Underrepresentation av kvinnor i styrelser är ett omtalat samhällsproblem. För att inkludera kvinnor och skapa ett styrelserum av mångfald har kvoteringar implementerats i EU. Trots kvoteringsdirektiv om en styrelse där 40 procent ska bestå av kvinnor, uppfyller bolagsstyrelser i Europa inte målen. Incitamenten för en mer jämställd styrelse är, förutom kvinnlig representation och rättigheter, finansiell lönsamhet. En god bolagsstyrning är viktigt för en effektiv ekonomisk hälsa och utveckling och lönsamhet. Könsdiversitet tenderar att öka ekonomisk tillväxt. Trots att fördelar för lönsamhet tillsammans med jämställdhet konstaterats återfinns ofta en ojämn könsfördelning bland bolagsstyrningen i börsnoterade bolag. Idag finns ett flertal studier om könsdiversitet i styrelser kopplat till lönsamhet med blandade resultat. Studierna analyserar ofta en mängd bolag där sektorn banker exkluderas. Banker har en betydande roll i samhället och är viktig för ett lands ekonomiska tillväxt. Studien syftar därför till att analysera om inkludering av kvinnor i bolagsstyrelser har en påverkan på europeiska bankers finansiella lönsamhet. Genom studien lyfts teorierna agentteorin, kritiska massanteorin och intresseteorin för att belysa olika perspektiv av ämnet. Där analyseras och diskuteras hur stor andel kvinnor styrelsen bör utgöra för att kunna göra skillnad samt mångfaldens påverkan på gruppen och resultatet. I studien genomförs analyser på de finansiella lönsamhetsmåtten ROA och Tobins Q. Studiens resultat påvisar genom analyserna att ett positivt samband finns mellan kvinnor i styrelser och finansiell lönsamhet. Analysen testar ett flertal variabler där bankernas storlek, styrelsens storlek och likviditet tas i beaktning. Analysen påvisar även att fler variabler har inverkan på lönsamheten. Studien kan genom resultatet påvisa att kvinnor i styrelsen har en påverkan, men framför allt att mångfald tenderar att öka lönsamhet. Jämställdhet är ett samhällsproblem och belyses genom studien där lika förutsättningar och kvinnors egen makt lyfts. I studien påvisas att inkludering av kvinnor i styrelser tenderar att öka lönsamheten hos europeiska banker. Detta lyfter att incitamentet finns att inkludera kvinnor för en finansiell lönsamhet, men även för jämställdhet. / Underrepresentation of women in boardrooms are societal issues. To include women and create a diverse boardroom, quotas have been implemented in the EU. Despite directives requiring boards to consist of 40 percent women, European corporate boards fail to meet these goals. Incentives for a more gender-balanced boardroom include, in addition to female representation and rights, financial profitability. Good corporate governance is crucial for effective economic health, and development, and profitability. Gender diversity tend to increase economic growth. Despite benefits for profitability along with gender equality, an uneven gender distribution is often found among corporate boards in listed companies. Today, there are numerous studies on gender diversity in boards linked to profitability with mixed results. These studies often exclude the banking sector. Banks play a significant role in society and are important for a country's economic growth. Therefore, the study aims to analyze whether the inclusion of women in corporate boards affects the financial profitability of European banks. The study highlights the theories of agency theory, critical mass theory, and stakeholder theory to illuminate different perspectives on the subject. The study analyzes and discusses what proportion of women the board should consist of to make a difference, as well as the impact of diversity on the group and the outcome. In the study, analyses are conducted on the financial profitability measures ROA and Tobin's Q. The results of the study demonstrate a positive significant relationship between women on boards and financial profitability. The analysis tests several variables, including bank size, board size, and liquidity. The analysis also indicates that several variables affect profitability. The study's results can demonstrate that women on the board have an impact, but primarily that diversity tends to increase profitability. Gender equality is a societal issue highlighted in the study, where equal opportunities and women's empowerment are emphasized. The study shows that the inclusion of women on boards tends to increase the profitability of European banks. This highlights the incentive to include women for financial profitability, as well as for gender equality.

The aim of the study was to investigate the training of school governing bodies in the Free State Province from an education management point of view. Since 1994 the South African government has adopted a number of policy documents aimed at democratizing education in the country. The transformation of education in the new South African context encompasses the idea of partnership in which participants - such as parents, educators, learners (in secondary schools) play an active role in taking decisions on behalf of the school. The State alone cannot control schools, but has to share its power with other stakeholders. However, this can only happen if participants in school governance are trained to have power and the capacity to decide on matters affecting their schools. Hence, training is the cornerstone of affirming governors in the execution of their roles and responsibilities. Since school governing bodies are composed of a cross section of people with different ideologies, expectations and levels of education - training is necessary to prepare then for co-operative governance. Without adequate and on-going in-service training, it is unlikely that school governing body members can make informed decisions. The empirical method, namely qualitative research, was successful in obtaining information from participants about the training offered to them. It also established how participants felt and thought about their experiences and perceptions about the training they received, whether it built capacity or not. A number of recommendations were made with regard to the research findings for stakeholders to note. / Educational Studies / D. Ed. (Comparative Education)

This research study investigates the current staffing processes at the former South African Model C schools in the Eastern Cape Department of Education and aims to identify critical issues regarding staffing processes employed by SGBs of former South African Model C schools. It suggests guidelines in support of a more transformative staffing process to address the gap between the staffing needs of SGBs and departmental policy for transformative staffing, and recommends strategies that can be applied by SGBs to address challenges concerning transformative staffing. An in-depth investigation of the literature revealed that much of governance depends on partnerships among different institutions and the great need to teach SGBs and other stakeholders how to collaborate—not just how to monitor or adhere to contracts. The literature revealed that school governance, although complex, is an important part of the education systems around the world (especially in South Africa). A qualitative research design and methodology were employed to investigate the phenomenon of staff transformation at former Model C schools in the Eastern Cape Department of Education by means of interviews with participants. A complete and strict process for ethical clearance was followed to validate the study. The empirical investigation revealed that there are no clear transformational guidelines from the Department of Education (DoE), which creates the notion that former Model C schools are not compelled to transform their staff to be representative of the demographics of their learners. In addition, the data revealed that some SGBs are particularly resistant to staff transformation at their schools because (as some have put it) their schools are for white people in the same way as township schools are for black and coloured people. They do not see the need for the transformation of staff at their schools, because even black parents choose to send their children to former Model C schools for the quality of education offered by these schools. The study further revealed that most of the principals are concerned about the lack of role models for the overwhelming number of learners of colour at their schools; they acknowledge the need for urgent staff transformation at their schools. Based on the findings of the study, a transformative framework for staffing former Model C schools was developed. This framework requires the collaborative cooperation of all the stakeholders to transform the staff of the former Model C schools in the Eastern Cape Department of Education successfully and efficiently. / Hierdie navorsingstudie ondersoek die huidige personeelvoorsieningsprosesse by die eertydse Suid-Afrikaanse Model C-skole in die Oos-Kaapse Departement van Onderwys en stel ten doel om kritieke vraagstukke ten opsigte van personeelvoorsieningsprosesse te identifiseer wat deur skoolbeheerliggame (SBLe) van eertydse Suid-Afrikaanse Model C-skole gebruik word. Dit stel riglyne voor ter ondersteuning van ’n meer transfomatiewe personeelvoorsieningsproses om die gaping tussen die personeelbehoeftes van skoolbeheerliggame en die departementele beleid vir transformatiewe personeelvoorsiening te vernou en stel ook strategieë voor wat deur die skoolbeheerliggame gebruik kan word om uitdagings wat betref transformatiewe personeelvoorsiening die hoof te bied. ’n Omvattende ondersoek van die literatuur dui daarop dat die bestuur in ’n groot mate afhang van vennootskappe tussen verskillende instellings en die groot behoefte om skoolbeheerliggame en ander belanghebbers te leer hoe om saam te werk ‒ nie net hoe om kontrakte te moniteer of na te kom nie. Die literatuur het ook aan die lig gebring dat die bestuur van skole, hoewel ’n kompleks saak, ’n belangrike deel van onderwysstelsels wêreldwyd is (veral in Suid-Afrika). ’n Kwalitatiewe navorsingsontwerp en -metodologie is gebruik om die verskynsel van personeeltransformasie by eertydse Model C-skole in die Oos-Kaapse Departement van Onderwys te ondersoek deur onderhoude met die deelnemers te voer. ’n Volledige en streng proses vir etiese uitklaring is gevolg om die studie te bekragtig. Die empiriese ondersoek het gewys dat die Departement van Onderwys (DvO) geen duidelike transformasieriglyne gegee het nie, wat die opvatting ondersteun dat eertydse Model C-skole nie verplig is om te transformeer ten einde hulle personeel verteenwoordigend van die demografie van hulle leerders te maak nie. Bykomend hiertoe het die data aan die lig gebring dat sommige skoolbeheerliggame besonder weerstandig staan teenoor personeeltransformasie by hulle skole omdat (soos sommiges dit gestel het) hulle skole vir wit mense is op dieselfde manier as wat townshipskole vir swart en bruinmense is. Hulle sien nie die nodigheid om die personeel by hulle skole te transformeer nie omdat selfs swart ouers verkies om hulle kinders na eertydse Model C-skole vir die gehalte van die onderrig wat hierdie skole bied, te stuur. Die studie het ook gewys dat die meeste van die skoolhoofde besorg is oor die gebrek aan rolmodelle vir die oorweldigende aantal leerders van kleur by hierdie skole; hulle erken die behoefte aan dringende personeeltransformasie by hulle skole. ’n Transformatiewe raamwerk, gebaseer op die bevindings van die studie, is vir die personeelvoorsiening van eerstydse Model C-skole ontwikkel. Hierdie raamwerk verg die samewerking van al die belanghebbers om die personeel van die eertydse Model C-skole in die Oos-Kaapse Departement van Onderwys suksesvol en doeltreffend te transformeer. / Esi sifundo siphanda iinkqubo zokuqesha ezisetyenziswa kwizikolo zoMzantsi Afrika ezazifudula ziziiModel C kwiSebe lezeMfundo kwiphondo leMpuma Koloni. Injongo yaso kukuchonga imibandela etshis’ibunzi kwiinkqubo ezisetyenziswayo xa kuqeshwa abasebenzi ziikomiti ezilawula izikolo (iiSGB) zoMzantsi Afrika ezazifudula ziziiModel C. Sicebisa izikhokelo zokuxhasa inkqubo yenguqu ekuqesheni abasebenzi ukwenzela ukulungisa umsantsa ophakathi kwezidingo zokuqesha kweeSGB nomgaqo nkqubo wokuqesha obonakalisa inguqu, kwaye sinika iingcebiso ngamacebo anokwenziwa ziiSGB ekusabeleni imingeni emalunga nokuqesha okulandela inkqubo yenguqu. Uphando olunzulu loncwadi ludize ukuba ulawulo oluninzi luxhomekeke kwintsebenziswano phakathi kwamaziko ahlukeneyo kwanakwisidingo esikhulu sokufundisa iiSGB nabanye abathathi nxaxheba ngendlela yokusebenzisana – hayi nje ukuhlola okanye ukubambelela kwizivumelwano zengqesho (iikhontrakthi). Uncwadi ludize ukuba ulawulo lwezikolo, nangona lungxakangxaka, luyinxalenye ebalulekileyo yeenkqubo zemfundo kwihlabathi liphela (ngakumbi eMzantsi Afrika). Kwasetyenziswa indlela yophando lomgangatho ekuphandeni umbandela wokuqesha okubonakalisa inguqu kwizikolo ezazifudula ziziiModel C kwiSebe lezeMfundo kwiphondo leMpuma Koloni ngokwenza udliwano ndlebe nabathathi nxaxheba. Kwalandelwa inkqubo engqongqo yokuhlela ngendlela engenabuqhophololo xa kwakuqinisekiswa esi sifundo. Uphando olusekelwe ekuqwalaseleni amava lwadiza ukuba akukho migaqo nazikhokelo zokulandela inguqu kwiSebe lezeMfundo (iDoE), nto leyo inika uluvo lokuba izikolo ezazifudula ziziiModel C azinyanzelekanga ukuba ziguqule ubume babasebenzi ngendlela eya kuhambelana nobume namanani abafundi bazo. Ngaphezulu, idatha yaveza ukuba ezinye iiSGB aziyifuni inguqu ekuqesheni kwizikolo zazo ngoba (ngokokutsho kwabanye) izikolo zazo zezabantu abamhlophe ngendlela efanayo nokuba izikolo zasezilokishini izezabantu abantsundu nabebala. Ezo SGB azisiboni isidingo senguqu ekuqesheni abasebenzi kwizikolo zazo ngoba nabazali abantsundu bayazikhethela ukuthumela abantwana babo kwizikolo ezazifudula ziziiModel C kuba kufundiswa kakuhle kwezi zikolo. Esi sifundo saphinda sadiza ukuba uninzi lweenqununu luyakhathazeka kukungabikho kwabantu abangumzekelo omhle kubantwana abantsundu ezikolweni zazo; ziyavuma ezi nqununu ukuba kukho isidingo esingxamisekileyo senguqu ekuqesheni iititshala ezikolweni zazo. Okufunyaniswe kwesi sifundo kukhokelele ekuphuhliseni isikhokelo sokusebenza sokulandela inkqubo yenguqu ekuqesheni kwizikolo ezazifudula ziziiModel C. Esi sikhokelo sokusebenza sifuna intsebenziswano phakathi kwabathathi nxaxheba ekuguquleni abasebenzi kwizikolo ezazifudula ziziiModel C kwiSebe lezeMfundo kwiphondo leMpuma Koloni ngempumelelo nangokufezekileyo. / Educational Management and Leadership / Ph. D. (Education)

The aim of the study was to investigate the training of school governing bodies in the Free State Province from an education management point of view. Since 1994 the South African government has adopted a number of policy documents aimed at democratizing education in the country. The transformation of education in the new South African context encompasses the idea of partnership in which participants - such as parents, educators, learners (in secondary schools) play an active role in taking decisions on behalf of the school. The State alone cannot control schools, but has to share its power with other stakeholders. However, this can only happen if participants in school governance are trained to have power and the capacity to decide on matters affecting their schools. Hence, training is the cornerstone of affirming governors in the execution of their roles and responsibilities. Since school governing bodies are composed of a cross section of people with different ideologies, expectations and levels of education - training is necessary to prepare then for co-operative governance. Without adequate and on-going in-service training, it is unlikely that school governing body members can make informed decisions. The empirical method, namely qualitative research, was successful in obtaining information from participants about the training offered to them. It also established how participants felt and thought about their experiences and perceptions about the training they received, whether it built capacity or not. A number of recommendations were made with regard to the research findings for stakeholders to note. / Educational Studies / D. Ed. (Comparative Education)

The primary objective of this study was to explore the effect of financial management training on task performance of selected School Governing Bodies (SGBs) in the JS Skenjana Circuit, Dutywa District in the Eastern Cape Province. The study looked at the extent to which financial management training assisted the SGBs in performing their roles and responsibilities effectively. A qualitative research was employed to gain a deeper understanding of the experiences of the members of the SGBs regarding the effects of financial management training on their task performance. Data were collected through in-depth interviews, focus group discussions and secondary documents. Respondents were members of the finance committee of the SGBs. The findings of the study show that training offered by the Department of Education (DoE) was inadequate and did not equip the SGBs adequately to manage school funds efficiently and effectively. Members of the SGB did not clearly understand their roles and responsibilities, including the legal framework regulating the management of school finances. This study recommends that the content of training offered to the SGBs should be reviewed to ensure its alignment with the context, roles and responsibilities of this important body. The DoE should use qualified trainers/facilitators and should also provide constant monitoring and support to SGBs. Further, the DoE should provide schools with mentors to support them on the management of finances. The DoE should develop a procurement management system that is evaluated at the level of a circuit and further ensure that all schools have functional procurement committees. Twinning of schools should also be considered to promote partnership and collaboration among schools. This should be done to increase financial prudence and overall school performance. The DoE should develop a financial assessment plan and remedial programmes, to assist schools that are not performing well in the management of finances. / Business Management / M. Com. (Business Management)

Ongoing public concern has been expressed concerning the improvement of academic performance of learners in selected Bushbuckridge rural schools, South Africa. Statistics gathered since 2008 demonstrate that the overall performance of secondary schools in the Grade 12 examinations in this region has been consistently poor. This study focused on the stakeholder perceptions of effect of indiscipline on academic performance of learners in selected Bushbuckridge rural schools. Lack of learner discipline in this region prompted this investigation. The general aim of the study was to understand manifestations of indiscipline in relation to learner performance in selected Bushbuckridge rural schools. The study used qualitative research methods and the sample comprised four secondary schools selected by purposive sampling. Individual structured interviews and focus group interviews were used to gather data. In each school, one school management team (SMT) and three educators participated in individual interviews, while four learners participated in focus group interviews. The findings indicated that schools which yielded poor academic performance were faced with learners’ disciplinary problems, which manifested in poor class attendance, late coming, persistent class disruptions, learners’ retaliation when disciplined by educators, alcohol and drug abuse, mocking and ignoring educators and plagiarism. Educators in school C and D lacked a disciplinary mechanism to enforce discipline in their classes since corporal punishment was abolished, hence the poor academic performance of learners. The implementation of the Integrated Quality Management Systems (IQMS), a departmental strategy aimed at developing educators in order to equip them with all the necessary skills to ensure the success of their schools which is measured against the academic achievement of the learners, had predominantly failed in schools to reach its goal. Educators mainly relied on parental support to deal with serious learner offences but this strategy was largely inadequate. The conceptual framework, ‘putting a plan into practice’, was used to explain the importance of learner discipline for the betterment of academic performance by expounding the five pillars that can be used to attain quality schools. These pillars, if put into practice, create an organizational climate which provides both educators and learners with an opportunity to function as partners in defining and creating success in schools. / Educational Studies / D. Ed.