The development of e-government systems in South Africa has raised major concerns when coming to the systems development methodology used. Through the literature review conducted and the data collected, the study has indicated that there is lack of uniformity, isolated cost, models for choosing project teams and the overall control of the whole process of e-government systems development. As a result, this research investigates the use of systems development methodologies in the development of e-government systems. The study followed the qualitative research method; interviews were conducted in four case studies involved in the development of e-government systems. The collected data were then analysed using a software analytical tool called Atlas ti. 6.1. Subsequently a cross-case analysis was performed on the four case studies. The research findings of this study indicated that the appropriate use of systems development methodologies in the development of e-government systems helps improve the quality of e-government systems, reduces development costs, and also makes the development process effective and efficient. Based on the information gathered from the four case studies, developers in government find it difficult to select a suitable systems development methodology to use when developing e-government systems. Therefore the study proposes a conceptual framework that can be used to select the appropriate systems development methodology when developing e-government systems. This framework is made up of characteristics of e-government systems and different types of systems development methodologies. / MSc (Computer Sciences), North-West University, Potchefstroom Campus, 2014

The development of e-government systems in South Africa has raised major concerns when coming to the systems development methodology used. Through the literature review conducted and the data collected, the study has indicated that there is lack of uniformity, isolated cost, models for choosing project teams and the overall control of the whole process of e-government systems development. As a result, this research investigates the use of systems development methodologies in the development of e-government systems. The study followed the qualitative research method; interviews were conducted in four case studies involved in the development of e-government systems. The collected data were then analysed using a software analytical tool called Atlas ti. 6.1. Subsequently a cross-case analysis was performed on the four case studies. The research findings of this study indicated that the appropriate use of systems development methodologies in the development of e-government systems helps improve the quality of e-government systems, reduces development costs, and also makes the development process effective and efficient. Based on the information gathered from the four case studies, developers in government find it difficult to select a suitable systems development methodology to use when developing e-government systems. Therefore the study proposes a conceptual framework that can be used to select the appropriate systems development methodology when developing e-government systems. This framework is made up of characteristics of e-government systems and different types of systems development methodologies. / MSc (Computer Sciences), North-West University, Potchefstroom Campus, 2014

This empirical research focuses on exploring the role of strategic leadership in the shift from Electronic Government (eGovernment) to Transformational Government (tGovernment). Despite the fact that many countries have implemented eGovernment, the literature reports a number of themhave failed to reach the promised seamless transformation. Moreover, there is a dearth of research into the domain of tGovernment; the research which exists is limited in extent thus leaving scope for timely and novel research contributions. This thesis reveals that a valuable contribution to knowledge could be derived from exploring the domain of transformational government. The leadership motivationand incentives to conduct a radical government organisational change have become an area of great importance. There is limited research on the strategic role of leadership in achieving transformational government domain; hence, the implications of seamless integration for transformational government have yet to be explored. This research discusses transformational government by using a qualitative, multiple case study research strategy. Data is triangulated and analysed according to its explanatory properties and underlying structural context. This researchextends established norms in literature for tGovernment implementation by incorporating established theories in organisational change from other related disciplines. This is to explain the significance of the underlying philosophical nature of the emerging themes, thus enabling government leaders to create robust strategic proposals for tGovernment. This empirical research is conducted in a Middle Eastern cultural context based in Dubai, United Arab Emirates. The research arrives at several key findings and themesthat contribute to the body of knowledge. A primary finding is the need for a radical change and an innovative managerial approach in using ICT to enable radical change in government organisations. A related finding of this research is that many assumptions underlying the various tGovernment models for transformation fall short to empirically explain the transformational government domain. The government visionary leadership has been proven to be a powerful driver for change in terms of initiating and leading the process for transformational government.

Learner engagement, or the involvement of the student's cognitive and emotional energy to accomplish a learning task, has been called "the holy grail of learning" (Sinatra, Heddy, & Lombardi, 2015, p. 1) because of its correlations to academic achievement, persistence, and satisfaction. In the 21st century, learning will be increasingly "blended," combining face-to-face with computer-mediated instruction. Research is already exploring learner engagement in blended contexts, but no theoretical framework guides inquiry or practice. Developing models and measures of the factors that facilitate learner engagement is important to the advancement of the domain. This multiple-article format dissertation addresses the theoretical gap in research on learner engagement in blended settings. The first article reviews the existing literature on learner engagement, delineates a set of constructs most relevant to the contexts of blended learning, and proposes a theoretical framework for learner engagement in blended settings. The second article operationalizes and tests the proposed model of blended learning engagement using exploratory and confirmatory factor analysis. It creates and evaluates an end-of-course self-report measure of cognitive and emotional engagement. The unique factor structure of online and face-to-face indicators of learner engagement is clearly demonstrated in the results of this study.

Submitted by Jaqueline Silva (jtas29@gmail.com) on 2016-12-14T19:00:27Z No. of bitstreams: 2 Dissertação - Gabriela de Araújo Achegaua Salazar - 2016.pdf: 1867612 bytes, checksum: 2444ce3444e2753459478adf4d25d865 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Jaqueline Silva (jtas29@gmail.com) on 2016-12-14T19:00:50Z (GMT) No. of bitstreams: 2 Dissertação - Gabriela de Araújo Achegaua Salazar - 2016.pdf: 1867612 bytes, checksum: 2444ce3444e2753459478adf4d25d865 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-12-14T19:00:50Z (GMT). No. of bitstreams: 2 Dissertação - Gabriela de Araújo Achegaua Salazar - 2016.pdf: 1867612 bytes, checksum: 2444ce3444e2753459478adf4d25d865 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-11-16 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / This paper is a analysis about the academic research done in 2001 – 2012 periods in the postgraduate programs in Education and Education in Science and Mathematics on the teacher who teaches mathematics. The main goal of this paper was analyze and understand the academic literature on the teacher who teaches mathematics from a theoretical and methodological perspective to answer the following research question: Research has as subject to the teacher teaching math presented incoherence of cleat theoretical-methodological? It was used the meta-analysis like a kind of bibliographyc research like methodology. The theoretical framework is grounded in the activity’s theory of Leontiev which has theoretical and methodological bases grounded in Marxist thought. The main conception of research to investigate human phenomena was based on Vigotski who emphasizes the importance of considering the historicity of the phenomenon to explain the relationships that make up the whole. It was necessary to understand the evolution of research in Humanities (ALVES-MAZZOTTI; GEWAMDSZNADJDER, 1998; LAVILLE; DIONNE, 1999) and consequently in Education (GATTI, 2002) to understand the research in Mathematics Education in Brazil (FIORENTINI, 1994; FIORENTINI; LORENZATO, 2009). The problems encountered in educational research were treated based on Gatti (1983, 2002), Gouveia (1971), Souza, Magalhães and Silveira (2014) followed by the problems in Mathematics Education production (BICUDO, 1993; BICUDO; PAULO, 2011; FIORENTINI; LORENZATO, 2009). It was recorded 20 papers that studied the teacher who teaches mathematics, however, only those who presented the teacher as the subject of the research were analyzed. It was established as categories of analysis Coherence between problem and problematic, Theoretical-methodological Coherence and Coherence between problem, theoretical referential and methodology, in which 8 papers were analyzed in the postgraduate programs already mentioned. The main conclusions was that the majority of the academic works that has as focus of analysis the teacher who teaches mathematics presents theoretical and methodological. / Este estudo analisa a produção acadêmica realizada no período de 2001 a 2012 nos programas de Pós-Graduação das áreas de Educação e de Ensino de Goiás sobre o professor que ensina matemática. O principal objetivo foi analisar e compreender, a partir de uma perspectiva teórico-metodológica, a produção acadêmica sobre o professor que ensina matemática, para responder a seguinte questão de pesquisa: As pesquisas que têm como tema o professor que ensina matemática apresentam incoêrencias de cunho teórico- metodológico? Utilizou-se a pesquisa bibliográfica do tipo meta-análise como metodologia. O referencial teórico é pautado na teoria da atividade de Leontiev, que possui bases teóricas-metodológicas pautadas no pensamento marxista. Tomou-se como principal concepção de pesquisa aquela apresentada por Vigotski, que ressalta a importância de considerar a historicidade do fenômeno para se explicar as relações existentes que formam o todo, ao investigar os fenômenos humanos. Fez-se necessária a compreensão da evolução da pesquisa em Ciências Humanas (ALVES-MAZZOTTI; GEWAMDSZNADJDER, 1998; LAVILLE; DIONNE, 1999) e em Educação (GATTI, 2002) para que se pudesse compreender a pesquisa em Educação Matemática no Brasil (FIORENTINI, 1994; FIORENTINI; LORENZATO, 2009). Os problemas encontrados na pesquisa em Educação foram tratados com base em Gatti (1983, 2002), Gouveia (1971), Souza, Magalhães e Silveira (2014), seguido dos problemas na produção em Educação Matemática (BICUDO, 1993; BICUDO; PAULO, 2011; FIORENTINI; LORENZATO, 2009). Foram fichados 20 trabalhos que de alguma forma estudaram o professor que ensina matemática, porém, foram analisados apenas aqueles apresentavam o professor como sujeito da pesquisa. Estabeleceu-se como categorias de análise Coerência entre problema e problemática, Coerência teórico-metodológica e Coerência entre problema, referencial teórico e metodologia, em que se analisou 8 trabalhos realizados nos programas de pós-graduação já citados. Como principais conclusões, observou-se que a maioria dos trabalhos acadêmicos que tem como foco de análise o professor que ensina matemática apresenta coerência teórico-metodológica.

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This research analysis is an investigative effort at applying a methodological theory of Islamic extremism to Britain's far-right. Using four assigned categories-the defined 'puzzle pieces' of Hafez and Mullins theory-the research presented will draw heavily from recent history and contemporary societal examples to demonstrate how far-right radicalisation takes place. By looking at grievances, ideology, networks and enabling environment the aim of such an exercise is to demonstrate the intricate processes involved in radicalising someone to support far-right parties and ideologies. One of the most important themes of this analysis is the increasing politicisation of 'culture' by both the government and the far-right. Consequently, there will be discussion on Britain's Prevent programme and the far-right's adaptability in using culture to promote a 'new racism' that presents itself as different from traditional, fascist styles of Othering.

Professional coaching has extended from the C-Suite's upper echelons to the mainstream and emerged as a viable customizable human capital management initiative democratizing professional coaching (Colletta, 2020; Joo, 2005; Kampa-Kokesch & Anderson, 2001). Experienced professional coaches often refer to "coachability," which is a component of a successful coaching engagement. However, the term needs to be researched and expanded upon in the current professional coaching literature. Current research on coachability follows within sports, sales performance, entrepreneurship, and workplace/employee.This mixed-method (survey and semi-structured interviews) exploratory study identified that professional development coachability exists and possesses identified specific associated attributes. This understanding was essential in establishing a professional development coachability construct, definition, and profile. Professional development coachability (PDC) is a complex system or construct that intersects in personal traits, coach and coachee dynamics, and social, environmental, and psychological components. PDC has been defined as an amalgamation of external and internal factors that align at a specific moment under specific circumstances. It is complex, malleable, and impacted by the circumstances and conditions in and around the coaching engagement. Study 1 (survey, n=209) identified the internal/intrinsic behavioral factors that influenced professional development coachability through the eyes of experienced professional coaches. This study resulted in a five-item coachability profile established by quantitative [(N of Items=5) Cronbach's Alpha .75, Cronbach's Alpha Based on Standardized Items of 0.76 and a valid n=40] and supported qualitatively. Study 2 (semi-structured interviews/mini survey, n=44) was conducted with experienced professional coaches, a subset of the survey participants, almost one year after the initial Study 1. Based on the results of the five-item survey in Study 2, the five-attributes profile from Study 1 was supported quantitatively by Study 2 [(N of Items=5) Cronbach's Alpha .70, Cronbach's Alpha Based on Standardized Items of .70 and a valid n=44]. The profile presents critical attributes or factors that a client/coachee intrinsically brings (perception of coachability) to support the coaching process. Subsequently, the five attributes/factors profile and identified external factors inductively derived from Study 2 set the foundation for an initial definition and theoretical framework for professional development coachability. Keywords: coachability, executive coaching, professional coaches, leadership development, definition, personal and professional development, internal and external factors, theoretical framework, exploratory mixed-method / Business Administration/Human Resource Management

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No / Although ads with subtle racist imagery can reinforce negative stereotypes, advertisers can eliminate this problem. After a brief overview of predominantly U.S.-based research on the racial mix of models/actors in ads, a theoretical framework for unmasking subtle racial bias is provided and dimensional qualitative research (DQR) is introduced as a method for identifying and rectifying such ad imagery. Results of a DQR-based study of 622 U.K. television ads with at least one Black actor indicate (1) subtle racially biased imagery now supersedes overt forms, and (2) the most popular ad appeals often mask negative stereotypes. Implications for public policy and advertisers, as well as recommendations for future research, are discussed.