No description available.

No description available.

This thesis examines the emergent area of collaborative management practised in the higher education context by reflecting on a three year case study of seven specialist performing and creative arts higher education institutions at the start of the twenty first century. The members were part of a formal consortium (CADISE) engaged in a HEFCE funded project on 'Developing Collaborative Management Skills for Senior Executives'. The principal research question of 'how do we understand collaborative management?' is supported by three subsidiary research questions exploring the external factors that have influenced the growth of academic consortia in higher education; the factors that influenced the development of CADISE and attracted its Principals and Chief Executive Officers to it in the first place; and the practices and skills that have emerged to support collaborative management. The argument in this thesis is that collaborative management is new, different and complex, calls for different approaches and ways of managing alliances to accommodate the uncertainty and ambiguity that the changing world of higher education faces. The thesis is underpinned by two theoretical constructs: 'strategic intent' (Hamel and Prahalad, 1989) and its place In 'animating the dream' of the CADISE Policy Group both as a collective and through their individual imaginations of what the alliance could do for them; and the 'legitimacy of messiness', a theoretical framework for thinking both about the performance of process and the process of performance (de Rond) and developed in the pharmaceutical and bio-technology sphere of strategic alliances. The locus of the research is the case study on the seven Chief Executive Officers of CADISE who through the funded project were both learning about the shift from autonomously managing their own institutions to collaborative management in a consortium setting at the same time as managing, embedding and sustaining the CADISE through its first three years. This called for working at a number of levels simultaneously in developing both strategy and an operational infrastructure, building vision, managing change in a complex and turbulent environment, defending and preserving their institutions, positioning the consortium and working together to meld their strategic intents at the same time as experientially learning about collaborative management through an externally funded project. The thesis is constructed according to three parallel dimensions of the 'policy context' for higher education, the 'people' (as collaborative leaders) and 'process, that both underpin and intersect throughout the study. From the findings in the case study this three 'P' model is built upon to suggest a 'P' model of understanding and handling collaborative employing the different skills, new ways of thinking and interacting that are required in collaborative working. Its contribution to new knowledge is through the 'up-close and personal' three year observation of the emergent process from the perspective of a reflective practitioner engaged in collaborative management, against an uncertain backdrop, together with an analysis of the personal constructs of the leaders of an innovative and pioneering model of collaboration from an empirical researcher point of view.

This thesis investigates the perceptions of former Initial Teacher Training (ITT) trainees in the post-compulsory sector, in an attempt to identify how their ITT influenced their practice as teachers within the sector. It analyses the perceptions of former trainees, gleaned through 21 semi-structured interviews and 35 completed questionnaires; together with semi-structured interviews of 5 managers of teaching staff from the sector, who employ university-led ITT for the development of their staff. The research employed a phenomenographical approach, in that it considered the perspectives and interpretations of the respondents to be wholly paramount. The study has found that initial teacher training in the post-compulsory sector produces teachers who experience perceptions of enhancement in three key ways. The first is that they are more connected with the sector, connected with their institutions and connected with the realities of teaching following their teacher education. The second is that they have a greater sense of self, together with a greater sense of professionalism, and carry more practical and pedagogical skills into the workplace following their teacher education. The third relates to their commitment to continuing professional development, and their ability to identify opportunities and necessities for their own development. The contribution to knowledge involves the creation of a middle range theory of the influence of initial teacher training on professional practice, developed from the three factors alluded to above, and postulated in the form of a model of conceptions demonstrating the influence of post-compulsory teacher training on its trainees. Additionally, it also makes recommendations to policy makers in ITT, including that the current emphasis on subject specialist teaching is reconsidered and clarified; and that the current government’s removal of compulsory completion of ITT for teachers in the sector is dissonant with the concepts of professionalism existing in both academic literature, and the perceptions of the participants in this study.

The overall objective of the research" outlined in this document was to analyse the practice of time management operations by the heads of academic departments in Libyan universities. This was accomplished through attention to four sub-aims: firstly, the extent to which time management operations are practiced by heads of academic departments in Libyan universities according to the specific fields, of planning, organising and controlling time; secondly, to determine which principles of time management are most commonly used by heads of departments; thirdly, to define which factors, both internal and external, have impacted on the practice of time management by Libyan heads of academic departments; and, finally, to determine whether there are any significant differences in time management practice as a result of key variables, including managerial experience, specialization, qualifications, gender and the number of universities heads of department are working in. The data was collected through the use of two main tools, a self-administered questionnaire and semi-structured interviews. The questionnaire was designed to employ a likert scale, and was piloted before final administration in order to ensure validity and reliability. The questionnaire was distributed by hand to 331 heads of academic departments in Libyan universities and the response rate was 309 - - completed questionnaires out of 331 administered. The semi-structured interviews lasted for about one hour in each case and involved 15 heads of academic departments. The two tools were employed in order to gain the strengths of each and so to provide a greater understanding of the topic under investigation, to complement each other and to enrich the research findings. The gathered data was translated from raw material into usable information to be ready for statistical analysis and the 309 received questionnaire forms were analyzed through implementation of descriptive statistics using SPSS software. The semi- structured interviews were analyzed through textual analysis by reading and -re- reading the interview content. The content was subsequently analysed carefully to gain an understanding of the key themes and in order to identify commonalities and differences. The researcher the organised the material by dividing the data into groups of themes under the main key issues. Quotations have been used in order to exemplify the thoughts of the respondents about the issues discussed. The analysis of data revealed that time management operations are not practiced well by heads of academic department in Libyan universities. However, control over time is practiced better than time planning and time organizing and control over time interruptions is the principle that is most commonly used by the heads of academic department. With regard to time wasters, heads of academic department affirmed through their answers that external factors such as poor channels of communication between the department chair and faculty, hesitation in decision making due to lack of clear wanted information, unexpected visitors and the overall instability of Libyan universities' management. as a managerial factor are the most important factors that impede the practice of time management, surprising, no differences in the practice of time management were found according to the managerial experience, specialization, qualifications, gender or number of universities individuals were working at. The researcher believes that these findings may aid in developing _ university administration in Libya in particular and in developing societies in general through discovering the main shortcomings and problems which are faced by heads of academic departments. The researcher thus makes key recommendations for practical procedures which may be adopted to ameliorate the problems faced by heads of department in managing their time. It is suggested that consideration should be given to' reconsidering the current articles of governance relating to the . duties heads of the academic department and to the processes used in the selection of the heads of academic department in Libya. It is also suggested that training and development courses for the professional and managerial growth of department heads in Libyan universities should be established.

M. Tech. (Business Administration, Faculty of Management Sciences): Vaal University of Technology / The purpose of this study is to investigate the influence of employee rewards on talent attraction and talent retention. Furthermore, the study intends to unearth the influence of rewards on employee attraction and retention and to suggest strategies that could be employed by FET colleges in Gauteng in the Sedibeng district of Gauteng. The attraction and retention of employees continues to be a key priority not only of human resource professionals but also of FET colleges generally in South Africa and in the Gauteng province in particular. The most valuable asset available to an organisation is its people, and consequently, retaining employees in their jobs is crucial for any organization. In South Africa, the retention of highly skilled employees is critical, particularly because of the need to contribute to economic growth, innovation and poverty eradication. Owing to the competition for scarce skills, the attraction and retention of quality employees has emerged as the biggest challenge in human capital management and this phenomenon has also arisen in FET colleges. To attract and retain employee, organisations need novel reward systems that satisfy employees. This study employs a quantitative research paradigm and a survey method was used to investigate a sample of 154 academic employees at Sedibeng FET College, Gauteng. A personal method was used to collect data using semi-structured questionnaire and the results of the correlations shows that employee rewards are significantly positively related to talent attraction and talent retention. Findings and recommendations of this study are important to employers as they are supposed to design a remuneration package that attract and retain the best candidates and satisfies their employee’s expectations, in that it is fair, equitable and free of bias. A remuneration package is one of the most important factors that influence people to take up employment and stay with the organization.

This study explored academic researchers’ engagement in research ethics at an OpenDistance Learning (ODL) institution in South Africa (SA), with the intention of discovering the way in which human resource management (HRM) practitioners, employed at the same institution, can support academic researchers’ engagement in research ethics. The study’s purpose was to develop a conceptual framework for HRM practitioners to support academic researchers’ engagement in research ethics, at an ODL institution in SA.For this qualitative study, an Interpretative Phenomenological Analysis (IPA) approach was followed. Data were collected from 13 purposively selected academic researchers, employed at an ODL institution, by means of semi-structured individual interviews, naive sketches and fieldnotes. The IPA approach offers an analysis method that was accordingly employed. Thereafter, the findings were interpreted with the Job-Demands Resource (JD-R) theory.These interpretations were used to construct the conceptual framework according to the organising principles of Dickhoff, James and Wiedenbach (1968) Academic researchers have some resources to support engagement in research ethics, but also face several job demands, which has a negative influence on their ability to engage in research ethics. HRM practitioners have a critical role to fulfil to support academic researchers’ engagement in research ethics, by facilitating a work environment where job resources are readily available. In addition, the ODL institution must be well-balanced, successful, and endorse a culture of ethics within its organisational culture, for academic researchers to engage in research ethics. HRM practitioners have an essential role to endorse a culture of ethics within the ODL institution. The findings will benefit both academic researchers and the ODL institution. The support that HRM practitioners provide, should include, inter alia, a) enabling an engaging leadership style, b) ensuring that ethical values are embedded in the recruitment strategy, and c) revising the performance agreements and performance appraisals of academic employees to include research ethics. This study forms part of a limited pool of qualitative studies to investigate WE, using the JD-R theory as a theoretical framework. This study is furthermore a forerunner in exploring the role that HRM practitioners can play in supporting academic researchers’ engagement in research ethics. It is the first study to use the IPA approach in the field of Management Sciences to investigate WE with the JD-R theory as a theory of engagement. By using the organising principles of Dickoff et al. (1968), for conceptual framework development to explain WE according to the JD-R theory, a seminal contribution was made. / Hierdie studie ondersoek akademiese navorsers se verbintenis tot navorsingsetiek by ’n oopafstandleerinstelling (ODL institution) in Suid-Afrika met die voorneme om ’n manier te vind waarop nslikehulpbronbestuurspraktisyns (MHB-praktisyns) wat by dieselfde instelling werksaam is, akademiese navorsers se verbintenis tot navorsingsetiek kan ondersteun. Die studie se oogmerk was om ’n konseptuele raamwerk vir MHB-praktisyns te ontwikkel om akademiese navorsers se verbintenis tot navorsingsetiek by ’n pafstandleerinstelling te ondersteun. Vir hierdie kwalitatiewe studie is ’n Interpreterende Fenomenologiese Ontledingsbenadering (Interpretative Phenomenological Analysis [IPA] approach) gevolg. Data is by 13 doelbewusgeselekteerde akademiese navorsers, werksaam by ’n oopafstandleerinstelling, ingesamel deur middel van migestruktureerde- individuele onderhoude, naïewe sketse en veldnotas. Die Interpreterende Fenomenologiese Ontledingsbenadering bied ’n ntledingsmetode wat dienooreenkomstig gebruik is. Hierna is die bevindings met die werk- vereistes-hulpbronneteorie (job-demands resource [JD-R] theory) geïnterpreteer. Hierdie interpretasies is gebruik om die konseptuele raamwerk te ontwikkel volgens die organiseringsbeginsels van Dickhoff, James en Wiedenbach (1968). Akademiese navorsers beskik oor ’n paar hulpbronne wat ’n verbintenis tot navorsingsetiek ondersteun, maar word ook met verskeie werkseise gekonfronteer wat ’n negatiewe invloed op hulle vermoë om hul tot navorsingsetiek te verbind, kan hê. MHB-praktisyns speel ’n kritiese rol om akademiese navorsers te ondersteun ten opsigte van hul verbintenis tot navorsingsetiek deur ’n werksomgewing te fasiliteer waar werkshulpbronne geredelik beskikbaar is. Verder moet die oopafstandleerinstelling ‘n gebalanseerde etiese organisasiekultuur onderskryf om akademiese navorsers te help om hulle te verbind tot etiese navorsing. MHB-praktisyns speel ’n noodsaaklike rol om ’n etiese kultuur binne die ODL- instelling te ondersteun. Akademiese navorsers, sowel as die oopafstandleerinstelling, sal baat vind by die bevindinge. Die ondersteuning wat MHB-praktisyns bied, behoort onder meer die volgende in te sluit: a) om ’n werksbegeesterde leierskapstyl moontlik te maak; b) om te verseker dat etiese waardes by die werwingstrategie ingesluit is; en c) om die prestasie-ooreenkomste en prestasiebeoordelings van akademiese personeel te hersien om navorsingsetiek in te sluit. / Lolu cwaningo lwacubungula ukulandela nokusebenzisa kwabacwaningi inkambiso yocwaningo enhle nelungileyo esikhungweni seMfundo-buqama Evulelekile (ODL), phecelezi, i-Open Distance Learning institution eNingizimu Afrika (SA), ngenhloso yokuthola indlela engasetshenziswa ngabasebenzi abangongoti bezokuphathwa kwabasebenzi (HRM), abaqashwe esikhungweni leso, ukweseka ukulandela nokusebenzisa kwabacwaningi bezikhungo zemfundo ephakeme inkambiso yocwaningo enhle nelungileyo uma benza ucwaningo. Inhloso yalolu cwaningo kwabe kuwukwakha okuthuthukisa uhlaka-kuhlaziya lokuqonda olwenzelwe abasebenzi be-HRM ekusekeleni abacwaningi bezikhungo zemfundo ephakeme ukuze bakwazi ukulandela nokusebenzisa inkambiso enhle nelungileyo uma benza ucwaningo esikhungweni esiyi-ODL eNingizimu Afrika. Kulolu cwaningo olwabe luwucwaningo olugxile ekuxoxisaneni okunzulu futhi okunohlonze nababambiqhaza bocwaningo bakhethiweyo abayingcosana (qualitative research) kwalandelwa indlela-kuhlaziya egxile kwisimo-kuqonda sombambiqhaza ocwaningo, phecelezi i-Interpretative Phenomenological Analysis (IPA). Imininingo yocwaningo yaqoqwa kubacwaningi bezikhungo zemfundo ephakeme abayi-13 abakhethwe ngenhloso, kusetshenziswa indlela-kuxoxisana engagcini nje kuphela ohlwini lwemibuzo ehlelekile, kepha elandelisa nangeminye imibuzo evulekile, phecelezi ama-semi-structured individual interviews, nemidwebo elula kanye namanothi athathwe endaweni okwenzelwa kuyona ucwaningo. Indlela-kuhlaziya i-IPA ihlinzeka ngendlela yokuhlaziya okuyiyona eyasetshenziswa ocwaningweni. Emuva kwalokho imiphumela eyatholakala ocwaningweni yahunyushwa kusetshenziswa ithiyori i-Job-Demands Resource (JD-R) theory. Ngokusho kuka-Dickhoff, James no-Wiedenbach (1968) lezi zihumusho zabe sezisetshenziselwa ukwakha uhlaka-kuhlaziya lokuqonda. Abacwaningi bezikhungo zemfundo ephakeme banazo izinsiza-kusebenza zokulandela nokusebenzisa inkambiso yocwaningo enhle nelungileyo, kodwa-ke zikhona futhi nezingcindezi-zidingo zomsebenzi eziningana ezinomthelela ongemuhle emandleni abo okulandela nokusebenzisa inkambiso enhle nelungileyo uma benza ucwaningo. Abasebenzi be-HRM banendima esemqoka kakhulu okumele bayidlale ekwesekeni abacwaningi bezikhungo zemfundo ephakeme ekulandeleni nokusebenzisa inkambiso enhle nelungileyo uma benza ucwaningo, ngokuthi bakhe isimo sokusebenzela lapho ziyinala futhi zitholakala kalula izinsiza-kusebenza. Ngaphezu kwalokho isikhungo esiyi-ODL kumele kube ngesizinzile nesihleleke kahle, esiphumelelayo futhi eseseka usiko-mpilo lwenkambiso enhle nelungileyo ngaphakathi kusiko-mpilo lwaso njengenhlangano, ukuze abacwaningi bezikhungo zemfundo ephakeme bakwazi ukulandela nokusebenzisa inkambiso enhle nelungileyo uma benza ucwaningo. Abasebenzi be-HRM banendima esemqoka okumele bayidlale ekwesekeni usikompilo lwenkambiso enhle nelungileyo ngaphakathi esikhungweni esiyi-ODL. Imiphumela etholakale ocwaningweni izohlomulila abacwaningi bezikhungo zemfundo ephakeme iphinde futhi ihlomulise nezikhungo eziyi-ODL. Ukwesekwa okuhlinzekwa ngabasebenzi be-HRM kumele kubandakanye, phakathi kokunye, a) ukwakhiwa kwesitayela sobuholi senzebenziswano, ubambiswano nokubonisana b) kuqinisekisa ukuthi izimo-mpilo zenkambiso enhle nelungileyo ziyisisekelo seqhingasu lokuqashwa kwabasebenzi, kanye c) nokubuyekezwa kwezivumelwano zensebenzo kanye nokuhlolwa nokubuyekezwa komsebenzi wabasebenzi bezikhungo zemfundo ephakeme ukuze kubandakanywe inkambiso enhle nelungileyo. Lolu cwaningo luyingxenye yeqoqwana elincane lomsebenzi osuwenziwe kuze kube manje wocwaningo olugxile ekuxoxisaneni okunzulu futhi okunohlonze nababambiqhaza bocwaningo abakhethiweyo abayingcosana okuhloswe ngalo ukuphenya nokucwaninga i-WE, kusetshenziswa ithiyori i-JD-R njengohlaka lwethiyori yocwaningo. Ngaphezu kwalokho, lolu cwaningo luyivulandlela ekucubunguleni indima engadlalwa ngabasebenzi be-HRM ekwesekeni ukulandela nokusebenzisa kwabacwaningi bezikhungo zemfundo ephakeme inkambiso enhle nelungileyo uma benza ucwaningo. Lolu wucwaningo lokuqala olusebenzisa indlela-kuhlaziya i-IPA emkhakheni wamaSayensi Ezokuphatha ngenhloso yokuphenya nokuhlola i-WE kusetshenziswa ithiyori i-JD-R njengethiyori yokucubungula umsebenzi wocwaningo. Kwaba negalelo elikhulukazi impela ukusetshenziswa kwemigomo yokuhlela ka- Dickoff nabanye (1968), ekwakheni nokuthuthukisa uhlaka-kuhlaziya lokuqonda ngenhloso yokuchaza i-WE ngokuhambisana nethiyori i-JD-R / Human Resource Management / D. Phil. (Human Resource Management)