published_or_final_version / Business / Doctoral / Doctor of Philosophy

published_or_final_version / Community Medicine / Master / Master of Public Health

Background Equity is rarely included in health economic evaluations, partly because the techniques for addressing equity have been inadequate. Since 2013 health economists have developed two competing health economic technologies: distributional costeffectiveness analysis (DCEA) and extended cost-effectiveness analysis (ECEA). Both technologies represent a significant advance, and each provides a framework to address equity considerations in cost-effectiveness analysis. Methods A scoping literature review was used to identify and synthesise the relevant literature on incorporating equity concerns into economic evaluations. A second focused review identified literature which discussed or applied DCEA and ECEA. Key themes in the literature were identified using NVivo qualitative data analysis software. Results The review revealed three key areas of difference between DCEA and ECEA: First, the analysis of trade-offs between improving health and reducing inequity; second, the analysis of financial impacts of health policies; and third, the incorporation of opportunity costs. ECEA can analyse financial risk protection while DCEA can analyse opportunity costs and trade-offs between improving equity and reducing health. ECEA is designed for low- and middle-income countries, whereas DCEA is better suited to developed health systems such as the National Health Service in the United Kingdom. To date, there have been 27 studies using ECEA and five studies using DCEA. Future developments for DCEA and ECEA include incorporating alternative methods to simplify the data requirements for the techniques, providing methods to assist decision makers to clarify their equity concerns, and improving the presentation of outcomes to make them accessible to non-specialists. Conclusions DCEA and ECEA are both economic frameworks which address equity considerations in cost-effectiveness analysis. This study examines and compares these two techniques in order to assist policymakers and decision makers to determine which of the two methods is best able to address their specific needs for their particular circumstances.

by Chan Fuk-cheung and Mok Yick-fan, Danny. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1988. / Bibliography: leaves 80-81.

Published Article / A significant amount of time and effort has to go into teaching students. It is no art when lecturers simply read from a text book. The objective of this study was to determine the teaching methods that students at the Hotel School, Central University of Technology, Free State, consider as most effective to support learning. All first-year students (N=73) enrolled for the National Diploma: Hospitality Management were targeted to participate in the survey. A mixedmethod study design was followed, and a questionnaire consisting of closedand open-ended questions was developed for data collection. Closed-ended questions were rated on a five-point Likert scale, while answers to open-ended questions were analysed to determine trends. Results showed that lecturers used a variety of teaching methods. The lecture teaching method was rated best by 49% of students followed by the group discussion method which was rated as second best (19%). Case studies and brainstorming were the least-preferred methods (4% and 0% respectively). Lecturers should ensure that maximum information is transferred through the teaching methods that most appeal to students. The focus should be on enabling students to practically apply the lessons taught in everyday life.

Published Article / Municipalities in South Africa are under pressure as a result of poor financial control and lack of accountability, leading to extensive corruption and financial mismanagement with detrimental consequences for effective and efficient service delivery. Financial control is of the utmost importance when it comes to determining the success or failure of local government in South Africa. Currently, several challenges exist that hamper effective and efficient financial management at municipalities. These challenges include, amongst others, a lack of expertise, an inability to collect arrear debt, extensive corruption, exorbitant salaries and bonuses, and so forth. These challenges also contribute towards ineffective and inefficient municipal service delivery. If municipalities want to overcome these challenges, it is essential for those involved to address matters in a sincere, honest and ethical manner. In this article the author investigates the challenges facing local government and proposes ways of overcoming the challenges by means of the enforcement of strict financial control measures for public accountability. This in effect serves as a guarantee for sound municipal financial management in South Africa.

Cost behavior analysis was used to operationalize higher education cost factors in the analysis of instructional costs of three baccalaureate nursing programs in one state university system. Higher education cost factors were conceptualized by Robinson, Ray and Turk (1977) to be three; volume, decision, and environmental. The 30 variables derived from the three factors were the independent variables used in this study to explore their influence on the dependent variables of cost per student credit hour and cost per student contact hour. Several data sources were used, including a questionnaire which elicited program administrator's perceptions of the relative importance of the three factors to their instructional costs. Instructional costs were partitioned into direct and indirect costs. The data were analyzed in three phases to describe the relative influence of the independent variables on instructional costs within programs, among programs, relative to their respective institutions, and to their respective classification of institutions. The findings suggest that volume and decision factors more strongly influence costs than do environmental factors. The mix of volume and decision factors influencing costs differed for the three programs. In general, the most influential volume factors on costs were the number and frequency of course and class offerings. The most influential of the decision variables was student-faculty ratio and faculty rank mix. Higher full-time-equivalent enrollments and higher student credit hour production did not correspond to lower instructional costs, largely because of intervening decision factor variables. All three nursing programs were more costly per student credit hour when indexed to the average instructional expenditures for their respective universities. However, when the nursing program costs were indexed to the average instructional expenditures per full-time-equivalent enrollments of their respective institutional classifications, all three nursing programs were lower than the average. The model of instructional cost analysis used in this modified case study proved to be effective in identifying sources of higher costs within programs and variations among the programs. For student contact hour intensive programs such as nursing, student contact hour, as opposed to the student credit hour is recommended as the more sensitive measure of direct instructional costs.

Technological breakthroughs experienced globally have opened new avenues of opportunities; creating a virtual environment that transforms and changes businesses, organisations, social, economical and political landscapes. Such a wave of change affects all walks of life as internet connectivity gives the web a presence that engulfs workplaces and other organisational settings. In maintaining competitiveness, organisations strive to use knowledge to create value in the challenging new environment. The study aimed to develop a framework that will be used for the critical evaluation of strategies for value creation within knowledge-driven organisations using available resources. The research used mixed methods in two case studies; the first for developing a conceptual framework and the second for critiquing it. Through a literature review and observation at AB institute main venue, case study 1 identified crucial intangibles for creating value. Knowledge workers (academics and non-academics) were the study participants in primary research that used indepth interviews and questionnaires to collect data. Over four phases, the study unfolded to three neighbouring institutions for a wider representation. All the institutions covered in case study 1 were within the higher learning industry. The data were analysed and the findings revealed six features and six themes in two separate models, which formed the conceptual framework. The framework models were denoted as part A and B. Part A: the organisational Critical Evaluation of Strategies for Value Creation xv perspective shows the context within the features: ‘knowledge flow, departments, new entrants, dynamic, recognition and the deliverables’. The individual global perspective forms part B with the themes: individual commitment, emotional capital, proactive environment, workplace interaction, value creation process and endless global connectivity. The four phases of the research process in case study 1 eased data collection, in triangulation for the convergance of evidence which produced the conceptual framework. Case study 2 started in the UK and later in Tanzania was designed to critique the conceptual framework, the outcome of case study 1. Knowledge workers comprising ‘academics and non-academics’ from higher learning and other organisations formed the participantsin the 57 in-depth interviews of which had data collection under the instrument based on informed consent and confidentiality. Using mixed methods the data were analysed and findings presented as a condensed ‘qualitative knowledge’ of themes and features in ‘focused codes’ as a matrix to merge the models of the framework. The findings suggest that the framework will enhance understanding as a guide to unleash and create value; a lens for both decision makers and knowledge workers to use action research in endeavour to seize opportunities and initiatives for creating value through existing practices. It is a guide to harness ideas from interconectivity changing them into workable realities. The main contribution of the research is the developed framework and body of knowledge from the primary research findings of case studies 1 and 2.

Thesis (MPA)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: In this study, organisational capacity is considered as the sum of organisational capabilities to perform functions that will deliver expected levels of performance; suggesting that organisations must be enabled to solve problems, set and achieve objectives, learn and adapt operations to attain set goals. Therefore, this research analyzes various capacity options necessary for the proper functioning of the organisation in line with the Frederickson’s capacity model which considers capacity in terms of leadership and vision, management planning, fiscal planning and practice and operational support. The analysis is done in an organisational context (the Organisation of Rural Association for Progress - ORAP) in order to develop a practical understanding of capacity implications in projects implementation activities. In order for organisations to produce efficient, effective, financially viable and relevant performance, there must be a matching level of investment towards capacity development. In this research, information obtained from interviews and group discussions indicated that organisational capacity has a direct effect on the quality and time spent on a single project. In addition, project activities must satisfy specific project objectives, as well as the strategic objectives of the organisation to ensure that performance is consistent with project requirements and at the same time steer the vision of the organisation forward. Community participation should be prioritised because it is important to make sure that project implementation becomes a consultative process that would produce the required outcomes in terms of project value to the community and empowerment through training and experience to community members. It is also important to adequately fund projects and provide the right infrastructural facilities, in order to enable the smooth flow of the project implementation process. / AFRIKAANSE OPSOMMING: In hierdie studie word organisatoriese kapasiteit beskou as die samevoeging van organisatoriese vermoëns om funksies uit te voer wat verwagte vlakke van werkverrigting sal lewer; wat suggereer dat organisasies die geleentheid gebied moet word om probleme op te los, doelwitte uiteen te sit en te bereik, werksaamhede te leer en aan te pas om bepaalde doelwitte te bereik. Derhalwe, analiseer hierdie navorsing verskeie kapasiteitsopsies wat nodig is vir die behoorlike funksionering van die organisasie in ooreenstemming met Frederick se kapasiteitsmodel wat kapasiteit in terme van leierskap en visie, bestuursbeplanning, fiskale beplanning en praktyk, en operasionele ondersteuning vooropstel. Die analise word gedoen in ’n organisatoriese konteks (die Organisasie vir Landelike Ontwikkelingsassosiasie – OLOA) ten einde ’n praktiese begrip van kapasiteitsimplikasies in die implementering van aktiwiteite van projekte te ontwikkel. Vir organisasies om doetreffende, effektiewe, finansiëel haalbare en relevante werkverrigting te lewer, moet daar ’n ooreenstemmende beleggingsvlak vir kapasiteitsontwikkeling wees. Inligting wat verkry is tydens navorsing vanuit onderhoude en groepbesprekings het aangedui dat organisatoriese kapasiteit ’n direkte effek het op die kwaliteit en tyd wat gewy word aan ’n enkele projek. Daarby moet projekaktiwiteite spesifieke projekdoelwitte verwesenlik, asook strategiese objekte van die organisasie om te verseker dat werkverrigting niestrydig is met projekvereistes en om terselfdertyd die visie van die organisasie uit te dra. Gemeenskapsdeelname behoort voorkeur te kry, want dit is belangrik om te verseker dat projekimplementering ’n advieserende proses word wat die vereiste uitkomste in terme van projekwaarde vir die gemeenskap en bemagtiging deur opleiding en ervaring van gemeenskapslede na vore sal bring. Dit is belangrik om projekte genoegsaam te befonds en die regte infrastrukurele fasiliteite te verskaf om die die gelykvloeiendheid van die proses van projekimplementering moontlik te maak.

Thesis (MBA)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: Research in the field of strategy execution ability is limited with most strategic fields referring to execution only as an afterthought. In addition, failure rates in strategy implementation are extremely high. Even when strategy is implemented, organisations still fail to capture most of the value defined in the measures of success. This research assignment investigated current literature on strategy execution factors, models and frameworks to gain an understanding of the thoughts and findings dominant in this field. The common traits within this field were established in order to create focus areas for further research. Therefore, this investigation of the various attributes can be leveraged for strategy execution ability to create insights into their nature and the thinking patterns accompanying them. Many of the already established models and frameworks offer strategy execution as a process with flow. This research focused on the attributes that organisations can use to define strategy execution ability as an organisational competence. The attributes identified are grouped into three processes namely the strategy, people, and operations process. These processes operate in the organisation’s internal as well as external environment each with attributes offering strategy execution ability if managed well. To conclude, this study found that strategy execution ability is created by the combination of attributes that an organisation have at its disposal, specifically set up to enable strategy execution where, when and how it is required.