In African folklore, there is a Swahili tale which depicts the relationship between a monkey and a shark; a story about the needs of two creatures living in two different worlds. The shark needs the heart of the monkey to give to his king and the monkey agrees to go on the journey to learn and experience new things. Unaware of each other’s intentions and goals they fall prey to a relationship of mutual distrust and suspicion. Many opportunities to use art as a tool for social engagement through service-learning exist in Higher Education. However, good intentions do not always equal good outcomes. The story above illustrates the importance of open communication around goals and motives. My past experiences in community engagement projects have taught me that more harm than good can result when communities are not involved in relationship-building and decision-making processes which affect them. It is therefore imperative that students collaborate with communities in every phase of the engagement process, so that they will learn and benefit from each other in meaningful ways. This qualitative research explores and describes the engagement between Intermediate Phase education students and community youth, the findings of which will be used to design a service-learning module in Creative Arts. The aims of the study were (i) to explore what the students and the community participants can learn from such a process, (ii) to explore what aspects of the engagement process can enhance the attainment of mutually beneficial learning outcomes, and which detract from it, and (iii) based on the findings, to suggest recommendations that can inform the development and design of a future service-learning module in Creative Arts programmes for teacher educators. A qualitative design situated within a critical theoretical paradigm employing a participatory action research approach to inquiry was utilised to achieve the aims of the study. Availability sampling was used to select participants in the engagement between the campus students from the Creative Arts department in the faculty of Education Sciences at the North West University (NWU) Potchefstroom, and the community youths from a nearby township area. The data generation process consisted of four cycles which embraced seven interactive activities, including visual, oral, art, and text-based techniques that were employed in a participatory process. Semi-structured reflective interviews towards the end concluded the research study. Data documentation was obtained through verbatim transcriptions of video clips, visual diaries, and visual charts. The engagement process was systematically monitored, inductively analysed, and thematically interpreted. Trustworthiness was verified by overlapping and multiple data generation strategies, and maintained by reflective member checking and own critical reflections on the process. Ethical requirements included the approval of the Ethics Committee of the NWU Faculty of Educational Sciences, Potchefstroom campus. Signed consent of participants was obtained in writing before the data generation began. Consent was obtained from the participants for visual material to be used for the research study and the presentations thereof. Three themes emerged from the data collection. Theme 1: the process allowed participants to gain insight into each other’s worlds. Theme 2: the participatory action research (PAR) process shifted power relations. Theme 3: the participants experienced personal and professional development through the interactive process. My findings on the student-community youth engagement suggest that the participatory (PAR) process is well suited for socially engaged art-based practices in service-learning as it promotes reciprocal learning through interactive activities. The activities unlocked value-laden and meaningful learning between the participants. Working collaboratively and in groups benefitted the participants in several ways. They gained confidence and self-determination, began to understand each other, improved personal and working relations, and increased their level of professional development. Limiting aspects included language barriers, short time frames, and unpredictable community events. The role of the researcher as change agent required shared leadership of collaborative groupwork, and it was necessary to structure topics in service-learning that evoke challenging and critical responses between participants from diverse backgrounds. These findings have significance for the design and development of a service-learning module for Creative Arts education, provide recommendations for future community partnerships in art-based practices, and for further research in service-learning. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

Space is different from place, as space becomes place when endowed with meaning and values. Space is therefore not a neutral backdrop for people’s lives, but intertwined with their daily lives. Before attempting to create place, the particular space first has to be understood. Place-making (transformation from space to place) refers to the empowering process during which inhabitants of a setting tend to represent, renovate and upgrade their physical surroundings. This process includes the views and opinions of direct site users in terms of decision-making. This participatory process relates to an open, accountable process during which individuals and groups can exchange views and influence decision-making processes. In previous bureaucratic, top-down planning practices (‘Blueprint’ planning theory) the involvement of participants within decision making was limited. Therefore, a communicative turn towards a ‘bottom-up’ process was needed, including affected role-players by communicating and negotiating any developmental decisions. Planning is an important change agent in addressing social and economic inequality by means of inclusive planning processes, especially in South Africa with its recent transition to democracy and post-apartheid reconstruction aims. There is currently an emphasis on the need to examine particular ways in which practices of participation in development play out in concrete situations. Participatory Action Research (PAR) is a research method that proactively aims to develop equal distribution of power in terms of decision making by embracing values such as empowerment, social justice and equity, collaborative relationships, mutual learning and respect towards diverse opinions. Constant reflection and self-reflection within a participatory informed study is used to benefit the decision making process to create change. Change implies the promotion of the physical and positive social transformation. This research describes how PAR is used as a method in the place-making process to create change in a community that had previously been subjected to forced removals. The research context includes an existing open space (previously utilised as a dumping site) in Ikageng, Potchefstroom, South Africa, and surrounding land owners who interact with the site daily. A qualitative research approach was appropriate in this case as the research was carried out in a natural context where no extraneous influences occur and the research focused on obtaining in-depth understanding of a process rather than focusing on presenting evidence in quantifiable terms. While the planning procedure followed included numerous phases - Focus group 1, Focus group 2, Collaborative Design Workshop and Focus group3 (see Annexure B for Focus group questions) - the primary aim of this dissertation is to explore the process of place-making in planning by using PAR. Secondary aims include: (i) the understanding of the concept of place-making, (ii) giving an overview of theoretical paradigms in planning, (iii) to develop guidelines for using PAR in a planning process, and (iv) to develop planning guidelines for the process of place-making. Findings reveal that experienced change can be described as threefold. Levels of change included: (i) the physical level (Transforming the space physically (beautification and upgrade)), (ii) the social level (Transforming the community socially), and (iii) the psychological level (Transforming the community psychologically). During the experiencing of change, PAR values were unlocked progressively by the place-making process, which included empowerment, collaborative relationships and mutual learning. In later stages of the research, the PAR values of respect towards diversity and social justice and equity were revealed. Based on the above, the study offers planning recommendations by means of the development of guidelines for a place-making process. These guidelines (as informed by PAR), refer to (i) Phase 1 - Gaining community entrance, (ii) Phase 2 - Conceptualising the space, (iii) Phase 3 - Establishing partnerships, (iv) Phase 4 - Transforming space to place, (v) Phase 5 - Implementation and, (vi) Phase 6 - Monitoring/Reflection. When following these recommended guidelines with regard to a place-making process, research challenges should be taken into consideration. These challenges relate to the time-consuming nature of place-making, as well as the necessary flexibility regarding the context of the research. Furthermore, financial resources should be seen as important when attempting to transform space into place. Therefore, these planning recommendations should be seen as a guideline and not a fixed master-plan. / MArt et Scien (Urban and Regional Planning), North-West University, Potchefstroom Campus, 2015

Serious games have the potential to add value to the teaching and learning environment but are currently not used to its full potential in the Computer Science class. Many reasons why serious games are not used are debated in the literature and a particular problem identified from the literature is that educators find it difficult to select appropriate serious games for use in the classroom environment. The research philosophy adopted for this study included the Critical Social Theory paradigm and action research as the research method. The five phases of the action research process, namely diagnosing, action planning, action taking, evaluating and specifying learning were used to provide educators with a useful model to help with the selection of serious games for the Computer Science class. During the diagnosing phase, the problem for this study was identified and a questionnaire was used to determine educators‘ perceptions of serious games that confirmed the problem identified during the literature survey. During the action planning phase the evaluation of three serious game selection models, namely the four-dimensional framework, the RETAIN model and the Magic Bullet model were planned. Participants were provided with a checklist in the form of tables so that they could familiarise themselves with the models. During the action taking phase participants evaluated the four-dimensional framework, the RETAIN model and the Magic Bullet model using the checklists and examples provided to them. During the evaluation phase the three different models were evaluated by the participants and a questionnaire was used to gather data. The data were analysed and results were reported. A major problem was identified and it was decided to initiate a second cycle of the action research process. This time participants were provided with serious games and in a joint effort of the participants the problem was addressed. During the second cycle the problems identified in the first cycle was resolved. Finally this study is concluded with a reflection on all the research questions identified, a report on the findings, recommendations and a discussion of the limitations of the research project. / MSc (Computer Science)--North-West University, Vaal Triangle Campus, 2015

Initially the overall aim of this thesis was to describe and analyse what was happening in the educational activities when teachers at a school that I have called Tower School introduced the computer as a tool for helping pupils who were learning to write and read. Key questions concerned the issue of improvement. Did introducing the computer as a tool in the teaching and learning process help the pupils with their learning or not and, if so, in what ways. The research approach chosen was an action research approach. Action research is concerned with professional practice and improvement. It is contextual and oriented toward action processes and change. The initial phase of the research went more or less according to plan. I followed the development process of the introduction and use of the computer as a learning tool, met regularly with the teachers and together with them developed a good working relationship. After about a year things changed. With the restructuring that was taking place in the region changes began to take place also at Tower School and this had effects on the research. In addition to the initial aim to research changes related to student learning a second purpose developed. This purpose was to describe and analyse how political governance and underlying societal forces might influence what happens in school development. There were two reasons for this new extra dimension. One was a methodological interest in relation to planning action research projects at times of political change in the education sector. The other was an educational theoretical interest connected to the school as a policy-driven organization. My interest here was for changes in the political economy at the macro level and how the network of macro-political and economic relations affected the micropolitical level of the school, its classrooms, participating teachers in these classrooms, their students and me as a researcher? / <p>Akademisk avhandling som med tillstånd av utbildningsvetenskapliga fakulteten vid</p><p>Göteborgs universitet för vinnande av doktorsexamen i pedagogiskt arbete</p><p>framläggs till offentlig granskning Fredagen den 14 juni, kl. 13-16 vid Högskolan i Borås, sal C203</p>

This study explores the contradiction of the heart of ICT: the technology presents to us all manner of possibilities yet it habitually fails to deliver on those promises. This failure is often seen as arising from either a problem with the technology or end-user proficiency. Thus better technology and/or more effective end-user education are seen as the solutions. This study is based on the premise that such approaches are inherently faulty and explores how applicable notions of alienation can be in researching the contradictory nature of ICT. By using a critical realist methodology allied to tools available through PAR, this investigation engaged with participants in three distinct settings: ICT professionals; scholars concerned with researching the ethical/societal implications of ICT; and a group of pensioners living in South East London, UK. The research interrogated the literature concerned with themes of alienation and ICT to show there is a consensus that something called alienation does exist but that the term is used as a poorly defined descriptor of dissatisfaction with ICT. It also revealed that minimal research in the subject area has been undertaken using theories of alienation and none which involve multiple settings. The thesis makes an original and distinct contribution to the field by utilising one approach to alienation, that presented by Marx, in three seemingly disconnected settings to draw out the underlying commonalities shared by participants of these settings. In doing so, the findings challenge widespread assumptions about end-user experience of ICT and offer new insights into the much mentioned but little understood alienated way we experience ICT. Moreover, the thesis, in moving beyond description of alienation, to reveal the genesis of the condition, indicates the inadequacy of simply using the term alienation as an ill-defined label to describe people’s experiences of ICT. It argues for embracing a more rigorous approach to the issue to realise the significant potential offered through investigating and applying theories of alienation in research. Additionally it advances knowledge in the area by emphasising shared experiences of user groups which has considerable implications for future research. Finally the thesis is unique in highlighting the prospective benefits to be realised by researchers in adopting a CR methodology working in tandem with PAR methods in ICT research.

Since the role of the libraries as merely a place for loans has decreased, the importance of giving the visitors a total experience has increased. The aim of my thesis was to investigate whether a change in the sound environment at the library of Jokkmokk could generate more satisfied visitors, whether they are borrowers or use the library for other purposes. The change in the sound environment was to be effected by means of a background sound experiment in the magazine room at the library. Action research was used as a research strategy and observations and interviews as method to collect data. The experiment was conducted with two selected sounds of nature: birdsong and a rippling brook. The observations and interviews were executeted in three stages: 1. Without any background sound. 2. With birdsong. 3. With the rippling brook. The result showed that over seventy percent of the interviewees were in favour of the background sounds. It is important to consider the overall impression the library conveys to the visitors. As a result of the study we have found some measures that can be taken to improve the sound environment at the library of Jokkmokk. This is a two years master thesis in Archive, Library and Museum studies.

The software engineering community is concerned with improvements in existing methods and development of new and better methods. The research approaches applied to take on this challenge have hitherto focused heavily on the formal and specifying aspect of the method. This has been done for good reasons, because formalizations are the means in software projects to predict, plan, and regulate the development efforts. As formalizations have been successfully developed new challenges have been recognized. The human and social role in software development has been identified as the next area that needs to be addressed. Organizational problems need to be solved if continued progress is to be made in the field. The social element is today a little explored area in software engineering. Following with the increased interest in the social element it has been identified a need of new research approaches suitable for the study of human behaviour. The one sided focus on formalizations has had the consequence that concepts and explanation models available in the community are one sided related in method discourses. Definition of method is little explored in the software engineering community. In relation to identified definitions of method the social appears to blurring. Today the software engineering community lacks powerful concepts and explanation models explaining the social element. This thesis approaches the understanding of the social element in software engineering by applying ethnomethodologically informed ethnography and ethnography. It is demonstrated how the ethnographic inquiry contributes to software engineering. Ethnography is also combined with an industrial cooperative method development approach. The results presented demonstrate how industrial external and internal socio political contingencies both hindered a method implementation, as well as solved what the method was targeted to do. It is also presented how project members’ method deployment - as a social achievement is played out in practice. In relation to this latter contribution it is provided a conceptual apparatus and explanation model borrowed from social science, The Documentary method of interpretation. This model addresses core features in the social element from a natural language point of view that is of importance in method engineering. This model provides a coherent complement to an existing method definition emphasizing formalizations. This explanation model has also constituted the underpinning in research methodology that made possible the concrete study results.

Thesis (PhD)--Universiteit van Stellenbosch, 2004. / ENGLISH ABSTRACT: Key words: Organisational knowledge, pluralistic epistemology, action learning, systems theory, structuration theory, organisational learning, knowledge management. In today's competitive environment the value and importance of knowledge as an organisational resource is considered to be a key element and source of power. Knowledge is regarded as the single most important source of core competence to ensure competitiveness and long term sustainability. The value of most products and services now depends on knowledge-based intangibles and many organisational theorists argue that strategy formulations should be built on a resource-based theory. The challenge for many organisations is therefore how to enable organisational knowledge and how to increase their organisational learning capacity and performance. Following a multi-disciplinary approach, this study critically evaluates and interprets existing theories on action and systems thinking. The traditional positivist paradigm no longer answers to the needs of a post-modem paradigm and corporate epistemologists and practitioners alike are in search of a new paradigm on how to construct organisational knowledge. Drawing on Habermasian theory of communicative action, as well as Parsons' general theory of action and Giddens' structuration theory, I argue that the construction of knowledge happens in a pluralistic manner, in contrast with traditional approaches which support a paradigm informed by a singular epistemology. A pluralistic approach to the development of knowledge, in relation to a Habermasian theory of communicative action which emphasises the importance of communication and which integrates action and systems theory, is therefore proposed. Constitutive features of organisational knowledge, such as deliberation, knowledge leadership, organisational culture and technology, are identified and analysed. Action learning has been adopted by a number of leading international comparues as a learning methodology. However, action learning has seemingly not been grounded in a defensible epistemological framework. In redescribing action learning, this study explores epistemological foundations of action learning in an attempt to provide corporate epistemologists with a defensible epistemological framework which promotes pluralism and constitutive features of organisational knowledge. A framework for organisational learning and knowledge construction, the Pluralistic Action Learning Systems theory (pALS), is suggested as an improved model of organisational learning suitable for implementation in a post-modem era. This framework incorporates the primary "technical" elements of the learning process, namely problem identification, collection of information, analysis and interpretation, application/use and reflection, as well as organisational enablers inherent in collaborative learning. Organisational knowledge is therefore seen as the outcome of a learning process which occurs at the individual, social and organisational system levels. Organisational knowledge is also constituted by features such as communication, knowledge leadership and trust which are essential in a collaborative learning environment. Knowledge is therefore not constructed through a single paradigm, but socially constructed through a pluralistic epistemology. Organisational knowledge is the outcome of organisational learning and such an organisational learning process is enabled by an action learning approach. An empirical study is conducted which is based on a forty-point questionnaire. The sample size is 120 part-time MBA students who are enrolled for an action learning management development programme and who have all been theoretically and practically exposed to an action learning programme. The findings of the empirical study conclude that the construction of knowledge happens in a pluralistic manner and that an organisational epistemology should be shaped by a pluralistic framework if it were to be successful in a post-modem business environment. It proposes that action learning, which is shaped by a pluralistic epistemology grounded in the Habermasian theory of communicative action, provides a defensible framework to enhance organisational knowledge through a collaborative learning approach fostering values such as deliberation, trust and openness. / AFRIKAANSE OPSOMMING: Sleutel woorde: Organisasiekennis, pluralistiese epistemologie, aksieleer, stelseldenke, strukturasie teorie, organisasieleer, kennisbestuur. Die waarde en belangrikheid van kennis in vandag se vinnige veranderende wêreld word beskou as van kritiese waarde en as die enkele mees belangrike element van kompetisie om lang termyn volhoubaarheid te bewerkstellig. In die hedendaagse korporatiewe omgewing word die waarde van die meeste produkte en dienste gebaseer op ontasbare elemente soos onder andere kennis. Korporatiewe strategeë argumenteer derhalwe dat korporatiewe strategie gevolglik op 'n vermoëns-strategie gebaseer moet word. Vir baie maatskappye is die uitdaging dus hoe kennis konstrueer moet word en hoe maatskappye hulle vermoëns moet verbeter om kennisorganisasies te word. Hierdie studie volg 'n multi-disiplinêre benadering wat bestaande aksie- en stelseldenke teorieë krities evalueer en interpreteer. Die tradisionele positivistiese raamwerk beantwoord nie aan die vereistes van 'n post-moderne paradigma nie en beide korporatiewe epistemoloeë en praktisyns is op soek na nuwe wyses hoe om organisasiekennis te konstrueer. Deur gebruik te maak van Parsons se algemene aksie teorie, en in besonder Habermas se teorie van kommunikatiewe aksie en Giddens se strukturasieteorie, argumenteer ek dat die konstruksie van kennis op 'n veeldoelige wyse plaasvind, in teenstelling met die tradisionele benadering wat 'n raamwerk aanbeveel wat op 'n enkelvoudige teorie van kennis gebaseer is. 'n Pluralistiese benadering met betrekking tot die ontwikkeling van kennis, in ooreenstemming met Habermas se teorie van kommunikatiewe aksie en gesteun deur aksie- en stelsels teorie, word derhalwe aanbeveel. Kenmerkende eienskappe van organisasie kennis soos, uitgebreide dialoog, kennisleierskap, organisasiekultuur en tegnologie word ook geidentifiseer en ontleed. Aksieleer is deur verskeie toonaangewende internasionale maatskappye aanvaar as 'n leer metodologie. Dit wil egter voorkom asof aksieleer nie in 'n epistemologiese raamwerk gegrond is nie. Deur aksieleer te herbeskryf ondersoek hierdie studie epistemologiese gronde van aksieleer in 'n poging om korporatiewe epistemoloeë met 'n verdigbare teoretiese kennisraamwerk toe te rus. 'n Raamwerk vir organisasie leer en die konstruksie van kennis, die Pluralistiese Aksieleer Stelsels (pALS) raamwerk, word derhalwe aanbeveel as 'n verdedigbare model wat aan die eise van 'n postmoderne samelewing beantwoord. Hierdie raamwerk sluit die primêre tegniese elemente van die leerproses in, te wete: probleem identifisering, die inwin van informasie, analisering en interpretasie van informasie, aanwending en gebruik van informasie en refleksie. Hierdie proses word verder ondersteun deur aspekte wat organisasieleer vergemaklik binne spanverband. Organisasieleer word dus beskou as die uitkoms van 'n leerproses wat bogenoemde elemente bevat en wat gebaseer is op 'n leeromgewing wat samewerking bevorder. Organisasiekennis word derhalwe gesien as die uitkoms van 'n leerproses wat op die individuele, sosiale en organisasie vlakke geskied. So 'n leerproses word bevorder en vergemaklik deur 'n aksieleer proses. Organisiekennis word ook gekenmerk deur eienskappe soos kommunikasie en kennisleierskap wat binne 'n saamwerk leeromgewing as noodsaaklik geag word. Kennis word dus nie deur 'n enkelvoudige raamwerk konstrueer nie, maar word ondersteun deur 'n veelvoudige epistemologie. Die empiriese studie is gebaseer op 'n veertigpunt vraelys. Die ondersoekgroep is 120 :MBA studente wat vir 'n aksieleer bestuursontwikkelingsprogam ingeskryf is en wat beide teoreties en prakties aan aksieleer blootgestel is. Die bevindings van die studie dui daarop dat kennis nie op 'n enkelvoudige wyse geskep word nie, maar wel deur van verskeie teorieë van kennis gebruik te maak. Die bevindings van die studie beveel aan dat aksieleer, as 'n pluralistiese teorie van kennis gegrond in die denke van Habermas, 'n verdedigbare raamwerk verskaf wat organisasieleer en die konstruksie van kennis bevorder deur 'n leeromgewing waarin waardes soos vertroue, openlikheid en kommunikasie bevorder word.

Taking an action research approach, this study explores the experiences of three intakes of undergraduate students who worked in a cohort-based learning environment where team work and classroom participation was expected. This educational setting required students from diverse backgrounds to work closely together on campus during the intense one-year program. To facilitate in the development of a face-to-face learning community, where individual differences could be celebrated and problems could be solved in an open, trusting environment, an online bridging course was developed. Aimed at decreasing the incidence of minority group marginalization and reduce feelings of isolation, the bridging course provided activities directed towards encouraging students to begin to develop an inclusive learning community prior to their arrival on campus. Exploring how online transitional activities had contributed to the development of a face-to-face learning community, as well as perceived disadvantages to that model, key stakeholders' perceptions were obtained through focus groups, interviews, and surveys. Findings include: (a) an enhanced understanding of the ways in which an online course can be used to aid in the development of a learning community for oncampus students; (b) a heightened awareness of challenges faced by those working in a learning community; (c) a systematic approach to the development of learning communities. This research suggests that an online bridging course can be an effective way for on-campus students to start developing a learning community.

A double case study applying action research methodology was conducted in two pharmaceutical preparation manufacturers in the Netherlands to improve their manufacturing systems by implementing time-based manufacturing (TBM) practices. Following the diagnosis phase, the situation of each Company was analysed and suitable improvement interventions were selected for implementation in the Case Companies. At the end of the action research project, semi-structured interviews were taken in each Company a year later, and the achieved results of the improvement programmes were collected and analysed. This research extends the existing theory of time-based competition and demonstrates that TBM practices apply also in the pharmaceutical preparation manufacturing industry. Furthermore, this study shows how to improve TBM practices and reduce the throughput time by providing the route for improvement and implementation. Although the first Case Company did not improve the core TBM practices and manufacturing performance, its infrastructure improved through the implementation of an ERP system and further enhancement of its quality management system, illustrating that the design of the infrastructure is a key factor to become a time-based competitor. The second Case Company succeeded to improve the 2 TBM practices and throughput processes resulting in the reduction of the order cycle time and increase of the delivery dependability. Based on the data of the two Case Companies, this study demonstrated the relationship between these two manufacturing performance parameters, which indicates that manufacturers may strive for both delivery speed and delivery reliability using the same improvement plan. Adopting TBM is a long journey of many years and needs a continuous improvement infrastructure.