Globalization is a concept that manages to attract both academic and mainstream attention and it became an important reference point of many contemporary conversations. However, there is a surprisingly little genealogical research on globalization. This thesis seeks to contribute in this area by analyzing part of the overall academic debate about this concept from the year 1990 to 2012 and by reconstructing the debates and arguments through which the concept was shaped. It breaks the chosen time frame in two periods (1990-2000 and 2001-2012) and conducts a quantitative and qualitative analysis of the debate in four leading academic journals, each of them grounded in different discipline. The thesis finds that key reference points of the debates about globalization in both periods of the time were the terms market and state and the relationship between them. Globalization as a phenomenon that was said to alter the nature of this relationship posed a particular challenge to social science paradigms that operated with state-centered frameworks. The key dimension in which globalization was discussed the most was in both periods the economic one; however, we also saw a rise of social dimension in the second period indicating a shift in attention beyond the economics. Furthermore, this work finds that...

SUMMARY CONSTRUCTING AND VALIDATING A MEASURING INSTRUMENT FOR COPING WITH OCCUPATIONAL STRESS by Melissa du Plessis Supervisor: Prof N. Martins Department: Industrial and Organisational Psychology Degree: Doctor of Philosophy in Psychology Orientation: Occupational stress is still a concern for both individuals and organisations, and academia is no exception. Employees’ ability to cope with occupational stressors depend on the regulatory strategies they adopt in response to the stressor. However, there is no clear consensus on how the coping construct should be measured. Existing literature further outlines various conceptual and methodological concerns regarding the measurement of coping. Van Wyk (2010) advocates that currently, no coping instrument has been developed and very few instruments have been validated in a South African and African context. Research purpose: The primary objective of this research was to construct a valid and reliable instrument for determining which coping strategies academics adopt in response to occupational stress. Research methodology: A combination of steps, suggested by scale development authors, was followed to develop the instrument. The process was broken down into three phases, namely: (1) theoretical investigation, (2) instrument purification, and (3) instrument optimisation. The construction of the questionnaire was based on a sample of 305 university employees who were permanently employed in a higher education institution in the Gauteng Province of South Africa. Main findings: The study resulted in a psychometrically sound 33-item measuring instrument. Nine empirically validated coping strategies emerged, namely (1) social coping, (2) religious coping, (3) cognitive coping, (4) active leisure coping, (5) avoidant coping, (6) social disengagement, (7) vacation time, (8) rumination, and (9) emotional coping. These strategies were further classified as adaptive or maladaptive coping strategies. CFA confirmed the nine-factor model. Empirical support for construct and content validity, internal consistency reliability v and composite reliability was available. The instrument further demonstrated convergent and discriminant validity. Contribution/value-add: The key contribution of this study was the development of a psychometrically sound instrument for determining which coping strategies academics adopt in response to occupational stress. This study further contributed to constructing and empirically testing a model for coping with occupational stress. Lastly, the study provided support for measurement invariance across different demographical groups, and the findings revealed that individuals from different demographical backgrounds differ significantly in the coping strategies they adopt in response to occupational stress. / DIE ONTWIKKELING EN VALIDASIE VAN ’N MEETINSTRUMENT VIR DIE HANTERING VAN BEROEPSTRES deur Melissa du Plessis Promotor: Prof N Martins Departement: Bedryfs- en Organisasiesielkunde Graad: DPhil in Sielkunde Oriëntasie: Beroepstres is steeds ’n bron van kommer vir individue sowel as organisasies, en die akademiese omgewing is geen uitsondering nie. Werknemers se vermoë om beroepstres te hanteer, word bepaal deur die regulatoriese strategieë wat hulle aanneem in reaksie tot die stressor. Daar is egter geen duidelike konsensus oor hoe die hanteringskonstruk gemeet behoort te word nie. Voorts dui bestaande literatuur op verskeie konseptuele en metodologiese probleme met betrekking tot die meet van streshantering. Van Wyk (2010) beweer dat daar tot dusver geen hanteringsinstrument ontwikkel is nie en baie min instrumente is in ’n Suid-Afrikaanse en Afrika-konteks gevalideer. Doel van die navorsing: Die primêre doel van hierdie navorsing was om ’n geldige en betroubare instrument te ontwikkel waarmee daar bepaal kan word watter hanteringstrategieë akademici aanneem om beroepstres te hanteer. Navorsingsmetodologie: Die instrument is ontwikkel deur die kombinasie van verskeie stappe wat deur skrywers oor skaalontwikkeling voorgestel is. Die proses is in die volgende drie fases verdeel: (1) ’n teoretiese ondersoek; (2) die suiwering van die instrument; en (3) die optimalisering van die instrument. Die vraelys is ontwerp met die oog op die steekproef bestaande uit 305 werknemers met permanente aanstellings by ’n hoëronderwysinstelling in die Gauteng provinsie in Suid-Afrika. Hoofbevindinge: Die studie het gelei tot die ontwerp van ’n psigometries betroubare meetinstrument bestaande uit 33 items. Nege empiries gestaafde hanteringstrategieë het na vore gekom: (1) sosiale hantering; (2) religieuse hantering; (3) kognitiewe hantering; (4) aktieweontspanningshantering; (5) vermydende hantering; (6) sosiale ontkoppeling; (7) vakansietyd; (8) ruminering; en (9) emosionele hantering. Hierdie strategieë is verder vii geklassifiseer as adaptiewe of wanadaptiewe hanteringstrategieë. Dié nege-faktormodel is deur BFA bevestig. Empiriese steun vir konstruk- en inhoudsgeldigheid, interne konsekwentheidsbetroubaarheid en saamgestelde betroubaarheid was beskikbaar. Voorts het die instrument ook konvergente en diskriminantgeldigheid gedemonstreer. Bydrae / waardetoevoeging: Die belangrikste bydrae van hierdie studie was die ontwikkeling van ’n psigometries betroubare instrument wat gebruik kan word om te bepaal watter strategieë akademici volg om beroepstres te hanteer. Die studie het ook bygedra tot die ontwerp en empiriese toetsing van ’n model vir die hantering van beroepstres. Ten slotte het die studie metingsinvariansies oor verskillende demografiese groepe heen bevestig en die bevindinge het getoon dat individue uit verskillende demografiese groepe se hanteringstrategieë vir beroepstres merkbaar verskil. / IQOQO LOKUBAKULEKILE UKWAKHA NOKUQINISEKISA ITHULUZI LOKULINGANISA UKUKWAZI UKUMELA UKUKHATHAZEKA NGENXA YEZIMO ZASEMSEBENZINI ngu Melissa du Plessis UMhloli Olulekayo: USolwazi N Martins Umnyango: Izifundo Mayelana Nokusebenza Kwengqondo Nomthelela Walokho Ekuziphatheni Kwabantu Emsebenzini Iziqu: UDokotela Wezifundo Zefilosofi Maqondana Nokusebenza Kwengqondo Nomthelela Walokho Ekuziphatheni Okumaqondana nakho:Ukukhathazeka okumaqondana nezimo zasemsebenzini kusayinto ehlupha abantu ngabodwana nezinkampani, kanti nezazi zezemfundo ephakeme nazo ngeke zashiywa ngaphandle. Ukukwazi kwabasebenzi ukubhekana nezimbangela zokukhathazeka ngenxa yezimo zomsebenzi kuya ngamasu okulawula asetshenziswayo ukubhekana nalokho okudala ukukhathazeka. Nakuba kunjalo, akukho ukuvumelana okucacile ekutheni lokho okwakhiwe kokubhekana nokukhathazeka kungalinganiswa kanjani. Imibhalo ekhona ibeka kabanzi okukhathazayo okwahlukahlukene okuqondene nokuqanjwa nendlela yokwenza maqondana nokulinganiswa kokukwazi ukubhekana nokukhathazeka. UVan Wyk (2010) ulwela ukuthi, njengamanje, akunathuluzi elakhelwe ukuqonda ngokukhathazeka eselike lakhiwa kanti ambalwa amathuluzi aseke aqinisekiswa eNingizimu Afrika nase-Afrika. Injongo yocwaningo:Okuyiyona njongo eqavile yalolu cwaningo ngukwakha ithuluzi elifanele nelikholakalayo ukuveza ukuthi yimaphi amasu okubhekana nezimo asetshenziswa yizazi kwezemfundo ephakeme ezimweni zokukhathazeka ngenxa yomsebenzi. Indlela ezolandelwa ekwenzeni ucwaningo:Ukuze kusungulwe leli thuluzi, kulandelwe inhlanganisela yamagxathu ahlongozwe ngababhala mayelana nokwakhiwa kwezikali. Indlela elandelwayo yahlukaniswa izigaba ezintathu, okuyilezi: (1) ukuhlolwa kwesichasiselo esibonwa ngokucabanga kwengqondo, (2) ukuhlanjululwa kwethuluzi, kanye (3) nokusetshenziswa kwangcono kwethuluzi. Ukuhlanganiswa kohlu lwemibuzo kwakuncike esampuleni lwabasebenzi basenyuvesi abangama-305 ababeqashwe ngokugcwele esikhungweni semfundo ephakeme esifundazweni saseGauteng eNingizimu Afrika. ix Imiphumela yocwaningo eqavile: Lolu cwaningo lwadala ukuba kube khona ithuluzi lokulinganisa elisebenza kahle maqondana nokukala okuphathelene nengqondo okunezinhla ezingama-33. Kwavela amasu ayisishiyagalolunye aqinisekiswe ngokubhekwa, nokuyilawa (1) ukubhekana nesimo ngokokuhlalisana nabantu, (2) ukubhekana nesimo ngokwezenkolo, (3) ukubhekana nesimo ngokokuqonda, (4) ukubhekana nesimo ngokuzibandakanya nezikaqedisizungu, (5) ukubhekana nesimo ngokuzila okuthile, (6) ukungazibandakanyi nezimo ezihlanganisana nabantu, (7) ukungcebeleka, (8) ukuzindla, kanye (9) nokubhekana nesimo ngokuba nomunyu. La masu abuye afakwa ngaphansi kohlu lwamasu okubhekana nesimo alandelekayo nangalandeleki. I-CFA yaziqinisekisa lezi zindlela ezihlukene kasishiyagalolunye. Ukwesekelwa kokubonakele ukuqinisekisa okwakhiwe nokuqukethwe, indlela yokubheka ukuthi ithuluzi elisetshenziswayo likulinganisa ngendlela efanele kangakanani lokho okubhekwayo kanye nokusebenza ngokukholakala ngokuphelele kwamaqoqo asetshenzisiwe. Ithuluzi labuye laveza ukuqinisekiseka kokufanayo nokwahlukayo. Okusebenzile/ okuhambisana nenzuzo: Okuyiyona nto emqoka kakhulu maqondana nalolu cwaningo kwaba ngukusungulwa kwethuluzi lokulinganisa elisebenza kahle maqondana nokulinganisa okuphathelene nengqondo ukubona ukuthi yimaphi amasu okubhekana nezimo asetshenziswa yizazi kwezemfundo ephakeme ezimweni zokukhathazeka ngenxa yomsebenzi. Ucwaningo luphinde lwadlala indima ekwakheni nasekuhloleni ngokubheka okwenzekayo ngethuluzi elingasetshenziselwa ukubhekana nesimo sokukhathazeka emsebenzini. Okokugcina, ucwaningo luhlinzeke ukwesekelwa kokungaguquki kwezilinganiso emaqoqweni ahlukahlukene ngokwezigaba, kanti imiphumela yaveza ukuthi abantu abaqhamuka emaqoqweni ahlukahlukene ngokwezigaba ahluka kakhulu uma kufikwa emaswini abakhetha ukuwasebenzisa maqondana nokukhathazeka ngenxa yezimo zomsebenzi. / Psychology / D. Phil.(Psychology)

North-West University in South Africa is committed to expanding use of learning technologies for contact and distance education students by augmenting the existing NWU teaching and learning policy with an e-learning policy. The School of Continuing Teacher Education at North-West University is currently training about 24 000 in-service teacher students through Open Distance Learning. Only a few students submit assignments in typed format and seldom electronically. Students rarely use electronic technologies to augment their learning, and the SCTE employs few to support students. This does not comply with the South African Government’s policy on e-Education that demands information and communication technology mastery in teacher training. The aim of this research was integration of learning technologies in open distance learning at SCTE NWU through recommendations compiled in a sociologically transformative emergent implementation framework. The researcher followed a concurrent mixed-method sociologically transformative approach, focussing on the use of technology for social empowerment to cross the digital divide, through a theoretical lens of ICT for development. The lived experience in the natural setting of distance education students, lecturers, and involved stakeholders was used as initial data collection, informed by a continuous literature study of emergent learning technology use. Purposeful sampling was used during participant selection. The role of the researcher was that of participant observer, interviewer, and human instrument, from a position of methodological pragmatism as a method of inquiry. Using a design-based research approach, the thesis addresses the main research question through five research papers; each addressing one of the sub-questions as design-based research cycles, while collectively addressing the research problem to address the main research question. Nonstandardised measuring instruments were developed based on themes identified from literature and the analysis of qualitative data. Significant barriers to population-wide ICT adoption exist. Strong intentions of perseverance in attaining functional computer literacy are evident. Support and enablement are required to promote trust to attempt using computers, necessary to obtain self-confidence through accomplishment. In this way perseverance to attain functional computer literacy may be cultivated. The study presents a model for intention to use, confidence, trust and perseverance in attaining computer literacy competence with statistically significant standardised regression weights. In terms of affective responses of students during computer literacy training, a twodimensional model for computer literacy learning emotions is presented. Perceptions during professional development produced a model for faculty development towards socially transformative learning technology integration for open distance learning. The researcher also presents a people-technology interaction in teaching and learning model in the fifth paper. A distinction is made between reactionary interventions and pre-emptive unobtrusive seamless support, based on requirements identified through bottom-up feedback listening to latent requests of participants. Technology-enhanced learning integration should be legitimised through visible commitment from the university as institution. Lecturer training, innovative planning of time issues, acquisition of appropriate infrastructure, buying in from the institution and IT support services, and support of teacher-students are all essential for evolvement towards an e-mature organisation for the delivery of ODL to vast numbers of newly industrialised context clients. / Thesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2013

North-West University in South Africa is committed to expanding use of learning technologies for contact and distance education students by augmenting the existing NWU teaching and learning policy with an e-learning policy. The School of Continuing Teacher Education at North-West University is currently training about 24 000 in-service teacher students through Open Distance Learning. Only a few students submit assignments in typed format and seldom electronically. Students rarely use electronic technologies to augment their learning, and the SCTE employs few to support students. This does not comply with the South African Government’s policy on e-Education that demands information and communication technology mastery in teacher training. The aim of this research was integration of learning technologies in open distance learning at SCTE NWU through recommendations compiled in a sociologically transformative emergent implementation framework. The researcher followed a concurrent mixed-method sociologically transformative approach, focussing on the use of technology for social empowerment to cross the digital divide, through a theoretical lens of ICT for development. The lived experience in the natural setting of distance education students, lecturers, and involved stakeholders was used as initial data collection, informed by a continuous literature study of emergent learning technology use. Purposeful sampling was used during participant selection. The role of the researcher was that of participant observer, interviewer, and human instrument, from a position of methodological pragmatism as a method of inquiry. Using a design-based research approach, the thesis addresses the main research question through five research papers; each addressing one of the sub-questions as design-based research cycles, while collectively addressing the research problem to address the main research question. Nonstandardised measuring instruments were developed based on themes identified from literature and the analysis of qualitative data. Significant barriers to population-wide ICT adoption exist. Strong intentions of perseverance in attaining functional computer literacy are evident. Support and enablement are required to promote trust to attempt using computers, necessary to obtain self-confidence through accomplishment. In this way perseverance to attain functional computer literacy may be cultivated. The study presents a model for intention to use, confidence, trust and perseverance in attaining computer literacy competence with statistically significant standardised regression weights. In terms of affective responses of students during computer literacy training, a twodimensional model for computer literacy learning emotions is presented. Perceptions during professional development produced a model for faculty development towards socially transformative learning technology integration for open distance learning. The researcher also presents a people-technology interaction in teaching and learning model in the fifth paper. A distinction is made between reactionary interventions and pre-emptive unobtrusive seamless support, based on requirements identified through bottom-up feedback listening to latent requests of participants. Technology-enhanced learning integration should be legitimised through visible commitment from the university as institution. Lecturer training, innovative planning of time issues, acquisition of appropriate infrastructure, buying in from the institution and IT support services, and support of teacher-students are all essential for evolvement towards an e-mature organisation for the delivery of ODL to vast numbers of newly industrialised context clients. / Thesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2013