Academic literature on the topic 'South African Students' Organisation'
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Journal articles on the topic "South African Students' Organisation"
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Mpherwane, Maijang, Kurt April, and Claire Barnardo. "The South African Broadcasting Corporation (SABC): powerless but accountable leadership for former GCEO." Emerald Emerging Markets Case Studies 9, no. 2 (2019): 1–20. http://dx.doi.org/10.1108/eemcs-06-2019-0161.
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Learning outcomes The learning outcomes are as follows: identify the key challenges of leading a large organisation that is self-serving as compared to one that has people of integrity in its employ; understand how resilient leaders need to be to remain focussed on the task at hand while faced with resistance and controversy at every turn; demonstrate how to cultivate a culture of trust and integrity in an organisation bereft of both, and rebuild an organisation’s reputation; navigate the dynamics of having an unruly subordinate [chief operating officer (COO)] who in reality is more powerful; and develop key skills in practicing self-care in an environment where one is constantly undermined and devalued. Case overview/synopsis This case looks at the leadership of former GCEO Lulama Mokhobo at the South African Broadcasting Corporation SABC from 2012 to 2014 and her lived experience within the theme of empowered powerlessness. With an unsupportive board, destructive COO, and minister of communications at government level, Lulama is disempowered in her position and battles to make changes. Colleagues attest to the unusually complex dynamics that she had to navigate on a daily basis. The case details how this eroded Lulama’s self-confidence as well as her ability to lead the organisation and pushed her to resign. The SABC managed to undo the strides she made during her tenure and now finds itself in financial quagmire due to poor and questionable decisions made after her resignation as the GCEO of the organisation. Complexity academic level The target audience for this case comprises students enrolled in tertiary business education programmes who have already had some sort of work experience and hands-on exposure to real-world business. MBA and EMBA students, as well as executive education programmes. Including disciplines such as leadership, organisational behaviour and people management and strategy. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 11: Strategy.
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Ronnie, Linda, and Sarah Boyd. "Leading change in a South African school." Emerald Emerging Markets Case Studies 9, no. 1 (2019): 1–16. http://dx.doi.org/10.1108/eemcs-10-2018-0215.
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Subject area: Human Resource Management Study level/applicability: Postgraduate business students Learning outcomes The learning objectives to be drawn from the case are as follows: To discuss the challenges of a leader within a resource-constrained environment. Students are required to highlight aspects of transformational leadership and assess the leader against those criteria. To highlight the connection between employee mindset, actions, and organisational performance. Students need to identify the key issues underlying the personnel challenges facing the leader. To explore the influence of leadership on employee engagement. Students should identify the actions taken by the leader to engage employees and analyse the intention behind them, as well as the actual outcomes. To discuss the potential solutions that the leader may institute to achieve the overall transformational objective for the organisation. Case overview/synopsis This case puts students in the shoes of Siya Zwane, the newly appointed principal of Green Acres Primary School in the South Africa’s Eastern Cape. Having recently completed her PhD in education after 10 years of teaching, Zwane is well versed in the best practices for organisational development and eager to apply them in a public school setting. Her leadership is particularly relevant in the context of a struggling school system that faces, among other issues, an economically disadvantaged population, overcrowding in classrooms, poor infrastructure, and a general lack of resources, including qualified staff. As a newcomer to this school system, Zwane learns quickly how these systemic issues manifest in her teaching team and realises that her first priority must be to empower her staff and enhance employee engagement. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 1: Accounting and Finance
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Du Toit, Nina (HG). "Designing a Model for Facilitating the Inclusion of Higher Education International Students with Disabilities in South Africa." Social Inclusion 6, no. 4 (2018): 168–81. http://dx.doi.org/10.17645/si.v6i4.1666.
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Higher education in South Africa is regulated by several policies, and the obligation of increased access and participation of persons with disabilities into higher education is recognized in legislation (Department of Education, 1997; Department of Higher Education and Training, 2013). However, research indicates that the proportion of students with disabilities in higher education and in study programmes abroad is still very low worldwide (Fazekas, 2017; Organisation for Economic Co-operation and Development, 2011). Study opportunities for these students in higher education institutions abroad, including South Africa, should therefore be increased to provide equal access and experience in an inclusive higher education environment. This study explores possible reasons for the low engagement of South African students with disabilities in international mobility programmes and the function of key role-players in supporting international students with disabilities studying in South Africa (incoming students) and South African students with disabilities studying abroad (outgoing students). This study also explores the ways by which the exchange process could be facilitated more effectively within the context of an inclusive higher education environment. Data on the support services offered to these students was obtained by means of questionnaires sent to the International Relations Offices and Disability Rights Units at higher education institutions in South Africa. The study culminated in the design of a model which specifies the roles of the various role-players in supporting international students with disabilities during their pre-departure, study and return phases.
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Einarsdóttir, Jónína. "Iceland’s Involvement in the Anti-Apartheid Struggle." Veftímaritið Stjórnmál og stjórnsýsla 12, no. 1 (2016): 81. http://dx.doi.org/10.13177/irpa.a.2016.12.1.5.
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The transnational anti-apartheid movement was heavily motivated by the postwar emphasis on human rights and decolonisation, and challenged by Cold War politics and economic interests. The aim of this article is to examine Iceland’s involvement in the anti-apartheid struggles with focus on the establishment of the unified anti-apartheid movement SAGA (Suður-Afríkusamtökin gegn apartheid), its organisation and activities. What were the motives of SAGA’s activists and their subjective experiences? The political background in Iceland is outlined as well as a historical overview of anti-apartheid activities including Iceland’s voting on resolutions against apartheid at UN and adoptions of sanctions against the South African regime. Iceland’s involvement in the antiapartheid struggle was contradictory. During two periods Iceland voted for more radical UN resolutions than did other Western countries, including the Nordic ones. Yet, Iceland adopted sanctions against the South African regime later than the neighbours and the same applies to the establishment of a unified anti-apartheid movement. The branding of the African National Congress (ANC) as communists allowed many to ignore the human right breaches of the South African regime. Most of the activists belonged to left-wing groups or the labour movement, and the relative absence of religious organisations and the Students’ Council of the University of Iceland is notable. Embedded in the transnational anti-apartheid network with particular ways of organisation and mobilisation, the activists became emotionally engaged and worked for a moral cause.
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Rafael, Candice Nancy, Jon Ambler, Antoinette Niehaus, James Ross, and Ozlem Tastan Bishop. "Establishment of “The South African Bioinformatics Student Council” and Activity Highlights." EMBnet.journal 23 (February 2, 2018): e903. http://dx.doi.org/10.14806/ej.23.0.903.
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The South African Bioinformatics Student Council (SASBiSC) in bioinformatics has been set up to increase the visibility of bioinformatics as well as to filter information to students within the field regarding job, funding and workshop opportunities as they arise. This is a short description of the process of setting up a national Student Council for Bioinformatics in South Africa, affiliating to the International Society for Computational Biology (ISCB). We also report two examples of activities that were carried out over the last two years that are: 1) participation in the SciFest Africa; and 2) the organisation of the first Bioinformatics Student Symposium. We hope that our experience and methods for the creation of SASBiSC and of collaborative communities can be useful to others who might want to do the same.
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Kline, Benjamin. "The National Union of South African Students: a Case-Study of the Plight of Liberalism, 1924–77." Journal of Modern African Studies 23, no. 1 (1985): 139–45. http://dx.doi.org/10.1017/s0022278x0005655x.
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Liberalism in South Africa has had a history of importence because of its failure to adhere consistently to the belief that when the ‘loss of liberty for non-whites’ occurs, it ‘inevitably meant [the] loss of liberty for whites as well’. Instead, the predominantly English-speaking South Africans who backed this movement have attempted to promote liberal ideals while maintaining their white prerogatives, and have subsequently found the two to be ‘incompatible’.1 As a result, neither the uncompromising Afrikaner Nationalists nor the demanding Africans and revolutionaries have supported liberalism, and those South Africans in the middle have been discouraged by its vacillating nature. The National Union of South African Students is an example of a liberal organisation's inability to solve this dilemma. Initially Nusas concentrated on academic needs, following a ‘students as such’ policy, and then later transformed its ideals into a ‘students in society’ view, becoming socially active in defiance of the Nationalist Government.2
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Iwu, Chux Gervase. "Kulula.com, South Africa – a case study." Emerald Emerging Markets Case Studies 1, no. 1 (2011): 1–3. http://dx.doi.org/10.1108/20450621111124433.
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Subject area Human resource management; primarily employment law impacting on employment relations. Study level/applicability Second year (or 200 level) students up to post graduate programmes in Business Management, Human Resources Management and Law. Case overview The world is still fascinated by South Africas transition to democracy; what with stories of massacre (Sharpeville, etc.) of those who dared challenge white supremacy and the battle for prominence between the African National Congress and the Inkatha Freedom Party. Since gaining independence, South Africa has attracted investors from far and wide. Now and again, one hears news stories that report about forms of disgruntlement from whites and blacks, respectively. In some quarters, you may hear stories suggesting the white community has not completely gotten over their resentment of black leadership. In some other quarters, you are likely to hear the blacks insist that the South African land space belongs to them and as a result they should be in charge of the distribution of wealth, one must understand that much of the wealth of the South African land still resides with the Whites. In what is considered as a fair attempt to integrate all the citizens of the republic, the new government of Nelson Mandela came up with a constitution that is hailed as perhaps the best in the world. Carved out of the United Nations Human Rights Charter, it proposes a free society that recognizes all its inhabitants regardless of colour. Within the world of work, the constitution identifies seven very important statutes that not only give effect to and sustain the republics membership of the International Labour Organisation, but also help to realize and regulate the fundamental rights of workers and employers. Main learning objective Test students understanding of the legal statutes that pertain to employment relations and human resource management in South Africa. Expected learning outcomes Understand the legislation affecting management and staff. Understand and apply the principles of recruitment and selection of staff. Identify and apply the options open to managers in staff training and development. Identify and apply the appropriate performance management systems. Understand and apply the strategic human resource planning process. Supplementary materials Teaching note.
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Naidoo, Leigh-Ann. "The Role of Radical Pedagogy in the South African Students Organisation and the Black Consciousness Movement in South Africa, 1968–1973." Education as Change 19, no. 2 (2015): 112–32. http://dx.doi.org/10.1080/16823206.2015.1085614.
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Dennehy, Maureen, Hamieda Parker, Sarah Boyd, and Claire Barnardo. "On purpose: leading manufacturing at Shonaquip social enterprise." Emerald Emerging Markets Case Studies 10, no. 1 (2020): 1–30. http://dx.doi.org/10.1108/eemcs-09-2019-0234.
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Learning outcomes The case introduces students to aspects of operations management (OM) and management theory and provides examples of the real-world challenges facing a practitioner. It requires students to think about the operational manager’s responsibilities and how organisational context influences choices and possibly even fit within an organisation. Case overview/synopsis In this case, a factory lead protagonist presents her OM challenges and choices within a for-purpose, rather than for-profit, a social enterprise in South Africa. The context presented unusual constraints that required thoughtful adaptation and judicious choices. The case introduces students to aspects of OM and management theory and provides examples of the real-world challenges facing a practitioner. It requires students to think about the operational manager’s responsibilities and how organisational context influences choices and possibly even fit within an organisation. Complexity academic level The case is aimed at postgraduate business students studying OM. Supplementary materials Teaching Notes are available for educators only. Subject code CSS 9: Operations and logistics.
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Karam, Candice Natasha-Anne, Lusanda Sekaja, and Madelyn Geldenhuys. "Validation of the Bolino and Turnley Impression Management Scale." South African Journal of Psychology 46, no. 4 (2016): 530–41. http://dx.doi.org/10.1177/0081246316640205.
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Despite the personal and organisational benefits and pitfalls associated with Impression Management, and considering the diverse nature of its population, South Africa is yet to develop, validate or adapt its own measure of impression management. The aim of this study was to validate the Bolino and Turnley Impression Management Scale for use in South Africa. A quantitative, cross-sectional survey design was employed using a sample of students from a South African university in Gauteng ( N = 296). The exploratory factor analysis results show support for the five-factor model of the Impression Management Scale. The validation of the measure indicates sound psychometric properties and is therefore a valid predictor of impression management behaviour. The instrument may therefore be used in the South African university context to measure impression management behaviour. Recommendations include a validation of the same scale in an organisational setting.
Dissertations / Theses on the topic "South African Students' Organisation"
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Badat, Mohamed Saleem. "Black student politics under apartheid : the character, role and significance of the South African Students' Organisation, 1968 to 1977, and the South African National Students' Congress, 1979 to 1990." Thesis, University of York, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338550.
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Arowoiya, Ayorinde Ibukun. "A conceptual and organisational framework for internationalisation at a selected South African university." University of Western Cape, 2021. http://hdl.handle.net/11394/8339.
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Philosophiae Doctor - PhDInternationalisation is an important worldwide phenomenon, and amongst others, presents as a major trend in higher education and continues to be on the agenda of higher education providers worldwide. It is significant for the sustainability of higher education at a national level, and subsequently, the contribution that higher education makes to the development of a nation, its people and its ability to compete in the global market. Internationalisation within universities continues to develop apace as institutions move from equating international strategies with international student recruitment to developing mature internationalisation agendas that incorporate recruitment, research collaborations and capacity-building.
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Diedericks, Rita. "Students' perceptions of service quality at two South African higher education institutions / Rita Diedericks." Thesis, North-West University, 2012. http://hdl.handle.net/10394/10280.
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South African higher education institutions are facing increasing competition from both local and global competitors. This increasing competitive pressure has forced them to become aware of the importance of building and sustaining a suitable competitive advantage. Adding to this, South Africa’s economy, together with the world economies, has witnessed changing circumstances in relation to consumers’ needs, tastes and preferences. In this light, service quality has been recognised as a means to meet these challenges. As service industries play an important role in many economies around the world, the significance of providing an adequate level of service quality has emerged. Higher education institutions too are now being called upon to account for the quality of the services they provide. As service quality is a key strategic issue and a pervasive strategic force, the methods deployed in measuring service quality is of concern. Traditionally, higher education institutions used measures to account for the academic standards they provide, together with accreditation and performance indicators of teaching and research. However, from the viewpoint of their primary consumers, higher education institutions need to put measures in place to account for their students’ perceptions of service quality as well. Higher education institutions need to concentrate their attention on what the students feel is important in delivering the service. In measuring service quality from the perspective of the students, higher education institutions will be able to improve their service delivery processes, which will help to create consumer loyalty and, in the long-term, build a competitive advantage. The primary objective of this study was to provide a comparative view on the undergraduate students’ perceptions of the service quality delivered by two South African higher education institutions. The study comprised a literature review and an empirical study, and a descriptive research design was employed. The literature review focused on service quality. The literature review did not focus specifically on examining service quality from higher education institutions perspective but rather looked at service quality from the perspective of general service industries. In addition, in order to shape the literature on service quality, an introduction to services and services marketing was provided. Within the empirical portion of this study, quantitative research was applied using the survey method. Two South African higher education institutions formed the two sample groups in this study. A self-administered questionnaire was administered on the relevant first-, second- and third- year business and marketing management students of each sample’s respective faculties.
The findings obtained from the main survey questionnaire are discussed in order to provide insights as to how students’ evaluate the service delivery of higher education institutions. Given the limitations and scope of the study, a balanced view of the two sample groups is provided in that the sample groups were split representatively. The recommendations provided in this study provide guidelines regarding the possible ways in which higher education institutions can market themselves in order to build a sustainable competitive advantage.MCom, North-West University, Vaal Triangle Campus, 2012
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Veldsman, Nadine. "The Relationships between PsyCap, Academic Engagement and Academic Performance amongst Postgraduate Students in a South African Higher Education Institution." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/29233.
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In recent years, South African higher education institutions have consistently reported considerably low postgraduate throughput rates. It has thus become increasingly important to investigate what factors contribute to the academic success of postgraduate students. To this end, the researcher sought to examine the relationships between Psychological Capital (PsyCap) (the composite construct and its individual dimensions) academic engagement and academic performance. Age, gender and previous performance were included as covariates of academic performance. Moreover, she assessed whether PsyCap was a stronger predictor of academic engagement and performance than hope, self-efficacy, resilience and optimism respectively. Postgraduate students in a South African university participated in the self-report survey (N = 234). Exploratory factor analysis revealed that PsyCap and academic engagement were three-dimensional and two-dimensional constructs respectively. Pearson product-moment correlation showed that PsyCap, hope, self-efficacy and optimistic-resilience were positively related to academic engagement. PsyCap, its individual dimensions (barring optimisticresilience) and academic engagement additionally shared a positive relationship with academic performance. However, multiple regression analysis indicated that, when controlling for the covariates, only hope was a statistically significant psychological predictor of academic performance. Gender and previous academic performance were also consistently shown to uniquely predict academic performance. Suggestions for future research and the implications, theoretical as well as practical, are presented.
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Dawson-Squibb, Thomas. "To what extent do student characteristics and situational factors influence academic dishonesty amongst economic and business students in a sample at three South African universities?" Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/12197.
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This study examines the situational and personal characteristics that predict academic cheating. It examines the situational characteristics such as the perceived likelihood of getting caught and punished when cheating, the perception of how much peer cheating takes place and the standards and culture of integrity that exists at the institution. The personal characteristics are the level of intrinsic motivation of the student, gender, grade point average, year of study and the perceived cost or benefit of cheating. A descriptive design was used and a survey administered at three different universities in the Western Cape, South Africa. The results indicated that all of the factors except the year of study and the grade point average of the student influence the frequency of academic dishonesty.
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Smouse, Mongezi Raymond. "Experiences of managers at supervising work integrated learning students in selected financial services organisation in the Western Cape, South Africa." Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2784.
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Thesis (MTech (Business Administration)--Cape Peninsula University of Technology, 2018.In South Africa the government, industry and communities have placed pressure on Higher Education Institutions to deal with general skills shortage: whilst they prepare students to meet requirements and standards which industry expects. Universities of Technology are empowering students with theory, combining it with practical experience to generate graduates that are ready to meet industry’s demands and professional expectations. However, it has not proved easy to place students.The researcher has attempted to establish from companies the reasons the challenges and barriers posed during the Work Integrated Learning process. Work-Integrated Learning is important in bridging the gap between graduate attributes and industry expectations and the significant role that it plays in bridging the gap between graduate attributes and industry expectations. The workplace is a source of learning for students.The feedback from industry supervisors should be seen as an integral part of assessing students’ readiness for the world of work. The purpose of this research is to ascertain how managers deal with students during the Work-Integrated Learning period.The results of the study create foundation for future developments and research. It will also inform the development of an effective and innovative Work-Integrated Learning curriculum that is more supportive academically, and that encourages professional excellence and produces work-ready graduates. A qualitative research method was used in the study. Fifteen financial services managers from different companies were individually interviewed. Ethical approval for the study was sought and obtained. The results demonstrated that the managers experienced mixed feelings regarding their experience when supervising students in their respective companies. A closer examination of the managers’ responses, however, revealed that they had high expectations of students that participated in WIL, coupled with the quality of training provided by the Higher Education Institutions. These expectations include the following: effective time management, especially when reporting for work; regular attendance and team work, good and effective communication between company and the hosting university; and for WIL students to work independently, were all regarded as important.Although some managers had positive experiences of supervising students, there were those that expressed concerns about students’ levels of work readiness, as some indicated that students lacked self-confidence, while others raised concerns about students’ attitudes and lack of work ethics. It is recommended that the WIL programme should include activities that will enhance students’ confidence, independence and work-effectiveness. A collaborative effort should be made between various stakeholders that are involved in WIL: The need to give feedback to students on a full range of skills and competencies in the workplace, has not been extensively studied; hence an attempt by the researcher to establish some of the industry managers’ experiences in this regard.
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van, Louw Trevor John Arthur. "Koloniale en post-koloniale onderwys in Suid-Afrika en die erkenning van diversiteit as teenvoeter vir diskriminerende praktyke in skole." University of the Western Cape, 2002. http://hdl.handle.net/11394/8482.
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Philosophiae Doctor - PhDThis thesis examines the way in which the recognition of diversity can be applied as a strategy in South African education to erode the bitter legacy of colonial education. The establishment of formal education, built on a western foundation, was set up against a background of colonisation as a process aimed at political subjugation and economic exploitation. It is especially how education was utilised as a tool of colonisation in order to facilitate the above-mentioned subjugation and exploitation through a process of cultural subjugation that will be placed under the spotlight. In chapter three, the process of cultural subjugation outlined in chapter two, is related to the establishment and development of colonial education in South Africa and also how Apartheid was a form of internal colonialism with apartheid education continuing the process of cultural subjugation for political control and economic exploitation. Colonial subjugation was, however, not passively accepted by the subjugated. From the outset, subjugation spawned resistance and would eventually grow into large-scale opposition aimed at the overall casting off of the colonial yoke. This opposition eventually led to the political freedom of 1994. The political freedom of 1994 and the judicial framework for the dismantling of the legacy of colonial education would not, on its own or overnight, be able to dismantle the effects of centuries of subjugation. The dismantling of the inheritance of colonialism, together with colonial education, requires deliberate and constructive action. Such a process will have to include putting an end to the subjugation of the numerous voices characteristic of South Africa. Ending this subjugation does not mean the continuation of a position alongside and beneath a socially constructed dominant, but rather a process (a struggle?) where it can take its place impartially, alongside and equal to other voices in the greater diverse whole. It is against the above background that teaching strategies for the handling of diversity will be critically examined and for which recommendations are made for strategies, within the South African context, through which the dismantling of the colonial legacy of cultural subjugation for political control and economic exploitation can take place.
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Brink, Andries Petrus. "Strategies engaged by a South African beverage organisation entering African markets." Thesis, Nelson Mandela Metropolitan University, 2005. http://hdl.handle.net/10948/410.
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Africa is acknowledged as a vast, untapped market for consumer goods as trade barriers are coming down and economies are starting to develop. The need for consumer goods arises with economic activity. This poses the following question, which will be addressed by this research: How can potential African consumer markets be successfully unlocked by a South African beverage organisation, thereby reducing risk of failure and eliminating the cost of a hit-and-miss approach? The secondary study focused on evaluating the aspects involved with risks and the modes of entry into foreign markets. The macro-environmental factors affecting the expansion into foreign markets were investigated to determine what influence they had on the entry mode chosen for a specific country targeted for expansion. Finally the marketing factors influencing the entry mode were analysed. The significance of trade blocs together with the advantages thereof was included in the study. The primary study was based on the theory and principles of existing literature. The Coca-Cola Sabco organisation was taken as a case study. Four countries, namely Kenya, Uganda, Mozambique and Namibia, were investigated. Questionnaires containing a set of questions to satisfy the sub-problems were sent to the various country managers and their first layers of management. Likewise, interviews were conducted with Coca-Cola Sabco head office strategic management. The empirical results obtained, indicated a strong concurrence, with the theory of entry modes and the influences of macro-environmental factors. In certain aspects, however, some contradictions with the theory pertaining to the Coca-Cola Sabco organisation, were observed. The findings concurred with the theory in that risk were minimised by the acquisition of a going concern that already possessed the infrastructure and logistics such as raw material procurement, manufacturing staff skills, distribution networks and political contacts. The empirical results contradict theory with respect to location economies and scale economies, as the Coca-Cola Company’s franchise agreement excludes the exporting of beverage products. Furthermore, Coca-Cola Sabco becomes involved in expansion initiatives only in reaction to an invitation from the Coca-Cola Company and not of its own desire. Therefore, market surveys are conducted subsequent to an invitation from the Coca-Cola Company. South African organisations planning expansion initiatives into emerging African markets need to take the specific macro- environmental factors of the country in question into consideration in order to minimise risk. A franchise agreement restricting exporting as in the case of Coco-Cola Company or any other restrictive agreement, might cause a deviation from contemporary theory, for example, where markets will be assessed for purposes of location and scale economies. Deviations from contemporary theory could also occur where a franchise opportunity is offered in a specific country that may not be the preferred market choice, due to its lack of growth potential.
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Veljkovic, Ivan. "BYOD: Risk considerations in a South African organisation." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/29850.
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In recent times, while numerous organisations have difficulty keeping abreast with the frequent year-on-year technology changes, their employees on the other hand, continue to bring their personal devices to work to more readily access organisational data. This concept is known as Bring Your Own Device (BYOD). Studies have demonstrated that the introduction of BYOD commonly has a positive effect on both organisation and employees: increased optimism, job satisfaction and productivity are some of the perceived positive effects. Furthermore, BYOD can improve employees’ opportunities for mobile working and assist with the work flexibility they seek. This phenomenon, however, is still not well understood. In the South African context, this refers particularly to an inadequate understanding of risks associated with the introduction of BYOD into organisations. Some of the risks associated with this phenomenon are, for instance, related to information security, legislation and privacy issues. Hence, the intention of this research was to investigate, determine and assess BYOD risk considerations in a South African organisation. Using the available literature on this subject and an interpretative exploratory case study approach, this research explored various facets of BYOD-related risks (e.g. implementational, technological, legislation, regulation and privacy risks, human aspects and organisational concerns) as well as the impact these risks may have on both employees and an organisation. The organisation under investigation – from this point onward referred to as “Organisation A” – is a South African based information technology (IT) security consulting and service management organisation, which has seen increased expansion in its business and thus an increase in the number of its employees utilising their personal devices at the workplace. Even so, Organisation A was uncertain regarding possible risks that might hinder benefits of BYOD. Hence, this researcher defined the main research question as “What are the risks of introducing the BYOD in the South African organisation and what is an effective approach to address identified risks?”. The main objective was to identify and describe BYOD-related risks and to propose an appropriate model for addressing these risks. To answer the main research question, this researcher reviewed the applicable literature on the BYOD, including the limited South African literature pertaining to the subject. The review elicited the most common BYOD-related risks but also some models, frameworks and standards that may be applied for addressing these risks. Based on these revelations, an applicable BYOD risk management model was created and proposed. The literature review findings were subsequently tested in the empirical setting (in Organisation A) by conducting comprehensive interviews with research participants. This research adopted a qualitative approach in general and a case study methodology in particular. The collected data were analysed using the interpretative phenomenological analysis (IPA), which aided in providing a comprehensive understanding of the interviewees’ responses regarding the BYOD risks. The interviewees were selected based on a purposeful (pre-defined) sampling. The results of this interpretative research suggest that the interviewees’ responses are closely aligned with the information on BYOD risks collected from the pertinent literature. The results show that successful introduction and usage of BYOD in the studied organisation requires the implementation of mixed risk management measures: technological (e.g. mobile device management and its additional components), non-technological (e.g. IT or BYOD security policies), the usage of general risk management frameworks (e.g. ISO 27001), the development of an organisational security culture and skilling of the human factor (e.g. employee awareness, training and education, for example). Additionally, it was found that participation of employees in the development of BYOD policies is an essential and effective tactic for transforming a fragile BYOD risk link (i.e. employees) into a strong risk prevention mechanism. Furthermore, this research also revealed that in the South African context, it is important that an organisation’s BYOD security policies are sound, preferably meeting the POPI Act requirements and thereby avoiding legislation risks. The contribution of this research is twofold: first academic, and second, practical. The academic contribution is realised by adding to the body of knowledge on the BYOD risks – most particularly in terms of understanding potential risks when introducing BYOD in the South African context. The practical contribution manifests through the provision of detailed risk considerations and mitigation guidelines for organisations wishing to introduce BYOD practices or considering ways to improve their current BYOD risk management strategy. It is acknowledged that this research has some limitations, particularly in regard to the limited generalisation of the findings due to the limited sample provided by only one organisation. Although the results are not necessarily applicable to other South African organisations, these limitations did not impact the relevance and validity of this research.
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Plowman, Penelope J. "Gender, change and organisation : a South African case study." Thesis, University of East Anglia, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435087.
Full textBooks on the topic "South African Students' Organisation"
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Liberation and development: Black Consciousness community programs in South Africa. Michigan State University Press, 2016.
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Jackson, R. D. C. Auditing notes for South African students. 4th ed. Audico, 2003.
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Public economics for South African students. 2nd ed. Oxford University Press, 2003.
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Black, P. A. Public economics for South African students. Oxford University Press, 1999.
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Murphy, Mike. The World Trade Organisation: Implications for South African labour. National Labour & Economic Development Institute, 2001.
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Wallace, Jennifer, and Jennifer Feldman. Scholarship Students in Elite South African Schools. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-7536-3.
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South-South transfer: Study of Sino-African exchanges. Garland Pub., 2001.
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Sport history: A textbook for South African students. 2nd ed. FJG Publikasies, 2001.
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Gordon-Davis, Lisa. Legal requirements for South African students and practitioners. Juta Academic, 2004.
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Spencer, Ian Walter Frames. Community health: An introductory orientation for South African students. Shuter & Shooter, 1988.
Book chapters on the topic "South African Students' Organisation"
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Lee, Donna. "South Africa in the World Trade Organisation." In The New Multilateralism in South African Diplomacy. Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230503830_3.
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Singh, Mitesh, Colin Pilkington, and Wynand van Staden. "Protecting Personal Data Within a South African Organisation." In Information and Cyber Security. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-66039-0_4.
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Tordoff, William. "Regional Groupings, the Organisation of African Unity, and the South African Issue." In Government and Politics in Africa. Palgrave Macmillan UK, 1993. http://dx.doi.org/10.1007/978-1-349-22342-8_9.
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Virga, Anita. "The Unattainable South African Paradise." In Studi e saggi. Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-458-8.09.
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Whether Dante was part of a hegemonic discourse or a counter one, he helped to shape identities, create new ones, re-imagined old ones. However, for these young South African students whose contributions are collected in this book Paradise as a place of the future seems to remain an unattainable mirage. For them South Africa is locked in a present which cannot overcome its past and cannot imagine its future; an eternal Purgatory, which ironically enough for Dante is the only non-eternal place of the afterlife.
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Mavunga, George. "Students' Transition from Extended to Mainstream Programmes at a South African University." In Decolonising African University Knowledges, Volume 2. Routledge, 2022. http://dx.doi.org/10.4324/9781003241522-8.
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Seedat, Yazeed, Sumarie Roodt, and Samwel Dick Mwapwele. "How South African University Information Systems Students Are Using Social Media." In IFIP Advances in Information and Communication Technology. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18400-1_31.
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Fenyvesi, Kristóf, Christopher Brownell, Pamela Burnard, et al. "Mathematics and Art Connections Expressed in Artworks by South African Students." In The Frontiers Collection. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27577-8_19.
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Fanucchi, Sonia. "The South African Folle volo: Dante's Ulysses reinvented." In Studi e saggi. Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-458-8.10.
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The figure of Ulysses haunts the pages of Dante’s Commedia, embodying a tension between past and present, and the potential and dangers inherent in any attempt at transformation. In this chapter I focus on four creative pieces by young South African students for whom Dante’s Ulysses becomes a rich and suggestive symbol. Despite their overt differences in approach, I argue that these pieces are all connected by a creative response to Dante, translating and conversing with his Ulysses from their personal and political perspectives. They are notable for their paradoxical approach to Dante’s hero, as they attempt to fashion new identities, to break free of the destructive influence of South Africa’s past, and to develop a more authentic, moral language.
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Coetzee–Van Rooy, Susan. "Dominant Language Constellations in the Language Repertoires of Multilingual South African Students." In Dominant Language Constellations. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52336-7_8.
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Swanepoel, Piet, Marije Burger, Anne Loohuis, and Carel Jansen. "6. Promoting VCT among South African students: Are we missing the message?" In Adapting Health Communication to Cultural Needs. John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/z.140.06swa.
Full textConference papers on the topic "South African Students' Organisation"
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Mollo, Paseka Patric, Ratokelo Willie Thabane, and Brigitte Lenong. "REFLECTION ON THE USE OF E-PORTFOLIOS DURING TEACHING PRACTICUM AT A UNIVERSITY OF TECHNOLOGY IN SOUTH AFRICA." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end013.
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"During teaching practicum student teachers are expected to acquire major pedagogical skills that have to do with classroom management; organisation; self-criticism; leadership; teaching; testing and assessing between themselves. Evidence of all activities of a student-teacher during teaching practicum is usually contained in a portfolio of evidence which is submitted to the faculty at the end of the program. At the Central University of Technology, this portfolio has always been paper-based. The aim of this project is to reflect on the use of e-portfolios during teaching practicum as a replacement for paper-based portfolios. The project used Participatory Action Research (PAR) as a research methodology. Workshops, interviews, and observations were used as data-gathering instruments. Internal stakeholders took part in the project and included student teachers and lecturers, and the e-learning center at the Central University of Technology. This report provided an overview of the entire project, including the planning phase results. Thematic analysis arrived at teacher training institutions must adopt e-portfolios as a reflective tool to enhance students learning."
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Hass, Atrimecia, and Brigitte Lenong. "ASSESSING THE ACADEMIC WRITING SKILLS OF FINAL YEAR ENGLISH SECOND LANGUAGE (ESL) EDUCATIONS STUDENTS TO DETERMINE THEIR PREPAREDNESS AS LANGUAGE TEACHERS: A PRACTICAL APPROACH AT A UNIVERSITY OF TECHNOLOGY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end079.
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The schooling system plays a significant role in teaching basic literacy skills such as reading and writing, yet students from al schooling backgrounds find it challenging to uphold an acceptable standard of academic writing in higher education in comparison with their advantaged peers. The fact that universities have adopted English as the medium for teaching and learning purposes makes it difficult for students to demonstrate the ability to write in their own words, as they are second or third language speakers. Student success at institutions of higher learning depends largely on the adequate mastery of reading and writing skills required by the discipline. The article assesses the academic writing skills of final year education students completing their studies at a University of Technology in South Africa. Thisstudy was necessitated by the realisation that students at both undergraduate and post-graduate level are struggling to express themselves through writing in the academic language which is critical for them to succeed at university. The article draws on a writing process skills questionnaire administered to fourth year students and English lecturers in the Department of Education and Communication Sciences. General academic writing conventions such as organisation, development, building an argument, grammar, and spelling were examined through an academic essay. The results highlight the poor writing skills and lack of mastering of academic writing skills of students.
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"How to Design Accounting Video Lectures to Recover Lost Time." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3985.
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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] The objective of this study is to understand how the video lectures of the same length and content as the face-to-face lectures can be designed and implemented to have a positive effect on student performance; probably when the campus are shutdown. Background: In a number of South African universities protests by students are on the increase. Often, they lead to cancellation of academic activities such as face-to-face classes and examinations. Methodology: A quasi-experimental design with multiple baseline is used on two video lectures, to (1) compare the performance of the students who did not watch the video lectures and those who watched the video lectures; and (2) compare the performance of each student who watched the video lectures on the test topics covered in the videos and the test topics not covered in the videos; and (3) determine the factors that influence the effectiveness of the concerned video lectures. Contribution: This study contributes to the literature by investigating the effectiveness of video lectures in improving student performance; and the factors associated to the effectiveness of such lectures; and complexity or straightness of the two video lectures used; and by providing possible solutions to the challenges identified, in relation to designing video lectures. Findings: In terms of student performance, there is no significant advantage arising from watching the video lectures for the students who watched the video lectures. It is also found that the student performance is significantly associated to the student's commitment, prior performance, the quality of the content, and the organisation or design of the video lectures. Recommendations for Practitioners: This study recommends how the accounting video lectures can be designed, and highlights the environments in which the video lectures of the same length and content as the face-to-face lectures may not be used. Recommendation for Researchers: Other researchers may replicate this study using short length videos of better quality and appropriate length, which may incorporate current issues, games, be interactive and so forth. Impact on Society: This study examines the use of educational video lectures in order to minimise the impact of disruptions at university level. Future Research: Future studies may use randomly selected treatment and control groups. They may consider a nationwide research or using qualitative interviews in examining the use of educational video lectures.
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Hart, Mike. "Informing South African Students About Information Systems." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2499.
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At the University of Cape Town, females and students disadvantaged under the previous South African apartheid education system are under-represented in Information Systems (I.S.) classes. This research shows that these are also the groups most ignorant about I.S. at the school-leaving stage. After being informed about the discipline through a small intervention, a significant increase in enthusiasm for majoring in and being employed in I.S. occurred. This should result in a better educational fit and greater enrolment of these groups in I.S., and reduce some switching to I.S. from other subjects at a later stage. The key influencing sources for university students’ study decisions are also examined, and it is evident that a different approach is needed for each group in order to maximize the number of quality I.S. graduates.
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Mason, Henry. "EXPLORING CAREER WELLNESS AMONG FIRST-YEAR SOUTH AFRICAN STUDENTS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0486.
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Mbilini, Sakhumzi N., Daniel B. le Roux, and Douglas A. Parry. "Does automation influence career decisions among South African students?" In the South African Institute of Computer Scientists and Information Technologists 2019. ACM Press, 2019. http://dx.doi.org/10.1145/3351108.3351137.
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Ramaila, Sam, and Philemon Seloane. "SOUTH AFRICAN UNDERGRADUATE ENGINEERING STUDENTS' UNDERSTANDING OF COMPLEX NUMBERS." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0243.
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Mtsweni, J. B., and B. Sookdeo. "EVALUATING THE EFFECTIVENESS OF LOGISTICS MANAGEMENT PRACTICES TO ENHANCE SERVICE DELIVERY AT A SOUTH AFRICAN PRINTING ORGANISATION." In 33rd Annual Southern African Institute of Industrial Engineering Conference. South African Institute for Industrial Engineering, 2022. http://dx.doi.org/10.52202/066390-0057.
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Naidoo, Paleesha, and Kai-Ying Chan. "THE RELATIONSHIP BETWEEN TIE STRENGTH AND TYPES OF KNOWLEDGE TRANSFERRED IN A SOUTH AFRICAN ORGANISATION." In 30th International Conference of the International Association for Management of Technology 2021. Curran Associates, Inc., 2021. http://dx.doi.org/10.52202/060557-0079.
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Tshamano, T., and B. Sookdeo. "ASSESSING THE IMPACT OF LEAN MANUFACTURING PRACTICES ON OPERATIONS AT A SOUTH AFRICAN RAIL ORGANISATION: TOWARDS IMPROVING PERFORMANCE." In 33rd Annual Southern African Institute of Industrial Engineering Conference. South African Institute for Industrial Engineering, 2022. http://dx.doi.org/10.52202/066390-0056.
Full textReports on the topic "South African Students' Organisation"
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Albrecht, Milde, Bertha Jacobs, and Arda Retief. The influence of important values and predominant identity on South African female Muslim students’ dress practices. Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-798.
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Sandford, Robert, Vladimir Smakhtin, Colin Mayfield, et al. Canada in the Global Water World: Analysis of Capabilities. United Nations University Institute for Water, Environment and Health, 2018. http://dx.doi.org/10.53328/vsgg2030.
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This report critically examines, for the first time, the capacity of Canada’s water sector with respect to meeting and helping other countries meet the water-related targets of the UN’s global sustainable development agenda. Several components of this capacity are examined, including water education and research, investment in water projects that Canada makes internally and externally, and experiences in water technology and governance. Analysis of the water education system suggests that there is a broad capability in institutions of higher learning in Canada to offer training in the diverse subject areas important in water. In most cases, however, this has not led to the establishment of specific water study programmes. Only a few universities provide integrated water education. There is a need for a comprehensive listing of water-related educational activities in universities and colleges — a useful resource for potential students and employers. A review of recent Canadian water research directions and highlights reveals strong and diverse water research capacity and placed the country among global leaders in this field. Canada appears to be within the top 10 countries in terms of water research productivity (publications) and research impact (citations). Research capacity has been traditionally strong in the restoration and protection of the lakes, prediction of changes in climate, water and cryosphere (areas where water is in solid forms such as ice and snow), prediction and management of floods and droughts. There is also a range of other strong water research directions. Canada is not among the top 10 global water aid donors in absolute dollar numbers; the forerunners are, as a rule, the countries with higher GDP per capita. Canadian investments in Africa water development were consistently higher over the years than investments in other regions of the global South. The contributions dropped significantly in recent years overall, also with a decline in aid flow to Africa. Given government support for the right business model and access to resources, there is significant capacity within the Canadian water sector to deliver water technology projects with effective sustainable outcomes for the developing world. The report recommends several potential avenues to elevate Canada’s role on the global water stage, i.e. innovative, diverse and specific approaches such as developing a national inventory of available water professional capacity, and ranking Universities on the strength of their water programmes coordinating national contributions to global sustainability processes around the largest ever university-led water research programme in the world – the 7-year Global Water Futures program targeting specific developmental or regional challenges through overseas development aid to achieve quick wins that may require only modest investments resolving such chronic internal water challenges as water supply and sanitation of First Nations, and illustrating how this can be achieved within a limited period with good will strengthening and expanding links with UN-Water and other UN organisations involved in global water policy work To improve water management at home, and to promote water Canadian competence abroad, the diverse efforts of the country’s water sector need better coordination. There is a significant role for government at all levels, but especially federally, in this process.
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Programming for HIV prevention in South African schools. Population Council, 2003. http://dx.doi.org/10.31899/hiv2003.1011.
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As national education programs incorporate HIV prevention into school curricula, policymakers and educators need to know what they can expect from these initiatives. Can such courses influence the behavior of students as well as their knowledge and attitudes? If not, what can these courses reasonably be expected to accomplish, and what part can they play in overall HIV programming for youth? To help answer these questions, the Medical Research Council of South Africa and the Horizons Program studied the Life Skills Grade 9 Curriculum, a school-based HIV/AIDS initiative, as it was introduced in the Pietermaritzburg region of KwaZulu Natal Province in 2001. The 16-hour Grade 9 Curriculum is taught at least once a week over two school terms as part of the Life Orientation subject. The national and provincial South African departments of education, health, and social welfare collaborated on the curriculum design, teacher training, and course introduction. Horizons assessed the life skills program in KwaZulu Natal using both a population-based survey and an evaluation of the course curriculum. This brief focuses on the impact of the curriculum that was being introduced to ninth-grade students.
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Reducing HIV infection among youth: What can schools do? Key baseline findings from Mexico, South Africa, and Thailand. Population Council, 2001. http://dx.doi.org/10.31899/hiv2001.1004.
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Although many program planners see schools as a convenient location for HIV-prevention programs, there is controversy about whether school programs can ever be strong enough to go beyond improving knowledge and attitudes to increasing the adoption of safe sexual behaviors. Evaluations of school programs in Mexico, South Africa, and Thailand focus on this question: Can school HIV programs change behavior? In each country, local organizations have worked with educators on teacher training and course design to ensure high-quality school interventions. Researchers surveyed students’ knowledge, attitudes, norms, and reported behavior before the intervention, immediately after the intervention, and again several months later to measure retention of program effects. In all three sites comparable control groups are compared to the intervention group. The mean age and age ranges for the three study groups are: 16 years and 13–23 for the Mexican study group; 15 years and 8 months and ages 12–21 for the South African study group; and 20 years and ages 17–31 for the Thai study group. This report is a summary of key baseline findings from these studies.
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The Launch of the National Rollout of the Municipal Innovation Maturity Index (MIMI) (A tool to measure innovation in municipalities). Academy of Science of South Africa (ASSAf), 2021. http://dx.doi.org/10.17159/assaf.2021/0076.
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The MIMI project was initiated by the DSI in partnership with the South African Local Government Association (SALGA), the HSRC and UKZN. The purpose of this initiative was to develop an innovative tool capable of assessing and measuring the innovation landscape in municipalities, thus enabling municipalities to adopt innovative practices to improve service delivery. The outcome of the implementation testing, based on the participation of 22 municipalities, demonstrated the value and the capacity of MIMI to produce innovation maturity scores for municipalities. The digital assessment tool looked at how a municipality, as an organisation, responds to science, technology and innovation (STI) linked to service delivery, and the innovation capabilities and readiness of the municipality and the officials themselves. The tool is also designed to recommend areas of improvements in adopting innovative practices and nurturing an innovation mindset for impactful municipal service delivery. The plan going forward is to conduct learning forums to train municipal officials on how to use the MIMI digital platform, inform them about the nationwide implementation rollout plan and support municipal officials to engage in interactive and shared learnings to allow them to move to higher innovation maturity levels. The virtual launch featured a keynote address by the DSI Director-General, Dr Phil Mjwara; Prof Mehmet Akif Demircioglu from the National University of Singapore gave an international perspective on innovation measurements in the public sector; and messages of support were received from MIMI partners, delivered by Prof Mosa Moshabela, Deputy Vice-Chancellor (DVC) of Research at the University of KwaZulu-Natal (UKZN) and Prof Leickness Simbayi, Acting CEO of the Human Sciences Research Council (HSRC). It attracted over 200 attendees from municipalities, government, business and private sector stakeholders, academics, policymakers and the international audience. @ASSAf_Official; @dsigovza; #MIMI_Launch; #IID