maintenance of the values that inform its culture, and the school leadership, management, teachers and student council members have a central role in this regard. My study shows that the creation, understanding and appreciation of beliefs and values of the individual within the organisation enable the consequent creation of the shared vision and values that ultimately lead to the foundation and maintenance of a strong culture.

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Ipinge, Emma. "The role of management and leadership in the schooling of at-risk learners: a case study of a school in Namibia." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003634.

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Most schools that serve learners who come from disadvantaged areas and backgrounds face unusually difficult challenges. These schools experience poor performance and disciplinary problems, and teachers lack motivation and commitment. This study explores the role of leadership and management in the schooling of at-risk learners at Pandu Primary School. This school accommodates learners mostly from Hafo, a township characterised by poverty with a high crime rate. However, in spite of these factors school inspectors and advisory teachers perceive the school to be successful. The school uses an abundance of energy and unusually high levels of human effort in a very focused way to improve the teaching and learning standard. The study found the co-existence of apparently conflicting management and leadership approaches in managing and leading the school. Strict control used in the school to make teachers work hard is an element of classical organisational theory, with its emphasis on span of control or number of workers supervised. Policies with strict rules are in place to create a calm atmosphere and serve as directives for teachers and learners. On the other hand, constructivist approaches – such as instructional leadership, transformational leadership, collegial model of management and open systems – are also clearly evident in the findings. Instructional leadership is evident in the emphasis on improvement of classroom practice. Elements of transformational leadership are seen in that the principal motivates the teachers and serves as a role model. The school also has some features of the collegial model of management, and can be described as an open system. Thus, by drawing on management and leadership approaches informed by different traditions and philosophies, the school succeeds against severe odds.

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Uushona, Andreas Bishi. "Learners' participation in leadership: a case study in a secondary school in Namibia." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001749.

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Learner leadership is a worldwide issue in educational leadership and management. In preindependent Namibia secondary schools had the prefect system and the SRCs as learner leadership bodies which had little influence on schools’ decisions because they lacked credibility. In 2001 the Learners’ Representative Council (LRC) was legitimized as a learner leadership body in secondary schools through the Education Act 16 of 2001. However, recent research suggests that even these bodies are not functioning effectively for a variety of reasons. This prompted me to undertake research to develop an understanding of learners’ participation in leadership in a senior secondary school in Namibia. I used a qualitative case study, in an interpretive paradigm, in an attempt to achieve my research goal. The following questions guided the study: How is leadership understood by members of the organization? How learner leadership is understood? How are learners involved in leadership in the school? What potential exists for increased learners’ participation? What factors inhibit learners’ participation in leadership in the school? A population comprising of the school board chairperson, the principal, three heads of department, the superintendent, three teachers and five learners was composed from a senior secondary school in Namibia. Data were collected through focus groups, interviews, document analysis and observation and analyzed thematically for reflective discussion. The findings revealed that the LRC is functioning but providing little opportunity for learner leadership development. The most significant challenge relates to traditional and outdated views of leadership on the parts of teachers and education managers. Hence, in addition to a number of practical recommendations, the study recommends a change of mindset towards children so that opportunities are provided to contribute to their growth and development.

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Teek, Pia Mbemurukira. "An analysis into the implementation of Broad Based Black Economic Empowerment (BBBEE) in Namibia : selected case studies." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/4067.

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Thesis (MPA (Public Management and Planning))--University of Stellenbosch, 2009.
ENGLISCH ABSTRACT: Black Economic Empowerment (BEE) in Namibia is viewed as an essential poverty reduction strategy in the fight against black disempowerment. However, the concept and practice of BEE in Namibia, prevails in the absence of a national BEE policy. Nonetheless, the government has encouraged the public and private sector to develop their own empowerment initiatives, in accordance with the draft BEE guidelines. The practice of BEE in Namibia has become controversial amongst the presently disadvantaged Namibians with regard to its implementation. Criticisms on the implementation of BEE are based on the assumption that BEE has resulted in the selfenrichment of a small black elite as opposed to empowering the poor. Breaking the cycle of underdevelopment and marginalization requires a commitment towards Broad-Based Black Economic Empowerment (BBBEE) and broad-based ownership. The ultimate objectives of BBBEE are to achieve significant decreases in poverty, income inequality and unemployment. The primary objective of the research was to analyze the implementation of BBBEE within two companies in Namibia, namely; Namibia Mineworkers Investment Company Financial Services (Nam-MIC FS) and the National Housing Enterprise (NHE). The purpose was to determine whether the poor are benefiting from their respective BBBEE strategies and to what extent. A descriptive case study approach was used to understand the empowerment process within the identified institutions. Two data collection methods were used, namely; open-ended questionnaires and standardized open-ended interviewing with the Chief Executive Officers (CEOs) of the respective institutions. The findings reveal that Nam-MIC FS is promoting broad-based ownership in that union members are able to access affordable financial services and products. However, Nam- MIC FS has failed to effectively implement BBBEE, since key areas of empowerment, such as the implementation of a broad-based skills development programme for employees, Small Medium Enterprise (SME) development for union members and community initiatives have been overlooked. The conclusion is that Nam-MIC FS is promoting a minimalist approach to empowerment, since its main focus is on the provision of affordable financial services and products, which is a short-term and unsustainable approach to reducing income inequalities and poverty. The main recommendations include the need to formulate and implement internal policies in respect of the transformational guidelines and implementing a monitoring and evaluation system. The findings on NHE reveal that whilst a BBBEE model has been implemented, a shortcoming is the failure to implement a skills development programme for black SME contractors. Moreover, of concern is the failure by NHE to promote broad-based ownership in the provision of housing, since the poor and very poor are directly and indirectly excluded from housing opportunities. The conclusion is that NHE is not promoting the broader participation, capacity building and economic improvement of the poor and very poor, which exacerbates the housing backlog through the emergence of informal settlements. The main recommendations pertain to the need to directly or indirectly include the poor and very poor in the provision of housing opportunities and a need to implement a skills development programme for black SME contractors, in addition to implementing a monitoring and evaluation system.
AFRIKAANSE OPSOMMING: Swart Ekomiese Bemagtiging (SEB) in Namibië word as ‘n noodsaaklike strategie vir die verligting van armoede in die stryd teen swart verontmagtiging beskou. Die SEB-konsep en die beoefening daarvan staan egter sonder ‘n ondersteunende nasionale SEB-beleid. Desnieteenstaande moedig die regering die private en die besigheidsektors aan om self bemagtigingsinisiatiewe in ooreenstemming met SEB-konsepriglyne te ontwikkel. Vir minderbevoorregtes in Namibië is die beoefening van SEB egter omstrede vanweë die implementering daarvan. Kritiek oor die implementering van SEB word gebaseer op die aanname dat SEB die selfverryking van ‘n klein groep swart elite instede van die bemagtiging van armes behels. Verbreking van die siklus van onderontwikkeling en marginalisering vereis verbondenheid tot Breë Basis Swart Ekonomiese Bemagtiging (BBSEB) en breë basis eienaarskap. Die uiteindelike oogmerke van BBSEB is betekenisvolle vermindering van armoede, ongelyke inkomste en werkloosheid. Die primêre doelwit van hierdie navorsing was om die implementering van BBSEB in twee maatskappye in Namibië, die Namibia Mineworkers Investment Company Financial Services (Nam-MIC FS) en die National Housing Enterprise (NHE), te ontleed. Die doel was om te bepaal of die armes enige voordeel uit die onderskeie BBSEB-strategieë trek en in hoeverre dit gebeur. Die navorsing is met behulp van beskrywende gevallestudies benader om die bemagtigingsproses in die betrokke instansies te kan verstaan. Twee insamelingsmetodes is vir die verkryging van data gebruik: ope-vraag vraelyste en gestandaardiseerde ope-vraag onderhoude met bedryfshoofde van die onderskeie instansies. Die bevindings toon dat Nam-MIC FS breë basis eienaarskap bevorder deur vakbondlede in staat te stel om toegang tot bekostigbare finansiële dienste en produkte te bekom, maar nie daarin geslaag het om BBSEB effektief te implementeer nie, aangesien sleutelareas van bemagtiging, soos implementering van breë basis vaardigheidsontwikkelingsprogramme vir werknemers en ontwikkeling van vaardighede vir Klein en Medium Ondernemings vir vakbondlede, sowel as gemeenskapsinisiatiewe, oor die hoof gesien is. Die gevolgtrekking is dat Nam-MIC FS ‘n minimalistiese benadering tot bemagtiging bevorder – hulle is hoofsaaklik op die verskaffing van bekostigbare finansiële dienste en produkte gerig, wat as ‘n korttermyn en onvolhoubare benadering tot die vermindering van inkomste-ongelykheid, en tot armoede, beskou word. Die vernaamste aanbevelings betrek die behoefte om ‘n interne beleid ten opsigte van transformatiewe riglyne te formuleer en ‘n stelsel vir die monitering en evaluering daarvan te implementeer. Bevindings oor die NHE toon dat ‘n BBSEB model geïmplementeer is, maar die firma tekortskiet aangesien hulle nie ’n vaardigheidsontwikkelingsprogram vir swart KMOkontrakteurs kon instel nie. Verder is dit sorgwekkend dat die NHE nie geslaag het om breë-basis eienaarskap deur voorsiening van behuising te bevorder nie, aangesien die armes uiters arm is en direk sowel as indirek uitgesluit word wanneer geleenthede vir behuising ter sprake is. Die gevolgtrekking is dat die NHE nie breër deelname, die ontwikkeling van kapasiteit, en ekonomiese verbetering van armes en uiters armes bevorder nie, waardeur die behuisingsagterstand vererger, en informele nedersettings ontstaan. Die vernaamste aanbevelings betrek die behoefte aan direkte of indirekte insluiting van armes en uiters armes by die voorsiening van behuisingsgeleenthede en die behoefte om vaardigheidsontwikkelingsprogramme vir swart KMO-kontrakteurs, tesame met ‘n monitering- en evalueringstelsel, te implementeer.

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Uiseb, Gerson. "An exploration of teacher leadership: a case study in a Namibian rural primary school." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001715.

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The Namibian education system has undergone a policy shift from a top-down leadership practice or head-centred leadership to a more shared form of leadership in schools. Existing policy documents call for teacher participation in school level decision-making structures and processes as teachers often are involved in other activities and have been through life experiences which equip them with leadership skills. These policies clearly stipulate that school principals cannot lead and manage the schools alone, but should involve teachers and other stakeholders in leadership activities. This study explored teacher leadership in a rural primary school in the Otjozondjupa region of Namibia. The study explored the understanding of the concept teacher leadership, the practice of teacher leadership and the enhancing factors as well as barriers to teacher leadership practice. A qualitative interpretative case study was conducted. Interviews, document analysis, focus group interviews, a questionnaire and observation were employed to produce data with regard to teacher leadership practices in the case study school. The data were analysed thematically using Grant’s (2008) model of teacher leadership. Findings revealed that the concept of teacher leadership was understood as teachers leading both within and beyond the classroom. Teacher leadership was practiced across the fours zones of teacher leadership (after Grant, 2008), but to varying degrees. It could be categorized as emergent teacher leadership (after Muijs and Harris, 2005) within a formal distributed leadership framework (MacBeath, 2005). Teacher leadership in the case study school was enhanced by collaboration among staff and involvement of teachers in school level decision-making. However, barriers to teacher leadership at the case study school included holding on to power by the principal, teachers’ negative attitudes towards teacher leadership, a lack of incentives, a lack of time due to a heavy work load and a lack of professional development.

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Jalkebro, Rikard. "Finding a juncture between peace and conflict studies and terrorism studies : the case of the Mindanao conflict." Thesis, University of St Andrews, 2014. http://hdl.handle.net/10023/11865.

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This thesis is a critique on contemporary counterterrorism and peacebuilding. It uses a single case study approach to answer the question: How can we, by studying the Mindanao conflict - which has characteristics of both ‘new wars' and ‘new terrorism' - find a juncture between peace and conflict studies and terrorism studies that could help us to better understand terrorism and thereby create more efficient frameworks and tools for countering terrorism, and addressing the root causes of intrastate conflict in order to build a lasting peace? In addressing this question the thesis aims to contribute to International Relations and more specifically the emerging literatures of ‘critical terrorism studies' and ‘critical peace and conflict studies'. Ontologically, the thesis is positioned in between the two subfields, peace and conflict studies and terrorism studies, of International Relations and draws on theories from both literatures and the more recent ‘critical' turns of each sub-discipline; critical terrorism studies and critical peace studies. The case study of the Philippines and in particular the Mindanao conflict is relatively under-researched and functions as a comparative element as it, arguably, represents a microcosm of almost every type of conflict. It is the understanding of the thesis that there is a need to understand local realities and grievances in order to build a lasting peace in Mindanao where the root causes of the conflict is being addressed. Hence, the thesis seeks to understand the root causes of the conflict by focusing on Filipino history of governance and conflict. The roots of conflict is found to be the grievances of being deprived of self-rule, autonomy, and independence and of the right to its ancestral domain after centuries of various levels of oppression as well as corruption within the embedded, archaic power structures of Filipino political dynasties. Furthermore, the thesis tests the theoretical frameworks on the on-going peace process suggesting that the institutions and ‘one size fits all approaches' in liberal peacebuilding can be found in the embedded power structures in the social, political and economic levels of the Philippines. The main contribution the thesis aims to achieve is to apply post-liberal peacebuilding theories to the Mindanao conflict by identifying and assigning the role of the liberal institutions to local elites. Therefore, the main argument of the thesis is that the peace agreement between the Philippine government and the MILF is merely reshuffling the power within the archaic power structures of governance and political, economic and social life within the Philippines, without addressing the root causes of the conflict. Consequently, this will not lead to a long-term lasting peace in the Philippines.

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Poulton-Busler, Richardine Masoline. "The integration of pre-primary education into three mainstream primary schools in the Khomas Region in Namibia: implications for management and leadership." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001581.

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One of the goals for Namibia’s Vision 2030, through ETSIP (2005‐2015), is to establish a preprimary year in primary schools for all children aged 5‐6 to be developed first in schools serving the poorest population and OVCs. ECD is widely recognised as having a significant impact on the subsequent learning of children. The high failure and dropout rate in grade 1 made this process an important one. In 2008 the integration of ECD became a reality in five schools in the Khomas region of Namibia. At present there are 29 pilot schools in the Khomas region 29 schools, and 504 in the whole of Namibia. According to the MoE all primary schools should have a preprimary class as ECD has been recognized as a key contributor to positive outcomes in schools. This study sought to investigate various stakeholders’ experiences and views of the integration of pre‐primary into mainstream pre‐primary schooling. The goal was to investigate the management and leadership implications of this integration. The study is an interpretive case study of three pilot primary schools. The research design made provision for data collection through semi‐structured interviews, focus groups and document analysis. The main finding was that, despite numerous challenges, principals are positive about the integration of pre‐primary. There is a sense of appreciation of the importance of pre‐primary. Principals adopt participative and collegial management approaches in leading their schools towards becoming learning organisations. The study also uncovered several significant challenges, such as the need for more training and the provision of infrastructure to make the process more effective.

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Yan, King-sun, and 甄敬燊. "A consultancy report on the organization conflict and suggest ways forconflict resolution by management of organizational change of a Germanbuying office in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31269473.

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Sinvula, Leonard Masene. "The role of leadership in a successful rural secondary school in Namibia: a case study." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1004925.

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The primary purpose of this qualitative case study research was to examine the role of leadership in a successful rural secondary school in Namibia. In Namibia, the Education and Training Sector Improvement Programme (ESTIP) was initiated to provide, amongst other things, effective leadership in education. In addition, the Ministry developed a policy on the National Standards and Performance Indicators for Schools in Namibia to complement the objectives of ETSIP. The policy emphasizes leadership practices in schools such as professional competence, commitment, ability to direct, inspire and motivate interpersonal relationships and teams. The study drew on leadership theories and findings from related studies to make sense of the role played by leadership in this particular rural school in Namibia. The study uses the interpretive orientation as the methodology for investigating the leadership's role. This is in line with my attempt to determine stakeholder's experiences and perceptions of the leadership in the school. I collected data from three sources: semi-structured interviews, observation and document analysis. The findings of this study suggest that the leadership had a significant influence on the school's success. In particular it emerged that the school leadership played an instructional role to ensure there was effective teaching and learning and that they encouraged teamwork extensively in leading the school. The leadership provided internal support structures as well as external networking to garner support for the school from the wider community. The study has also revealed that there are challenges facing this rural school's leadership in terms of poor parental involvement. Challenges such as lack of parental commitment to the school, illiteracy among adults and a communication breakdown between the school and its parents are still rife. The school leadership addresses this challenge by participating in village meetings and utilizing them as a platform to discuss school matters with parents. Further research on this topic would be useful, including such institutions as rural primary schools, private schools and colleges in the Caprivi Region, as very little research has been done on leadership roles in schools in the rural areas of Namibia.

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Zokka, Thomas Kayele. "An exploration of teacher leadership : a case study in a Namibian urban primary school." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001809.

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After independence in 1990, Namibian schools were required by the new government to shift from a hierarchical organisational structure with authoritarian leadership to a more democratic type of leadership that offers teachers the opportunity to participate in school leadership and in decision-making processes. This shift is suggested in a number of national policies in Namibia that highlight the sharing of leadership within the organization and, in particular, the sharing of leadership with teachers. As such, teacher leadership is a manifestation of distributed leadership which emphasizes that leadership can be located in the position of the principal but can spread over many people who work in a school at various levels. While teacher leadership is well researched in developed countries, it is under researched in Namibia. Against this backdrop, the purpose of my study was to explore the concept and practice of teacher leadership as an organizational phenomenon in a case study school in the Ncuncuni circuit of the Kavango region in Namibia. It also examined the factors that enabled and inhibited the practice of teacher leadership. My study was conducted within a qualitative interpretive paradigm and it adopted a case study approach in one school. The study used the following instruments to collect data: a closed questionnaire, document analysis, observations and individual interviews. The primary participants were the principal and three teachers, while the entire school teaching staff constituted my secondary participants. Quantitative data was analysed manually using descriptive statistics while qualitative data was analysed thematically using a model of teacher leadership (Grant, 2008). The findings of my study indicated that while the concept of teacher leadership was new to all participants, they had a common sense understanding of it. Although teachers in the study understood teacher leadership in a range of different ways, the overarching idea of the whole school was that teachers lead both in and outside the classroom. My study also found that teachers in the school practiced teacher leadership across the entire four zones. These included how teacher leadership was practiced inside the classroom and how teachers worked as leaders with colleagues and learners beyond their classroom in curricular and extra-curricular activities. It also included how teachers led outside their classroom in whole school development as well as how teachers led beyond their schools in the community. Teacher leadership was strong in the first three zones and weaker in the fourth zone, which constituted an example of 'successful teacher leadership' (Harris and Muijs, 2005). There were factors that promoted teacher leadership in the case study school such as a supportive culture and ongoing professional development. Factors that constrained the practice of teacher leadership were also evident like the SMT who used its power at times to control teachers' decisions and a lack of time also emerged as a barrier that impeded teachers from taking leadership roles because they already had full teaching programmes. Even though there were some barriers to teacher leadership, a dispersed distributed leadership context prevailed at the case study school.

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Keyter, Charles Antonie. "A distance education management model for the Polytechnic of Namibia." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52633.

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Thesis (PhD)--Stellenbosch University, 2002.
ENGLISH ABSTRACT: A major factor affecting higher education world wide and in particular in Namibia is a trend towards massification. Within Namibia this trend is due to an increase in population, an increased demand for skilled human resources and an increase in political power of the formerly disadvantaged communities. This resulted in a rising demand that the government of Namibia provide access to higher education for increasing numbers of young people. The Polytechnic of Namibia (PaN) has therefore opted for distance education as a means of providing flexible and cost-effective education to the people of Namibia. The term "distance education" is currently accepted internationally to describe a whole range of educational activities in which teaching and learning take place without the students and the educators being together for all, or even most of the time. This is made possible by the use of communication media in the form of print, broadcasts, audio and video recordings, telephones or computers and often a combination of several of these, usually in conjunction with occasional face-taface contact between students and educators or between fellow students. These common characteristics are the result of the convergence of various traditlena and a variety of political, economic, social, educational and technological developments in different countries at different times. Managing distance education is a complex undertaking. In addition, educators have so far only had limited experience of managing distance education, because it has such a short history. This situation is further complicated by the fact that such diverse media are used, each with its own peculiar characteristics and that the scale of operation is often larger than in conventional education institutions. For the purpose of this dissertation distance education institutions were divided into four types, namely, dedicated distance education institutions, departments of existing conventional education institutions, consortia and hybrids. Furthermore, the internal organisation and management issues related to the management and administration of distance education were explored and certain criteria were identified to develop a normative model of distance education management for a mixed or dual mode institution like the PaN. The current distance education management model at the PaN was evaluated in terms of the normative management model identified. An evaluation was undertaken to identify the shortcomings and to make certain recommendations to overcome these shortcomings. A new distance education management model was also proposed. The aim of this distance education management model is to ensure that a suitable division of labour is created to fulfill the required distance education activities, and to ensure that all distance education activities are properly co-ordinated within the PaN and that the Centre for Open and Lifelong learning (COll) which is responsible for the managing of all distance education .. activities at the PaN gets the support it needs to carry out its task. The writer believes that distance education will increasingly be an essential factor in making education accessible at all levels, in all forms, to all people at every stage of their life. New technology is increasingly making this possible. Due to the fact that distance education will become of vital importance in the twenty first century, distance education practitioners and planners need to be more flexible and open-minded about distance education's appropriate role and usage.
AFRIKAANSE OPSOMMING: 'n Belangrike faktor wat hoër onderwys dwarsoor die wêreld en veral in Namibië beïnvloed, is 'n neiging tot massifikasie. Binne Namibië kan hierdie neiging toegeskryf word aan 'n toename in bevolking, in die vraag na opgeleide menslike hulpbronne en in politieke mag by die voormalige agtergeblewe gemeenskappe. Dit het uitgeloop op groter eise dat die regering van Namibië toegang tot hoër onderwys moet verskaf vir 'n groeiende getal jongmense. Die PoN het dus besluit op afstandsonderrig as 'n manier om buigbare en koste-effektiewe onderrig aan die mense van Namibië te voorsien. Die term "afstandsonderrig" word tans internasionaal aanvaar as die beskrywing van 'n hele reeks onderwysaktiwiteite waartydens onderrig en leer plaasvind sonder dat die studente en die opvoeders voortdurend of selfs vir die meeste van die tyd bymekaar is. Dit word moontlik gemaak deur die gebruik van kommunikasiemedia in die vorm van drukwerk, uitsendings, oudio- en beeldopnames, telefone of rekenaars, en dikwels 'n kombinasie van 'n aantal hiervan, gewoonlik gepaard met toevallige persoonlike kontak tussen studente en opvoeders of tussen mede-studente. Hierdie gemeenskaplike eienskappe is die resultaat van 'n sameloop van verskeie tradisies, asook 'n verskeidenheid van politieke, ekonomiese, sosiale, opvoedkundige en tegnologiese ontwikkelings in verskillende lande op verskillende tye. Om afstandsonderrig te bestuur is 'n ingewikkelde onderneming. Hierbenewens het opvoedkundiges tot dusver slegs beperkte ondervinding opgedoen ten opsigte van die bestuur van afstandsonderrig, omdat dit so 'n kort geskiedenis het. Hierdie situasie word verder gekompliseer deur die feit dat 'n verskeidenheid van media gebruik word, elkeen met sy eiesoortige eienskappe, en dat die skaal waarop hierdie soort onderrig onderneem moet word dikwels groter is as in konvensionele opvoedingsinrigtings. Vir die doel van hierdie proefskrif is afstandsonderriginrigtings in vier tipes verdeel, naamlik, afstandsonderwysinrigtings wat geen ander doel het nie, departemente in bestaande konvensionele opvoedkundige inrigtings, konsortia en 'n samestelling van twee of meer van hierdie drie. Hierbenewens is die interne organisasie en bestuursvraagstukke verwant aan die bestuur en administrasie van afstandsonderrig ondersoek en sekere kriteria is geïdentifiseer om 'n normatiewe model van afstandsonderrigbestuur te ontwikkel vir 'n gemengde of dubbelganginrigting soos die PoN. Die afstandsonderrig-bestuursmodel wat tans aan die PoN gebruik word, is geevalueer ten opsigte van die normatiewe bestuursmodel wat geïdentifiseer is. 'n Evaluasie is gedoen om die tekortkominge te identifiseer en om sekere aanbevelings te doen om hierdie tekortkominge aan te spreek. 'n Nuwe afstandsonderrig-bestuursmodel word ook voorgestel. Die doel van hierdie afstandsonderrig-bestuursmodel is om te verseker dat 'n geskikte arbeidsverdeling geskep word sodat die nodige afstandsonderrig aktiwiteite doeltreffend binne die PoN gekoordineer word, en dat die Sentrum vir Ope- en Lewenslange Leer, wat verantwoordelik is vir die bestuur van alle afstandsonderrig aktiwiteite aan die PoN die nodige steun kry om sy taak uit te voer. Die skrywer glo dat afstandsonderrig toenemend noodsaaklik sal wees om onderwys toegangklik te maak op alle vlakke, in alle vorme, aan alle mense in elke stadium van hulle lewens. Nuwe tegnologie maak dit toenemend moontlik. Aangesien afstandsonderrig 'n noodsaaklike rolspeler sal word in die een en twintigste eeu, sal die beoefenaars en beplanners hiervan toenemend buigbaar en oop van gemoed moet wees ten opsigte van afstandsonderrig se toepaslike rol en toepassing in die samelewing.

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Roberts, Christine L. "Conflict and cooperation in watershed management : case study of metropolitan Boston's water supplies." Thesis, Massachusetts Institute of Technology, 1990. http://hdl.handle.net/1721.1/69711.

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Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 1990.
Title as it appears in the M.I.T. Graduate List, June 1990: Cooperation and conflict in watershed management.
Includes bibliographical references (leaves 144-151).
by Christine L. Roberts.
M.C.P.

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Pysar, Catherine A. "A multistakeholder conflict-resolution framework| A case study of the Tanzanian Higher Education Loan Board conflict." Thesis, Capella University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3591388.

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The objectives of this explorative case study investigated a multistakeholder conflict in Tanzania Africa, using stakeholder theory as the theoretical foundation. While stakeholder theory has evolved and gained prominence as a method for reviewing conflict resolution processes it was important to conceptualize any discrepancies that could establish a framework for resolving conflicts in practice and in strategy. The research design analyzed five factors of framing, reframing, managing, power and trust with four different stakeholders involved in higher education loan conflicts. The results of the study showed distinct differences compared to previous research findings focused on multistakeholder conflicts. One primary distinction was characterization of the conflicts followed other studies however the lack of motivation to change was complex. There was a strong risk aversion which blocked a link for long-term solutions. Though like other studies competitive, collaboration and coalition for managing the conflicts were identified, risk aversion precipitated an unpredictable mixture of these management processes. Furthermore power imbalances and trust were identified as important aspects of multistakeholder conflicts; however this study linked the impact of results when risk aversion is included in the conflict. Finally, like other studies barriers to a strong conflict resolution process were related to normative values. However, this study enhanced the impact of a lack of societal values for motivating stakeholders to include normative values. It is recommended that further research be conducted to explore the implications of the multistakeholder conflict resolution model.

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Kafidi, W. "Strategic options for trade unions in the Namibian Police Service." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53600.

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Thesis (MPA)--Stellenbosch University, 2003.
ENGLISH ABSTRACT: Freedom of association is a constitutional fundamental freedom denied the members of the Namibian Police Service. This led to the researcher to conduct a study on current labour practices in the said organisation. The aim thereof was to establish whether the inexistence of unions has a detrimental effect on labour relations, and also to explore possibilities of introducing trade unions in the Police Service. A study was conducted within a qualitative approach with the data obtained from existing literature as well as through interviewing police officers and other public office bearers. It was ultimately found that the entire organisation is fraught with labour related problems, which would have been handled differently within unionism. The study therefore recommends that a union be formed for the Namibian Police members.
AFRIKAANSE OPSOMMING: Vryheid van assosiasie is 'n konsitusionele fundamentele vryheid wat die lede van die Namibiese Polisiediens ontsê is. Dit was aanleidend tot die navorser se ondersoek van bestaande werkspraktyke in die gemelde organisasie. Die studie is daarop gerig om vas te stel of die bestaan van unies nadelig inwerk op werksverhoudings asook om die moontlikheid van die instelling van vakunies in die polisiediens te ondersoek. Die studie is met 'n kwalitatiewe benadering onderneem en data is bekom uit bestaande literatuur asook onderhoudsvoering met polisiebeamptes en ander openbare ampsdraers. Daar is uiteindelik bevind dat die hele organisasie gebuk gaan ander werksverwante probleme wat binne vakunie-verband anders hanteer sou word. Die studie beveel dan ook aan dat 'n unie vir die lede van die Namibiese Polisie ingestel moet word.

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Hsi, Sau Ching. "Conflict management strategies engaged by a forum host in a public forum in Hong Kong." HKBU Institutional Repository, 1995. http://repository.hkbu.edu.hk/etd_ra/91.

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Kashikatu, Lukas. "An organization development intervention in a Namibian rural school in Ohanguena region." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003567.

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Post independent Namibia adopted a decentralization policy which involved the transfer of decision-making powers and administrative authority from central government to government institutions, including schools, with a view to improving quality. However, despite new educational policies, Namibian educators continue to operate in a non-participatory manner and are unprepared for their role as change agents. This has created tension between the espoused benefits of decentralizing and the reality in schools. In such a turbulent situation schools need to be helped to understand the complexity of change in order to adapt, and OD plays a crucial role in this regard. OD is a consciously thought of and systematically implemented organization-wide improvement effort which aims at increasing organizational effectiveness and health through action research. Rather than a top-down change approach, the OD practice adopts a bottom-up approach to change. This study introduced and investigated an OD intervention in a Namibian rural school in Ohanguena Education Region, with the purpose of exploring participants’ perceptions and experience of the process and of the possible short-term outcome of the intervention. Its findings could be of significance to educators, organizations and future OD esearchers. The study is an action research case study located in the interpretive and critical paradigms. Multiple data collection tools were used during this study, namely observations, structured one-to-one interviews and focus group interviews. Interpretive analysis was used as the data analysis approach. The study found that despite OD being new to participants, it was embraced as a change strategy as it made significant impact on their understanding of organizations and conception of change which is radically different from the common top-down approach to change. The intervention further empowered participants with new skills of initiating change and problem-solving strategies. Apart from that, the intervention yielded a positive short-term outcome which motivated participants to adopt and apply OD in the future without underestimating challenges associated with the process.

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McKee, Erin Leigh. "Conflict-Conditioned Communication: A Case Study of Communicative Relations between the United States and Iran from 2005-2008." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/264.

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In protracted international conflicts, truth is often sacrificed in the name of victory. Political realists see international politics as a competition to win power, retain power, and demonstrate power; misleading the enemy in the name of strategy and misleading the public in the name of security are necessary elements of the game. A less obvious condition is that those caught in the cycle of intergroup conflict also withhold truths from themselves. This denial of truth and reality--to the Other, to the public, and to the self--is especially prevalent in the communicative relationship between the United States and the Islamic Republic of Iran. This study explores the communicative relationship between the United States and Iran via mass media with a particular focus on propaganda as "natural." The literature review explains how conflict-conditioned communication grows and operates within the context of intergroup conflict, including the significance of globalization and information technology. The communicative relationship between the United States and Iran is used as a case study to explore conflict-conditioned communication. A snapshot of the U.S.-Iran communicative relationship was taken from May 1, 2005 - May 1, 2008. Articles from three print and online media sources were combed and analyzed for examples and patterns of conflict-conditioned communication. The method is based on an approach to understanding conflict-conditioned communication that was developed by Dr. Harry Anastasiou, a conflict resolution professional and educator. The method additionally utilizes the work of Dr. William O. Beeman, an expert on misperceptions between the United States and Iran. The conflict-conditioned communicative relationship between the United States and Iran shows how legitimate concerns and human needs are filtered through collective psychology, history, and national identity and absorbed into misperceptions. These misperceptions are perpetuated through propaganda and lead to unyielding political positions. The dual phenomena of globalization and advanced information technology amplify these unyielding political positions by spreading propagandized misperceptions faster and farther than ever before. As the United States and Iran become more entrenched in unyielding political positions, communication reduces to competing systems of propaganda, thus making peaceful conflict resolution less likely.

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Vehapi, Flamur. "Conflict Resolution in Islam: Document Review of the Early Sources." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1446.

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Islam is the world's fastest growing religion. It is known to have an abundant and very rich amount of knowledge found in the Qur'an and the teachings of Prophet Muhammad, and as such, this religion has tremendously contributed not only to Muslim societies but also to the West. One aspect of this contribution explicated in this thesis is its contribution to the field of Conflict Resolution. The primary purpose of this study is to unearth the tradition of peace and conflict resolution that comes out of the religion of Islam, which is unknown to many Muslims today. In this study, existing literature in the field is examined, and a qualitative exploration is carried out, in order to formulate a better understanding of the dynamics of the Qur'an, hadith and other documents of Islam, as they relate to peace and conflict resolution. Utilizing a mixed methods approach, data collected for this study came from two sources: the existing literature regarding Islam and conflict resolution and the participants (Imams and religious scholars of Islam) interviewed through a questionnaire. To begin with, the thesis introduces the fundamentals of Islam and major concepts of the faith. It proceeds with Qur'anic and hadith injunctions on peace and conflict, and how those divine revelations as believed by Muslims, were applied by Prophet Muhammad and his early followers. This work is concluded with the opinions and interpretations of the scholars regarding the original question of this study and the matters discussed in the literature review. The thesis deals with the teachings of the Qur'an and only investigates and analyzes historical events from the lifetime of Prophet Muhammad and the early caliphate of Islam. In the process, to further explore the concept of conflict resolution in Islam, interpretations of Muslim scholars and imams are included in this document review of the sacred texts of Islam. Some questions addressed in this research are, how might this knowledge be valuable to Muslims today in these times of great turmoil involving the Muslim world after September 11? Where do the primary sources of Islam, the Quran and the hadith, stand as far as peace and conflict are concerned? And most importantly, what does Islam have to teach about conflict resolution?

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Weldon, Catherine Leigh. "The changing nature of conflict in Africa : challenges for the United Nations." Thesis, Stellenbosch : Stellenbosch University, 2006. http://hdl.handle.net/10019.1/50649.

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Thesis (MA) -- Stellenbosch University, 2006.
Includes bibliography
ENGLISH ABSTRACT: The nature of conflict in Africa has changed from the Cold War to the post-cold War era. This is evident in the internal and external factors and actors involved within the conflict dynamics. During the Cold War era politics and the quest for control of the state formed the basis for conflicts in Africa, from anti-colonial wars of independence and liberation struggles to secessionist attempts. In the post-Cold War era with the loss of external superpower support, this has changed with the growing significance of identity politics, and conflicts based on the differences of ethnicity, religion and the quest for the control of resources and land, characterised by extreme violence and the rise of actors other than the state, within failed and collapsed states. These conflicts have thus presented challenges to the United Nations (UN) in relation to its traditional means of maintaining international peace and security, and the internal dynamics of the decision-making processes, political will and accompanying resources and financial factors within the organisation. The challenges faced by the UN in Africa therefore lie not only within the nature of conflict and the nature of the African state but also within the internal constraints inherent within the organisation itself. The conflicts in Mozambique and Rwanda respectively represent how the nature of conflict has changed in Africa from the Cold War to the post-Cold War era and both illustrate the challenges the UN has faced in light of the changing nature of African conflict. While Mozambique offers an example of a typical Cold War conflict, based on the quest for control of the state and exacerbated by superpower support, Rwanda represents an example of a typical post-Cold War internal conflict based on identity politics and extreme violence manifest as genocide. By comparing and contrasting these two conflicts, and the subsequent involvement of UN peace maintenance operations in these conflicts, this thesis offers a comparative study of "old" and "new" wars in Africa in order that a better understanding of the nature of conflict in Africa can be reached and to illustrate the challenges faced by the UN in light of this changing nature of conflict.
AFRIKAANSE OPSOMMING: Die aard van konflik in Afrika het vanaf die tydperk van die Koue Oorlog tot die na-Koue Oorlog tydperk aansienlik verander. Dit is in die innerlike en uiterlike faktore en akteurs wat by die konflik betrokke is waarneembaar. Gedurende die Koue Oorlog tydperk was interstaatlike konflik 'n hoofkenmerk. Dit was ook die fase van antikoloniale oorloë wat dikwels met eksterne steun geveg is. In die na-Koue Oorlog tydperk met die verlies van uiterlike supermoondheid ondersteuning, het interne konflik binne swak state dikwels oor die beheer van skaars hulpbronne, of oor identiteit en griewe gegaan. Die konflik het uitdagings aan die Verenigde Nasies (VN) gestel wie se vredesregime kwalik vir rebelle en kindersoldate voorsiening gemaak het. Dit het ook eise gestel aan die politieke wilskrag van lede van die Veiligheidsraad om in dergelike konflikte betrokke te raak. Die uitdaging vir die VN in Afrika lê dus nie net in die aard van konflik en die aard van die staat in Afrika wat verander het nie, maar ook in nuwe eise vir vrede. Die twee gevallestudies van die konflik in Mosambiek en Rwanda demonstreer hoe hierdie aard van konflik verander het, en hoe moeilik dit is om vrede te maak waar akteurs (rolspelers) kwalik binne konvensionele raamwerke hanteer kan word. Waar Mosambiek 'n voorbeeld van 'n tipiese Koue Oorlogse konflik was - stryd vir die beheer oor die staat en aangevuur deur supermoonhede, is Ruanda weer 'n meer eietydse voorbeeld van 'n tipiese na-Koue Oorlogse interne konflik, gebaseer op identiteitspolitiek wat met ekstreme geweld en volksmoord gepaard gegaan het. Hierdie tesis bied 'n vergelykende studie van sulke "ou" en "nuwe" oorloë in Afrika en bied moontlik 'n beter begrip van die aard en oplossing van sulke konflikte wat by uitstek nuwe uitdagings aan die tradisionele opvattings van die VN stel.

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Binder, Heidi A. "Cultural fluency in the eye of the storm : a mediation case study." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/800.

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The eye of the storm is the calm center amidst chaos where, metaphorically speaking, mediators often begin their work. Recent research has advocated for a more holistic, relational, culturally inclusive approach to the mediation process. Such an approach requires conflict fluency as well as cultural fluency for effective mediation. This thesis explores how the intervention strategies of mediation may be enhanced through increased cultural understanding. Current theories of intercultural conflict transformation and intercultural communication are reviewed. Conflict fluency is understood through a mediation perspective. Cultural fluency is understood through cultural identity, cultural values, communication styles, and conflict styles. A case study follows the theoretical review of the literature. In this case study, a small community mediation center illustrates what is happening in the field today regarding the relationship between culture and conflict. The case study involves a 6 holistic analysis of the organization, seeking to understand intercultural competence at all levels. This includes an analysis of keystone materials, a survey of mediators, Intercultural Effectiveness Scale (IES) results, and interviews with mediators as well as organizational leadership. The thesis concludes with a list of recommendations that may be useful to this community mediation center as well as other similar organizations. Amongst these recommendations are potentially useful training items such as intercultural conflict styles, critical moment dialogues, and other intercultural tools designed to increase mediator competence in intercultural communication.

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Kenmoe, Nougue Plamielle. "United Nations mediation in Africa: a case study of the Bakassi conflict intervention, 2002-2006." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1431.

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Just as conflict is part of everyday life, mediation can and is practiced everyday and everywhere. It is a way of reaching decisions in a cooperative, non-hierarchical way, allowing for clear and open communication processes. Conflicts can be resolved in a formal manner through courts, arbitration, ombudspeople, diplomacy and mediation, or an informal manner through friends, colleagues, religious and community leaders, and dialogue. The way in which people resolve their disputes has an impact on how societies and institutions are governed. The war in Bakassi has taken its toll on the people of that area for several years now and has witnessed people from Bakassi facing some of the worst effects of armed conflict known to man. This study investigated the use of international mediation in the management of intractable conflict with a specific case study on the Bakassi peninsula conflict between Cameroon and Nigeria. It focused on the mediation process as a conflict management technique in relation to the international relations theories which has been used as a basis for conflict resolution practices. The researcher conducted a document review, content analysis on selected documents and this was supported by strategic interviews. The findings as well as the researcher‘s recommendations are discussed in the study in order to assist the future work of conflict management specialists and other stakeholders who have devoted their efforts to the recovery of areas emerging from conflict.

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Ahmed, Ghosia. "Exploring the conflict of interest between knowledge-sharing and information security practices : an empirical case study." Thesis, Loughborough University, 2017. https://dspace.lboro.ac.uk/2134/32354.

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Knowledge sharing and information security have become well-established concepts in academia and within organisations. Knowledge sharing aims to encourage individuals to share tacit and explicit knowledge with colleagues and stakeholders, yet on the other hand, information security initiatives aim to apply controls and restrictions to the knowledge that can be shared and how it can be shared, where the primary focus is usually on protecting explicit knowledge or information. This thesis draws attention to the largely unexplored and under-developed area of knowledge protection ; it investigates the paradoxical and concurrent nature of knowledge sharing and information security practices by exploring their relationship and understanding how this can affect an organisation and subsequently identifies ways of achieving a balance between the two practices. The empirical work was carried out through an interpretivist case study approach in the Energy Technologies Institute (ETI) an organisation that combines knowledge and expertise from partnerships with academia, industry and the UK government, in order to deliver innovative low carbon solutions. A novel team-based action learning approach was developed to generate individual, team and organisational learning and to help initiate change; the data was collected from three project teams about their knowledge and experiences of knowledge sharing and information security practices, which was then analysed and further supplemented with the ETI s organisational perspective and the researcher s own experience of collaborating with the ETI to contextualise the findings. Eight predominant overarching themes were identified that play an important role in and influence the organisation s knowledge sharing and information security practices. When looking at the practices of knowledge sharing and information security independently at the ETI, proactive and conscious efforts towards achieving the goals of each practice are evident. Knowledge is recognised as the ETI s core product and its effective dissemination is key for the organisation s success, which is why there is a keen attitude towards improving knowledge sharing internally and externally. On the other hand, a great deal of importance is given to protecting valuable knowledge and meeting stakeholders confidentiality requirements, thus, there are good systems, access controls, and information restrictions in place. In addition, strict legal and approval processes to protect information value and accuracy are implemented. However, when both knowledge sharing and information security - practices are compared from a broader perspective, evidence of issues arising from their conflicting nature is evident. Moreover, operating in a complex governance structure with various expectations and contractual agreements with stakeholders regarding confidentiality, has created a protective culture in the organisation surrounding its knowledge, which causes a hindrance to formal and informal knowledge sharing (including both, tacit and explicit forms) and makes identifying opportunities for fully exploiting knowledge and Intellectual Property an ongoing operational challenge. The research process facilitated the achievement of effective learning at individual, team and organisational level for the ETI about its practices, identification of challenges and areas of improvement, incorporation of learning and recommendations into its knowledge management strategy alongside existing activities to improve knowledge sharing. The contents of this thesis particularly the eight themes that have emerged from the research findings - are also contributing significantly to a project the organisation is carrying out to reflect on and review what has been learned from operating the ETI for the last 10 years. The thesis contributes to the existing body of knowledge, theoretically and practically, in the disciplines of knowledge management and information security; what was predominantly overlooked by previous literature, the empirical research findings surface evidence of the relationship between knowledge sharing and information security practices, showing their interconnectedness, and, the negative consequences of the two practices being treated and managed separately. For the action learning arena, a novel methodological approach underpinned by the action learning philosophy has been introduced that demonstrates how team action learning (i.e. using intact teams as opposed to conventional action learning teams) can be used to engage employees to share and combine their knowledge on real organisational issues, generate new learning and develop actions to initiate improvements in the organisation.

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Kwan, Wing-mei, and 關穎媚. "Conflicts resolutions in infrastructure planning: a case study in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31260275.

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Warne, Leoni Computer Science Australian Defence Force Academy UNSW. "Power and politics in information systems : a new model of conflict and a challenge for project managers." Awarded by:University of New South Wales - Australian Defence Force Academy. School of Computer Science, 1997. http://handle.unsw.edu.au/1959.4/38703.

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The purpose of this research study is to investigate and identify the impact of conflict on the success of information systems development. While specific hypotheses and research propositions are tested and investigated, the broader objectives of the study are to: explore the nature of conflict in an information system development and the extent to which conflict may be perceived to impact on the successful progress of a project; to determine which type of conflict may pose the most risk to an information systems development; and to determine to what extent conflict can be said to be contributing factor to information systems failure. This study is structured into two different stages: a major case study conducted to explore the nature of conflict in a prematurely terminated information systems development and to probe the extent to which conflict is perceived to pose a risk to information systems projects; and a second stage surveying IT managers to test the wider applicability of the case findings. Findings include a predictive model of conflict showing that the independent variables: Extent of the Conflict; Degree of Perceived Impediment caused by conflict; Assessment and Management of Conflict; and finally, the Type of Conflict, impact on the probability of project success. Some of the primary theories on conflict derived from the study include the finding that conflict involving users has the greatest negative impact on the probability of success of an information systems development. This includes User/User conflict which is at least equal to, and may even exceed the negative impact of Developer/User conflict in an information systems development environment. User/User conflict is the most potentially damaging type of conflict in an information systems development environment as this type of conflict is less frequently detected and resolved than conflict involving developers.

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Köhler, de Castro Carolina. "Conflict and drought: is it a dual challenge? : A comparative case study of the challenges humanitarian reliefprogrammes in Mozambique and Zimbabwe faced during the 2016El Niño induced drought and conflict in Mozambique." Thesis, Umeå universitet, Statsvetenskapliga institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-142411.

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The number of people around the world who are affected by humanitarian crises has almost doubled in the past decade. For instance, in 2016, Southern Africa experienced the worst drought in 35 years, due to the weather phenomenon El Niño, and all aspects of society were affected. The aim of this thesis is to identify and analyse different types of challenges humanitarian relief programmes face in their disaster management in two different contexts: a conflict and a non-conflict context. The thesis combines both disaster management and peace and conflict studies. Interviews have been conducted in Zimbabwe (non-conflict) and Mozambique (conflict) with INGOs, UN organisations and donors that were involved in the humanitarian relief programmes in the countries during the El Niño induced drought in 2016. The programmes experienced various challenges, and additional challenges have been found in the humanitarian relief programmes in Mozambique due to the conflict. This thesis contributes to the existing theory with one piece of the puzzle: combining the theories on disaster management and peace and conflict studies and showing that neighbouring countries to those in conflict are likely to get spillover challenges from the country in conflict, primarily due to issues with refugees.

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Young, Douglas W. "Resolving conflict for gutpela sindaun an analysis and evaluation of traditional and modern methods of achieving peaceful intergroup relations among the Enga of Papua New Guinea /." Phd thesis, Australia : Macquarie University, 1995. http://hdl.handle.net/1959.14/23155.

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Thesis (PhD) -- Macquarie University, School of History, Philosophy, and Politics, Centre for Conflict Resolution, 1995.
Includes bibliographical references and appendices.
This thesis presents the findings of a participatory action research project conducted in Enga Province, Papua New Guinea. -- The advantages and disadvantages of participatory action research in Conflict Resolution are discussed, with special reference to their common basis in a contemporary philosophy of cognition and learning. The practical and ethical issues of cross-cultural training in Conflict Resolution are reviewed. The research process is described and particular research methods evaluated. Comparison with the methods and findings of earlier research is also presented. The issues are illustrated by means of case studies drawn from a period of field work (March 1992-April 1993, December 1993-February 1994, and August 1994). -- The research involved the analysis and evaluation of both traditional and modern means of conflict resolution used by Enga people or by other agencies within Enga Province during the period of research. The outcome of resolved conflict is gutpela sindaun ("good sitting") a Tok Pisin (Melanesian Pidgin) phrase that translates the Enga phrases auu pyoo katenge and auu pyoo petenge ("being or staying well," conceived from a masculine "standing" [katenge] or feminine "sitting" [petenge] perspective). These phrases are frequently used to describe peaceful intergroup relations. In considering how this state might be brought about, special attention is paid to the preferred methods of the people themselves (cross-cutting alliances, exchange relationships, and violent self-help), government (the Village Court System, economic development, and punitive measures), and churches and religious movements (conversion, forgiveness, and reconciliation). -- The special role of new religious movements as social movements for peace is highlighted. A comprehensive policy proposal is presented for further discussion by interested parties. -- This information, its interpretation, application, and implementation are presently part of an ongoing participatory action research process sponsored by the Catholic Diocese of Wabag (Enga Province). This thesis therefore forms a summary of the data as of December 1994, which must in turn be evaluated by those whose practice it is intended to inform.
Mode of access: World Wide Web.
xxii, [3], 413 leaves ill. (some col.)

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Biyela, Isaac M. "Partners in education : some policy guidelines for improving relations among different role players in the new education system with reference to the greater Newcastle Area." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50413.

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Thesis (MPhil)--University of Stellenbosch, 2005.
ENGLISH ABSTRACT: This study focuses on problems in the teaching fraternity after 1994. The transition to democracy brought about major changes in the running of the civil service. This study explores how the education policy of the central government in general, and that of KwaZulu-Natal Province in particular, affected human relations between school managers and teachers. A questionnaire was used to investigate the issue. Education policy guidelines and literature have been used to illustrate how policy can produce unintended consequences. The respondents to the questionnaire were selected school managers and teachers. The questions were aimed at gauging opinion regarding issues such as protection of line managers, moratorium on teacher transfers, the Labour Relations Act, commitment to teaching and training needs, to name just a few. Human relations seemed to worsen from 1996 to 1999 as most educators disobeyed the rules and to same extent continued to do so even after this period, in the name of unionism driven by "relatively" fair labour practice. One of the contentious issues in the conflict was the Labour Relations Act of 1995 that streamlined all labour sectors, thus doing away with differentiated legislation on each sector. The study found that the following factors contributed to strained human relations in the KwaZulu-Natal education sector: The abolition of corporal punishment in schools, a general lack of recognition for educational achievement of educators, a lack of recognition for good performance by supervisors, the way in which the Labour Relations Act was implemented in schools, unregulated voluntary severance packages for teachers, and the refusal by teacher unions to take up the duty loads of terminated temporary educators. In the light of the above the study made four recommendations: Knowledge and understanding of the Labour Relations Act should be strengthened among educators, further education of teachers should be recognised as it affects the quality of education in schools, the re-opening of educator transfers should be investigated, and training programmes are important to ensure capacity building.
AFRIKAANSE OPSOMMING: Hierdie studie fokus op probleme wat in die onderwys-sektor ervaar is na 1994. Die transisie na demokrasie het groot veranderinge gebring tot die manier waarop die staatsdiens bestuur is. Die studie ondersoek die manier waarop mense-verhoudinge tussen skoolbestuurders en onderwysers, affekteer is deur die beleid van die sentrale regering in die algemeen, en die provinsie van KwaZulu-Natal in die besonder. 'n Vraelys is gebruik om die ondersoek te doen. Onderwysbeleidsriglyne en literatuur is gebruik om te illustreer hoe beleid in hierdie gevalonvoorsiene gevolge gehad het. Die respondente tot die vraelys is geselekteerde skoolbestuurders en onderwysers. Die vrae is gemik daarop om die opinies rakende die volgende kwessies te meet: die beskerming van lynbestuurders, die moratorium op onderwyser verplasings, die Wet op Arbeidverhoudinge, die verbeterings tot onderwys- en opleidingsbehoeftes, ensomeer. Verhoudinge het veral tussen 1996 en 1999 versleg, met die gevolg dat die meerderheid van onderwysers in die provinsie die department se reëls gebreek het (selfs na hierdie periode), in die naam van vakbond-aksie gedryf deur "relatiewe" regverdige arbeidspraktyk. In hierdie verband, was een van die vernaamste sake in die konflik die Wet op Arbeidsverhoudinge van 1995. Hierdie wet het alle arbeidsektore onder een bedeling gestroomlyn en so weggedoen met gedifferensieerde wetgewing vir elke sektor. Die studie vind op grond van die vraelys dat die volgende faktore die vernaamstes was in die KwaZulu-Natal onderwys sektor: Die afskaffing van lyfstraf in die skole, die tekort aan erkenning van studie deur onderwysers, die tekort aan erkenning vir goeie prestasie deur toesighouers, die manier waarop die Wet op Arbeidsverhoudinge in skole toegepas is, ongereguleerde toekenning van vrywillege aftrede pakkette, en die weiering deur onderwys vakbonde om die verpligtinge van afgedankte tydelike onderwysers to skouer. In die lig van hierdie faktore is die volgende voorstelle gemaak: Kennis en verstaan van die Wet op Arbeidsverhoudinge moet beter aan onderwysers gekommunikeer word, verdure studie deur onderwysers moet erken word aangesien dit die kwaliteit van onderwys beinvloed, onderwys verplasings moet weer ondersoek word, en opleidingsprogramme is 'n belangrike manier van kapasiteitsbou.

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Cronin, Patrick M. "Will a conflict resolution training program for deacons at Friendly Avenue Baptist Church of Greensboro, North Carolina, coupled with case studies, enable these leaders to understand their role as mediators in conflict resolution as pointed out by Christopher W. Moore, James E. White and Robert L. Sheffield?" Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

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Cerletti, F. "Engaging with the Total oil corporation in Myanmar : the impact of dialogue as a tool for change towards greater conflict sensitivity." Thesis, Coventry University, 2013. http://curve.coventry.ac.uk/open/items/150fa304-132f-411b-9d3b-4c078c949d59/1.

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This thesis explores whether dialogue between a company and a non-profit organisation (NPO) can influence a company’s way of working towards being more conflict sensitive. As a case-study I analysed the dialogue between the French oil and gas company, Total S.A. (Total), and the US based NPO, CDA Collaborative Learning Projects (CDA) relating to the company’s operations in Myanmar/Burma. The objectives of the research were to ascertain if dialogue had a positive impact, and if so, what it was about the dialogue that enabled change, what was the process of change that could be observed and how embedded such change was. Drawing on post-modernism, systems thinking and complexity thinking, I have built on organisational change, conflict transformation, dialogue and cross-sector partnership literature to examine the role of dialogue as an enabler of change. While highlighting parallels in the discourses, I analyse the process and degree of change within the company through two conflict transformation models, one by Lederach (1997) and the other by Lederach, Neufeld and Culbertson (2007), which I feel best synthesise these parallels. The research is a longitudinal case-study (2002-2012), based on semi-structured interviews and document analysis. The study adds to the limited academic research on conflict sensitivity in general, and on the implications for a company’s way of working in particular. Although I find that within the business sector, the notion of conflict sensitivity is assumed in the wider concept of corporate social responsibility, noteworthy is the relevance of dialogue in change processes. Dialogue is an essential enabler as it sparks transformational levers also recognised in the literature reviewed. However it is not sufficient. The research illustrates that the dialogue between CDA and Total has played a critical role in facilitating a shift in the company’s way of working, with the contribution of other influences at play. As such, I draw attention to the complexity of the change process and discuss the current nature of the drivers of change within Total.

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Grobler, Jacobus Johannes. "Water management in the wildlife lodge industry: a multiple case study in South Africa, Namibia and Botswana." Diss., 2018. http://hdl.handle.net/10500/25091.

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Water is life, and without it nothing can survive. All plants and animals need water to survive, whether it is fresh or salty. Climate change and pollution contribute greatly to the decline of freshwater supply and quality (National Geographic, 2015). According to the United Nations, 10% of the global population does not have access to clean water (UN Water, 2016) while World Health Organisation (WHO, 2009) stated that 3,4 million people die annually from water related diseases. The tourism industry across the world requires water for basic human consumption, irrigation of gardens and golf courses, preparation of food and drinks, making snow for winter sports and general water activities such as swimming or motorised water sports (Gössling et al., 2012). Many tourism lodges in the wildlife lodge industry in South Africa, Namibia and Botswana are in remote areas where little or no infrastructure exist. These lodges are dependent on natural water sources such as rivers, dams and boreholes to supply their water demand. The main objectives of the study were to determine water quality and quantity management in lodges from South Africa, Namibia and Botswana. The objectives were divided into sub-categories such as frequency and comprehensiveness of water quality analysis, the current quality of water at each lodge, water consumption per capita, establish benchmarks for the lodges and investigated other management components such as stakeholder involvement, financial implications and the monitoring of water management systems Across all three countries, 29% of the lodges have tested the water quality of their source, 61% tested water quality on their taps and 19% tested water quality of their wastewater discharge. From the 61% that did water quality tests on their tap, only 11% tested more than 37% of the required parameters as stated in the countries relevant standards and guidelines. The results indicated that the average water consumption across all three countries were 2073 l/g/n or 503 l/b/n when staff is included. Strong correlations were established between water consumption, the guest to staff ratio and rate in US $ when all three countries were considered. The water quality results indicated that several lodges had issues with Iron, Sulphate and Chloride levels. The author concluded that the current water management systems can be improved to ensure that water quality is managed more sustainably in the wildlife industry. The biggest concern relates to wastewater discharge, where very few water quality analysis are done. This has the potential to cause pollution and degrade ecosystems. It was recommended that more frequent and more comprehensive water quality analysis must be carried out on wastewater discharge as well as tap water to ensure water is safe for consumption. Lodge managers can appoint designated personnel to ensure that water meter readings are taken monthly and that they are probably recorded. The use of modern equipment such as pulse meters will prevent meters from seizing. Smart meters can be used to upload data to a cloud where WIFI is available.
Department of Environmental Sciences
M. Sc. (Environmental Management)

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Makendano, Aggrey Kayabu. "Investigating teachers’ experiences of learner discipline in senior secondary schools in Zambezi Region of Namibia." Diss., 2016. http://hdl.handle.net/10500/23275.

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Jjemba, Michael Harold. "Local council courts and local conflict resolution : a case of Lubaga Division, Kampala District, Uganda." Thesis, 2009. http://hdl.handle.net/10413/8156.

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The government of Uganda, on realizing that community conflicts could not be handled entirely by the centre, enacted a Local Councils Act, whose operationalization began on 8th June, 2006. The Act established the Local Council Courts for the administration of Justice at the local levels; it was also intended to define the Jurisdictional powers and procedures for the established Courts and other related matters. Laws and guidelines were developed and the Minister of local government issued the Local Councils Courts (Regulations) 2007 aimed at facilitating the operationalization of local councils in their functions related to the administration of Justice. Since their inception, the experiences, challenges, and people's perception of these local councils is not very clear. Overall, the study explores the experiences of local council courts in resolving local conflicts and also comes up with suggestions for more effective resolution of conflicts. The specific objectives are: 1) to identify types of conflict handled; 2) to explain the process of resolving conflicts; 3) to document the degree of satisfaction with the court process and perception of the system's effectiveness; 4) to identify the challenges faced by local council courts system in helping to resolve conflicts; and finally to make suggestions for improving the effectiveness of these courts in resolving conflicts. This study used a cross-sectional descriptive study and employed both qualitative and quantitative data collection methods. It was conducted in Lubaga division (LC III), Kampala District and it targeted members of the local courts, community members with a case handled by the local court representatives of collaborating institutions. The findings show that there was no uniform understanding of the phenomenon conflict apart from the community respondents and key informants who almost had similar view to mean 'a misunderstanding between two parties'. The local councils at all levels (LC I, LC II, LC III) were only mandated to handle civil cases. The cases mostly handled were; domestic violence (37/63); rent defaulting (35/63) and land disputes (30/63) .In all these cases the causes were mostly economical, social, cultural and political in nature. The study also found out that most of disputes were being brought willingly to the courts but a small fee levied was unpopular among the community members. The local courts were issued with guidelines to follow although these guidelines fell short of the expectations of the members who wished they could also handle criminal cases. The level of satisfaction with skills and capability of local courts members to handle cases was just above 50% and the reasons advanced were that in most cases the conflicts were usually resolved or settled, and the disputants were always allowed to ask questions. Most of the conflicts were usually resolved through negotiations (37/63) with courts playing a moderating role and encouraging the complainants to reconcile. Local courts were also perceived to be effective in terms of being quick and cost effective. The effectiveness of these courts was also looked at in terms of their ability to handle a wide range of services as reported by 38/63%) of the respondents. Other factors which were advanced as impacting negatively on the effectiveness of these courts include: biasness (36/63); lack of follow up, political interference and to some extent corruption. etc. The key challenges reported were; delivery of services on voluntary basis; lack of coordination between police and local courts; lack of local courts to implement judgments; pressure to make judgments on cases outside the mandate of these courts and the high rates of child offenders yet they were protected the existing laws. In conclusion, generally though not uniform there was a clear and rightful understanding of the term conflict. The local council courts were following the guidelines and were aware of their mandate of handling only civil cases which was a good practice. The approach of local courts endeavoring to solve cases through negotiations was a good one although at times it was reported as a slow process. Overall, communities were satisfied with the local courts and felt that they were effective in handling local conflicts The existing policies should be revised to accommodate: 1) remuneration of local court officials, 2) empowering the local courts to enforce their judgments; 3) clearly defining the roles and responsibilities of the local courts vis-à-vis those of the police and 4) reviewing the laws regarding child-offenders less than 18 years of age.
Thesis (M.Com.)-University of KwaZulu-Natal, Westville, 2009.

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Majola, Vangile Joyce. "The role of the school governing body (SGB) in conflict management : a case study." Diss., 2013. http://hdl.handle.net/10500/11825.

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The study focused on the role of the School Governing Body (SGB) in the management of conflict in schools. The investigation was done in one of the secondary schools in Gauteng Province. Causes of conflict and the challenges facing the SGB, teachers, learners and parents have been discussed. Types and nature of conflict have been listed and discussed including the resolutions and management of conflict. A literature review provided a conceptual framework and covered definitions of conflict, conflict management strategies, conflict resolution, governance and qualities required for a successful SGB in governing conflict in a secondary school. An empirical investigation using a qualitative approach was conducted and data gathered by means of interviews with the SGB. Finally a synopsis of findings and recommendations was made to assist the policy makers, departmental officials, SGBs, principals, teachers and parents in proper management of conflict in secondary schools.
Educational Leadership and Management
M. Ed. (Education Management)

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Kaizemi, Sencia. "Challenges of recruitment and retention of skilled employees in a Namibian bank." Diss., 2017. http://hdl.handle.net/10500/23153.

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The purpose of this study was to explore and describe the challenges that a Namibian bank faced in recruiting and retaining skilled employees. The study adopted a qualitative research approach and the data were collected through face-to-face interviews with 20 participants from the Namibian bank. The researcher used the Five-Phased Data Analysis Cycle as described by Yin (2011) to analyse the data. Ensuring trustworthiness, the researcher used Guba's Model of Trustworthiness as cited by Krefting (1990). The major findings of the study were the shortcomings in the Namibian bank remuneration structure, lack of training and no employee recognition. The recommendations of the study are that the Namibian bank needs to implement training and development for its employees, review its remuneration structure and demonstrate appreciation of staff by showing recognition, better salaries and incentives.
Business Management
M.Com. (Business Management)

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Saeed, Ikram. "Instructional needs assessment for managing conflict between watershed resource users in Oregon : the OWIC case study." Thesis, 1993. http://hdl.handle.net/1957/35579.

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The purpose of the study was to explore a needs assessment method for suggesting target-based training interventions for managing conflict between the resource user/interest groups in Oregon's riparian zones. An instrument was developed and then validated by an expert panel. The questionnaire addressed three potential conflict management factors: multiple-use orientation, abundance philosophy, and conflict management styles. The instrument was distributed to members of the Oregon Water Improvement Coalition (OWIC) and to samples of its members' constituencies. Responses from the environmental, business, and professional groups were then compared to the OWIC responses as well as to each other's. Usable information was provided by 95% of the subjects (n=19) from OWIC and 55% of the subjects (n=158) from the constituencies. The OWIC and environmental group members were relatively less multiple resource use oriented than business and professional groups. The OWIC group was relatively more abundance philosophy oriented than professional and business groups. The professional and business groups in turn were significantly different than the environmentalist members. Both OWIC and professional groups were relatively more solution oriented than business and environmentalist under the riparian zones' resource use conflict situation. The instrument appeared to be sufficiently reliable and valid for its purpose. Future research should employ an interdisciplinary approach for improving the instrument by adding questions on facilitating communication between and among the interest groups. The utility of gathering information on the nonconfrontation and control conflict management styles and philosophy of land management factors deserves further study.
Graduation date: 1994

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Orapeleng, Shathani Rejoyce. "Innovative leadership in managing conflict at selected senior secondary schools in Botswana." Thesis, 2017. http://hdl.handle.net/10500/23231.

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The phenomenon of conflict is the problem that principals are faced with in their respective schools. The aim of this study was to explore the role that innovative leadership could play in managing conflict at the selected schools in Botswana. For the purpose of this study, a qualitative research approach was adopted. It included interviews, during which the informants responded to open-ended questions; observations, where the researcher visited the schools and interacted with the informants; and document analysis. These methods were employed to determine the perceptions of participants regarding the nature, extent, and causes of conflict at the selected schools. The study indicated that a number of factors could significantly contribute in managing conflict. Employing innovative educational leaders, benchmarking, using bottom-up communication skills, and the engagement of policy analysts, are some of the key recommendations made for avoiding further conflict within schools and between schools and the Ministry of Education.
Educational Leadership and Management
D. Ed. (Educational Management)

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"Interdepartmental relationships, coordination and conflicts." Chinese University of Hong Kong, 1991. http://library.cuhk.edu.hk/record=b5886672.

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by Tso Sek-kwong, Tony.
Thesis (M.B.A.)--Chinese University of Hong Kong, 1991.
Bibliography: p. 91-93.
ABSTRACT --- p.i
TABLE OF CONTENT --- p.ii
PREFACE --- p.iii
Chapter 1. --- INTRODUCTION --- p.1
Chapter 2. --- PURPOSE OF THE STUDY --- p.2
Chapter 3. --- REVIEW ON INTERUNIT ISSUES --- p.3
Chapter 3.1 --- DEPARTMENTATION --- p.3
Chapter 3.2 --- INTERDEPENDENCE --- p.4
Chapter 3.2.1 --- Types of Interdependence --- p.4
Chapter 3.2.2 --- Measures of Interdependence --- p.6
Chapter 3.3 --- COORDINATION AND CONFLICTS --- p.7
Chapter 3.3.1 --- Reasons of Conflicts --- p.8
Chapter 3.3.1.1 --- Goal interdependence --- p.8
Chapter 3.3.1.2 --- Task interdependence --- p.9
Chapter 3.3.1.3 --- Resources interdependence --- p.9
Chapter 3.3.1.4 --- Awareness of interdependence --- p.9
Chapter 3.3.1.5 --- Perception of interdependence --- p.10
Chapter 3.3.1.6 --- Asymmetric power relationships --- p.10
Chapter 3.3.2 --- Resolution of Conflicts --- p.11
Chapter 3.3.2.1 --- Rules and programs --- p.11
Chapter 3.3.2.2 --- Formal control --- p.11
Chapter 3.3.2.3 --- Reduction of resources interdependence --- p.12
Chapter 3.3.2.4 --- Communication --- p.12
Chapter 3.3.2.5 --- Spatial-physical strategies --- p.12
Chapter 3.3.2.6 --- Clarification of roles and responsibilities --- p.13
Chapter 3.3.2.7 --- Modification of rewards and job designs --- p.13
Chapter 3.3.2.8 --- Conflict-resolution styles --- p.13
Chapter 3.3.2.9 --- Socialization and training --- p.14
Chapter 3.3.2.10 --- Intermediates --- p.14
Chapter 3.4 --- CONSEQUENCES OF CONFLICTS --- p.15
Chapter 4. --- METHODOLOGY --- p.17
Chapter 4.1 --- METHODS OF SURVEY AND ANALYSIS --- p.17
Chapter 4.1 --- LIMITATIONS IN THE METHODOLOGY --- p.19
Chapter 5. --- ORGANIZATION SETTING --- p.22
Chapter 6. --- ANALYSIS OF THE AGGREGATE RESULTS --- p.26
Chapter 6.1 --- DOMAIN UNCERTAINTY --- p.26
Chapter 6.2 --- DEPARTMENTATION --- p.30
Chapter 6.3 --- JOB RESPONSIBILITIES AND INTERDEPENDENCE --- p.31
Chapter 6.3.1 --- Job Responsibilities of the Departments --- p.32
Chapter 6.3.2 --- Type and Extent of Interdependence --- p.34
Chapter 6.4 --- INTERDEPARTMENTAL PROBLEMS AND CONFLICTS --- p.38
Chapter 6.4.1 --- Types of Problems and Conflicts --- p.38
Chapter 6.4.2 --- Seriousness of Issues --- p.41
Chapter 6.5 --- COORDINATION AND CONFLICT RESOLUTION --- p.44
Chapter 6.6 --- OUTCOME OF THE INTERDEPARTMENTAL RELATIONSHIPS --- p.49
Chapter 7. --- CONCLUSION AND RECOMMENDATION --- p.52
Chapter 7.1 --- RECOMMENDATIONS FOR THE MARKETING DEPARTMENT --- p.53
Chapter 7.2 --- RECOMMENDATIONS FOR THE ENGINEERED SYSTEMS DEPARTMENT --- p.56
Chapter 7.3 --- RECOMMENDATIONS FOR THE SALES DEPARTMENTS --- p.57
Chapter 8. --- DISCUSSION OF THE STUDY --- p.60
APPENDIX 1 --- p.65
APPENDIX 2 --- p.89
APPENDIX 3 --- p.90
BIBLIOGRAPHY --- p.91

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Wereta, Yoseph Woubalem. "Peace education for managing institutional conflict : a case study of Addis Ababa University." Thesis, 2019. http://hdl.handle.net/10500/26745.

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This study focused on investigating the significance of peace education to manage institutional conflict at Addis Ababa University, Ethiopia. As conflict is inevitable in all settings, the need for looking at diversified ways of mitigating conflict is paramount and mandatory. Higher education should serve communities and nations in generating solutions on one hand and as well generating educated human power equipped with basic knowledge, skills and required attitude, on the other hand. The situation observed in the study area of AAU and other universities is a concern because the level and magnitude of conflict being experienced in university campuses is increasing. Taking this into consideration, the study employed a qualitative inquiry and collected data from students, academic staff from a variety of departments, the student administration wing student, the Institute of Peace and Security Studies and support staff. The findings of the study tried to identify the nature and cause of conflict. Moreover, it collected data regarding the measures currently taken by the university and as well investigated to what extent peace education can serve as an instrument to manage institutional conflict in AAU. Most of the conflict types were found to be dysfunctional, which involves the affective domain based on the feelings and emotions of the conflicting parties, mainly students to each other. It was injected by ethnic conflict and almost no dialogue is held to resolve the conflicts among them. On the other hand, turbulent situations in the society are enacted at the university, with students entering into conflict demanding their ethnic groups’ democratic and human rights. When conflicts arise, conflict resolving mechanisms are traditional with the university resorting to the use of the external police force with dire consequences such as imprisonment, detainment and even death. The study thus investigated and revealed the potential of peace education as an innovative solution to resolve conflict collaboratively thus satisfying all parties.
Educational Management and Leadership
Ph. D. (Education Leadership and Management)

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Kundu, Mariam Ayoti. "Traditional approaches to peacemaking and conflict resolution : the case of Wunlit, South Sudan." Thesis, 2003. http://hdl.handle.net/10413/4035.

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This study explores how traditional conflict resolution mechanisms were used to transform the conflict between the Dinka and Nuer communities in Wunlit, south Sudan in 1999. Various people perceived, experienced and played different roles in the process. Through story telling and the sacrifice of a white bull, the two communities entered a covenant which still holds four years later. The merger of previously antagonistic liberation movements with strong Dinka and Nuer constituencies, respectively, two years after Wunlit is seen by some as a dividend of Wunlit. People-centred peacemaking processes can be credited for contributing to enduring peace.
Thesis (M.Com.)-University of Natal, Durban, 2003.

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Makendano, Aggrey Kayabu. "Exploring teachers’ experiences in managing learner discipline in secondary schools in the Hardap region of Namibia." Thesis, 2019. http://hdl.handle.net/10500/26977.

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Managing discipline in the developing world where corporal punishment has been abolished in schools in line with the human rights agendas, has led to teachers battling with implementing alternative peaceful discipline measures. Namibia is no exception. Data gathered from six purposively selected secondary schools served as the case of this research were textually analysed using open coding. Data used in this inquiry were gathered through qualitative open-ended questionnaire and semi-structured individual interviews from 24 participant teachers at the six secondary schools. In order to view learner discipline in a holistic way, the intention of this inquiry was to explore how teachers experience the management of learner discipline; the factors contributing to learner discipline; the challenges faced by teachers in managing learner discipline; the Namibian government policy in managing learner discipline; and strategies adopted by the teachers in managing learner-learner behaviour in Namibian secondary schools in the region of the Hardap of Namibia. Most of the existing body of knowledge on the phenomenon of learner discipline was confirmed by this study. The inquiry further analysed, presented and discussed the findings in light of the literature review and theories and models that guided the study. The results of this inquiry highlighted that the problem of the Namibian education system is compounded by lack of learner discipline among both learners and teachers. During this inquiry, it was revealed that there is a rampant breakdown of discipline among secondary school learners in the Auob Circuit of the Region of Hardap of Namibia. It was also revealed that participant teachers are trying their best to maintain learner discipline by involving other educational stakeholders. The conclusions were consistent with the main results from the semi-structured individual interviews as well as those from the qualitative open-ended questionnaire resulting in different recommendations being directed at the Education, Arts and Culture Ministry, secondary schools, teachers, parents and learners. It was found that school rules and classroom rules serve as a guideline for teachers and learners when maintaining learner behaviour in schools. Most schools have introduced a demerit system where learners are allocated different points for different offences that they commit, like if they come late for school, come to school without a doctor’s certificate after being absent, if they are disrupting the classes or walking around the school aimlessly. Teamwork among teachers is really lacking when it comes to learner behaviour management in schools. Undisciplined learners take chances as they know that even if they misbehave, nothing will happen to them. The management of learner discipline at some schools has become a very difficult task since most of the learners are troublesome. Learners are affected by the circumstances at home to schools which lead to many problems at schools. Lack of parental involvement is a challenge that teachers face in maintaining learner discipline in schools. Some learners misbehave because of peer pressure. Teachers are also sometimes to blame for disciplinary problems experienced in the Hardap secondary schools of Namibia, taking out their frustrations on the learners or themselves indulging in acceptable behaviour such as drunkenness or sexual molestation. Alcohol and drug abuse are a challenge which is predominant in the Hardap secondary schools, particularly in the Auob Circuit. The results of this inquiry revealed that the challenge that teachers are facing in schools is that learners are defiant, break the law and often become violent. The study recommends that workshops or in-service trainings on learner behaviour management should be conducted by the Education, Arts and Culture Ministry at least twice a year. Teachers should involve learners in drafting a set of school rules.
Die bestuur van dissipline - in die meeste ontwikkelende wêreld waar lyfstraf in skole afgeskaf is in ooreenstemming met die menseregte-agendas, waar die onderwysers sukkel met die implementering van alternatiewe maatreëls vir vreedsame dissipline, insluitend Namibië is 'n baie slegte ervaring vir die meeste onderwysers in die hoërskool. Data wat versamel is uit ses kriteria wat geselekteerde sekondêre skole was, het gedien as die geval van hierdie ondersoek, is met behulp van 'n oop kodering tekstueel ontleed. Data wat in hierdie ondersoek gebruik is, is versamel deur middel van die kwalitatiewe ope vraelys en semi-gestruktureerde individuele onderhoude van vier en twintig deelnemende onderwysers van die ses sekondêre skole. Om die leerderdissipline op 'n holistiese wyse te beskou, was die bedoeling van hierdie ondersoek om te ondersoek hoe onderwysers die korrekte bestuur van leerderdissipline ervaar, die faktor wat bydra tot leerderdissipline, die uitdagings wat onderwysers in die bestuur van leerderdissipline in die gesig staar, die Namibiese regeringsbeleid in bestuur van leerderdissipline en strategieë wat deur die onderwysers aangeneem is vir die bestuur van gedrag van leerder-leerder in Namibiese sekondêre skole in die streek Hardap van Namibië. Die grootste deel van die bestaande kennis oor die verskynsel van leerderdissipline is deur hierdie studie bevestig. Die ondersoek het die bevindings verder ontleed, aangebied en bespreek in die lig van die oorsig van literatuur en teorieë en modelle wat die studie gelei het. Die resultate van hierdie ondersoek het aan die lig gebring dat die probleem van die Namibiese onderwysstelsel vererger word deur 'n gebrek aan leerderdissipline onder leerders en onderwysers. Tydens hierdie ondersoek is aan die lig gebring dat die dissipline onder sekondêre skoolleerders in die Auob-kring in die Hardap-streek in Namibië wydverspreid is. Dit is ook aan die lig gebring dat deelnemende onderwysers hul bes probeer om leerderdissipline te handhaaf deur ander opvoedkundige belanghebbendes te betrek. Die gevolgtrekkings stem ooreen met die belangrikste resultate van die semi-struktuur individuele onderhoude, sowel as dié uit die kwalitatiewe ope vraelys wat gemaak is met betrekking tot elk van die ses ondersoekvrae, verskillende aanbevelings gerig aan die Ministerie van Onderwys, Kuns en Kultuur., sekondêre skole, onderwysers, ouers en leerders, wat noodsaaklike bestanddele is vir verdere ondersoek en studiebeperkings, word duidelik uiteengesit.. Daar is gevind dat skoolreëls sowel as die klaskamerreëls 'n riglyn is vir beide onderwysers en leerders wanneer die leerdergedrag in skole gehandhaaf word. meerderheid skole het 'n stelsel van aflewering ingestel waar leerders verskillende punte kry vir verskillende misdrywe wat hulle begaan, soos as hulle laat kom vir die skool, sonder 'n doktersertifikaat skool toe kom, as hulle die klasse ontwrig of doelloos in die skool rondloop. spanwerk onder onderwysers ontbreek regtig as dit kom by die bestuur van leerdergedrag in skole. dat leerders wat nie gedissiplineerd is nie, kanse waag in skole omdat hulle weet dat al sou hulle hulself gedra, niks met hulle sal gebeur nie. die bestuur van leerderdissipline by sommige skole het 'n baie moeilike taak geword omdat die meeste van die leerders lastig is. leerders bring hul omstandighede tuis na skole wat baie probleme by skole veroorsaak deur mekaar en selfs onderwysers te beledig en te bestry. sommige leerders gedra hulself verkeerd in skole as gevolg van die invloed wat hulle van hul maats kry, en gevolglik vind sommige leerders hulself besig om iets te doen wat daar nie van hulle verwag is om te doen nie. sommige onderwysers is die skuld vir sommige dissiplinêre probleme van sommige leerders wat ondervind word in die Hardap-hoërskole in Namibië. Die uitkomste het ook aan die lig gebring dat baie onderwysers gefrustreerd is weens die werklas en ander sosiale probleme, omdat hulle uiteindelik hul frustrasies op hul leerders loslaat. Weereens dui die resultate daarop dat sommige onderwysers hulself toespits op drank- en dwelmmisbruik, hulle dronk skool toe kom en hul leerders misbruik gebruik. 'n gebrek aan ouerbetrokkenheid is 'n uitdaging wat onderwysers ondervind om leerderdissipline in skole te handhaaf. swak gedissiplineerde leerders is 'n bedreiging vir die vrede en veiligheid van die leerinstellings. drank- en dwelmmisbruik is 'n uitdaging wat veral in die Hardap-hoërskole, veral in die Auob-kring, oorheersend is. Die resultate van hierdie ondersoek het aan die lig gebring dat die uitdaging waarvoor onderwysers in skole te staan kom, is dat leerders alkohol en dwelmmiddels misbruik en dagga op die skoolterrein rook nadat hulle so arrogant geword het dat hulle gewelddadig geraak het. Die studie beveel aan dat minstens twee keer per jaar werkswinkels of indiensopleidings oor die bestuur van leerdergedrag deur die Ministerie van Onderwys, Kuns en Kultuur aangebied word. Onderwysers moet leerders betrek by die opstel van 'n stel skoolreëls.
Educational Management and Leadership
Ph. D. (Education Management)

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46

"使和諧社區運轉起來: 當代上海社區衝突解決研究." Thesis, 2009. http://library.cuhk.edu.hk/record=b6074933.

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A society without any conflicts or disputes is not equal to a harmonious society, but should establish a rational and effective diversified system of conflict resolution. This research tries to study group interest conflicts, their causes, mediation processes and the ways of their resolution in urban communities (Shanghai as an example) in China. Two main research objects are: First, to analyze the characteristics and differences of conflict resolution styles in various modes of state-society relationship in different societies; and to analyze the characteristics and differences of group conflicts that are related with governmental interests in the present transforming China. Second, to investigate the way civil mediation organizations use to reconcile and resolve group interest conflicts, especially those between residents and the government; and to study the interaction among these three parties, the different strategies of each party and the limitations of their action. Based on relevant theories and Blake and Mouton's (1964) Managerial Grid of self-report five-style conflict resolution, this study tries to explain the changing relationship between the state and social organizations through conflict mediation and resolution by "Lin Yue Mediation Workroom". It argues that the state-society relationship in contemporary China is neither state-centered nor society-centered, but a state-led social pluralism. Drawing on research, observation, detailed case of group conflict, a lot of open-ended in-depth interviews, and official documentaries in the Shanghai community, it reveals that group conflict and its resolution are influenced by the government in the contemporary Chinese city. State power infiltrated the process of conflict mediation and resolution. In the transforming China, as the state now is facing heavy social conflicts and has limited ability to resolve all of them, it gives power to social organizations and let them working independently on managing conflicts, but still with quite strong control and restrictions on those organizations, no matter in financial or policy aspect. Meanwhile, social organizations are also seeking ways to maximize their own interest and to create more developing chances during the interaction with the state. The new mode of civil mediation workroom (run as GONGO), acting as a bridge and conflict buffer zone between the government and society, though still quite dependent on the government, has led the state to make adjustment of its relationship with the society by conflict resolution.
In nowadays' rapidly developing China, the transformative interaction between the state and plural social organizations could improve the way and outcome of conflict resolution, making harmonious community possible! IV
In the contemporary transforming era of China, how conflict resolution affects the way a state is governed?
胡潔人.
Adviser: Chan Kim Man.
Source: Dissertation Abstracts International, Volume: 72-10, Section: A, page: .
Thesis (Ph.D.)--Chinese University of Hong Kong, 2009.
Includes bibliographical references (p.189-210).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstracts in Chinese and English.
Hu Jieren.

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47

Chombo, Stanley Chombo. "The perceptions of principals and school board members regarding their working relationship in the Zambezi Region of Namibia." Thesis, 2019. http://hdl.handle.net/10500/26762.

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The purpose of this study was to explore the perceptions of principals and school board members (SBMs) regarding their working relationship in the Zambezi region of Namibia. Not much research about this area has been conducted in the Zambezi region and Namibia at large. The reviewed literature posits that principals play a major role in creating effective working relationships with SBMs. It also argues that positive working relationships between principals and SBMs are at the heart of making a school extraordinary. This working relationship can be fruitful if there is a closer understanding of the roles and responsibilities between the principals and SBMs. Three leadership theories that seemed to suit the study were analyzed and discussed. The transformational leadership, partnership and Dewey’s theory of democracy in education were relevant to this study. The three leadership theories guided the study in exploring the perceptions of principals and SBMs regarding their working relationships in the Zambezi region. They also guided the study to clarify the challenges that contributed to the lack of trusting working relationships between principals and SBMs in the Zambezi region in Namibia. The study is located in the interpretive paradigm, where a qualitative case study approach to the research problem was employed. For the purpose of the study, the researcher selected six schools, two primary schools, two combined and two senior secondary schools, as sites to explore the research problem. It is important to mention that the findings of the study cannot be generalized to all school boards in Namibia, since the research was limited to six schools in the Zambezi region only. The researcher summarized the findings of the study according to the four research questions. The findings derived from this study revealed that the majority of principals and SBMs perceived their working relationship as collegial. However, the study also revealed that some SBMs did not have a good working relationship with the principals. SBMs were not aware of how the finances of the school were utilized. Furthermore, they accused principals of not being transparent when it came to staff appointments. The findings from this study also revealed that, when there was a good working relationship between principals and SBMs at the school, it became easier to maintain discipline among learners and that learners performed better. There needs to be good communication between principals and SBMs, as principals and SBMs are important partners when it comes to the smooth running of a school. There were consultations between principals and SBMs on matters regarding school development. It was, furthermore, learnt that, where there were consultations between principals and SBMs, unity and trust were developed. The Ministry of Education, Arts and Culture (2001:15; 2016:2) in Namibia clearly points out that “For every state school, a school board must be established to administer the school affairs and promote the development of the school and learners of the school” and to “ensure the school is effective in its teaching and learning programme”. However, the study revealed that principals and SBMs were not working in accordance with the Education Act, Act 16 of 2001. SBMs lost interest in participating in school activities. It became evident that SBMs did not seem to be attending school board meetings when invited and rendered many excuses. It emerged from the findings that parent SBMs wanted to be given sitting allowances when attending school board meetings. The findings from the study indicate that there should be good communication between principals and SBMs. Regular school board meetings could help build a good working relationship between principals and SBMs. School board training should be organized for principals and SBMs. To mitigate the challenges faced by principals and SBMs regarding their working relationship in the Zambezi region of Namibia, recommendations associated with understanding of and adherence to policies, working together, communication, trust and fear among SBMs, are that all schools should have scheduled school board meetings that are communicated very early to everyone concerned and SBMs should be given sitting allowances. The researcher recommends that principals and SBMs receive compulsory and appropriate training that will help them to understand and perform their roles and responsibilities well. Where necessary, school board trainers should use a vernacular language (or seek the services of an interpreter) so that parent SBMs who are not fluently bilingual can understand and grasp all essential concepts of the training programme. In addition, the researcher recommends that community members, who are educated and knowledgeable but do not have children at the school, should be co-opted to serve on the school board. There should be clear policies and processes regarding the recruitment of staff who works at the school. The researcher posits that effective communication can be enhanced by employing vernacular languages in meetings to ensure that parent SBMs understand all the proceedings and are involved. It is advisable for the principal and other SBMs to communicate effectively, keep to what they say and always follow through with tangible actions. To reduce fear demonstrated by Learners’ Representative Council (LRCs) serving on the school board during meetings, it is advisable to give appropriate training so that they can gain a better understanding of their roles and responsibilities. In order for principals to work in harmony with SBMs, it is essential to have well-defined roles, as well as to treat everyone fairly and respectfully.
Educational Management and Leadership
D. Ed. (Education Management)

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48

Van, Niekerk Adriana Martha Maria. "An ethnographic exploration of intrapersonal, interpersonal and intra-group conflict management interventions in an institution of higher education." Thesis, 2012. http://hdl.handle.net/10500/9365.

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This study explores the world of human conflict in the workplace, the workplace (in this case) being a South African university. Using the academic tools of ethnography and autoethnography, I investigate the dimensions of human conflict management, which include intrapersonal, interpersonal and intra-group conflict management, from a psychological perspective. In this thesis I refer, in particular, to examples and extractions taken from case studies that focus on conflicts between employees. In doing so I used an eclectic, psychodynamic theoretical frame of reference. The data was collected and processed over a period of fourteen years. Another focus of this thesis is my reflections on my personal development as a counselling psychologist specialising in intrapersonal, interpersonal and intra-group conflict management within an institutional organisation. The participants‟ stories revealed intense emotional experiences and I have put forward suggestions on how these experiences could be explored and dealt with by means of psychologically orientated techniques and interventions within the boundaries of the ethical codes and values of counselling psychology. My eclectic choice of brief psychotherapy, strengths-based counselling, and psychodynamic-based intrapersonal, interpersonal and intra-group interventions are included in my personal narrative. This study serves only as a guideline to other counselling psychologists who deal with human conflicts in similar situations. I have not tried to present a generalised theory. In this study, I argue strongly that there is indeed a place for counselling psychologists and the application of psychological knowledge in the world of human resources departments in organisations. I believe that counselling psychologists can operate, alternatively, as individual counselling psychologists, workshop facilitators and co-facilitators, as consultants, and as members of multidisciplinary teams to address, among other, conflict management in a tertiary institution.
Psychology
D. Litt. et Phil. (Psychology)

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49

Hung-Chih, Yang, and 楊宏志. "The Construction of Process in Environmental Conflict Resolution --- Two Case Studies of the Great Tree in the Alishan and National Taiwan University Experimental Forest Management." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/51832422645493773645.

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博士
國立臺灣大學
森林學研究所
91
In the diversifying society, everyone has different conception and sense of value toward forest usage because of his life experience, opinion of things, and self-benefits. Such kinds of distinct behaviors are easy to induce conflict and dispute over forest operation, stewardship, and usage. This research exactly discards traditional resources management and elite decision-making, and switches to public participation. It focuses on efficient process of public participation, and utilizes solutions based on rational manner and common interest. Through adaptive management, merging collaboration of stakeholder, and constitute a method which is suitable for settlement and resolving environmental conflicts. To summarize the research results, we discover that there’s a phenomenon that both conflicting sides have unequal rights and responsibilities; along with different knowledge, the deadlines of management are different. Besides, the complexity in disposing historical cases, the accuracy in authorizing bounds, the representative of participating companies or individuals; accuracy of substitute solution, assistance from academic institute, as well as to strengthen of the educational training, establish problem-resolving mechanism, legal institutions of settling environmental conflicts, and revolution in forest administration…etc. All of these affect the results of environmental conflicts transaction. Inducing the research outcome, the processes of solving environmental conflicts include: analyzing details, authorizing managed bounds, confirming stakeholder offering the opportunities for learning and training to establish mutual—trust working relationship, indicating questions along, consulting transactional processes, creating com-visions and implementation…etc. Every single process can be planned, acted, monitored, and evaluated different stages to operate, and build conversations, discussions, mutual-identifications, and determines in stakeholder to solve environmental issues efficiently.

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Yoh, John Gay Nout. "The institutional role of the Organisation of African Unity (OAU) in conflict resolution in Africa." Thesis, 2008. http://hdl.handle.net/10500/2033.

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The main objective of this thesis is to critically investigate and analyse the institutional role of the OAU in conflict resolution in Africa. In order to achieve that goal, among other things, it is argued that the philosophy, ideology and history of the Pan-African Movement influenced and shaped the institutionalisation process of the Pan-African Movement and the eventual establishment of the OAU, the formulation of its goals and objectives, as well as the OAU's potential in the resolution of conflicts on the continent. It is also argued on the one hand, that the tension between the preservation of sovereignty of the OAU member states, as well as their national interests and the promotion of continental interests on the other hand, directly affected the work of the OAU in conflict situations in Africa. Furthermore, it is emphasised in the thesis that the colonial legacy and the dynamics of the Cold War era did indeed affect the relations between the OAU member states and as a result, impacted on the African regional cooperation and the role of the OAU in conflict resolution processes in Africa. Another important aspect highlighted in the study was the evolution of the structures of the OAU involved in conflict management and resolution and their effect on the resolution of conflicts on the continent. A critical assessment was made of the various organs, mechanisms and methods adopted by the OAU and an attempt was made to ascertain whether they were suitable for the types of conflicts they were meant to resolve. Indeed, it is argued in the thesis that the principal organs of the OAU either lacked adequate powers to resolve inter-state conflicts, or they were inappropriately structured and thus they could not resolve these conflicts because their structures were not appropriate to intervene in most of these conflicts. Therefore, it can be stated that the mechanisms that were adopted by the OAU mediators to resolve these conflicts were not appropriate for the types of conflicts in which they were involved. It is important to mention that the conflict resolution mechanisms, which were provided for by the OAU Charter, were mainly aimed at resolving inter-state conflicts, and did not cater for various types of intra-state conflicts. An attempt was made in the study to ascertain to what extent this omission affected the role of the organisation in dealing with intra-state and other forms of conflicts, which emerged on the continent. Moreover, it is argued that the structural set up of the OAU's conflict resolution organs has produced complex legal and political problems for member states as well as to the parties to the conflicts. That situation in turn produced complex impediments in the operationalisation and the work of these organs in conflict resolution situations in Africa. This was because their functions were not distributed to minimise jurisdictual disputes such as boundary conflicts, hence resulting in the ineffectiveness of the work of the organisation. The study further analysed the extent to which the role and position of the UN as an international institution affected the role of the OAU in conflict management and resolution in Africa. The thesis also tried to ascertain to what extent the structural weaknesses and inherent challenges regarding the role of the UN in peace making in Africa hampered the work of the OAU in conflict situations where its cooperation with the UN was essential. Moreover, it is argued that the role and position of other regional organisations on the continent did in fact affect the role of the OAU in conflict management and resolution and that the inherent challenges and legal omissions of some vital provisions in the OAU charter regarding the role of the sub-regional organisations in peace-making in Africa did constrain the work of the OAU in conflict situations where its cooperation with sub-regional organisations was required. It was further argued that, although the American-European initiatives in conflict prevention, management and resolution in Africa was meant to facilitate and enhance the activities of the OAU in conflict situations in Africa, some of these initiatives did affect in different ways the role of the OAU. Finally, several arguments were presented to explain why the OAU was not able to successfully resolve the Ethiopian-Somali boundary dispute, a conflict seen as a typical inter-state dispute. Indeed, it is argued in the thesis that the Ethiopian-Somali boundary dispute exemplifies the challenges faced by and inherent weaknesses of the various mechanisms the OAU mediators had adopted to deal with conflict situations in Africa.
Political Science
D. Litt. et Phil. (International Politics)

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Dissertations / Theses on the topic 'Conflict management – Namibia – Case studies'

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