>Magister Scientiae - MSc

In line with its mission to promote public leadership in Africa, the UCT Nelson Mandela School of Public Governance (NMSPG) implements the Emerging African Leaders Programme (EALP). With the use of an intensive two-week residential workshop in Cape Town, integral coaching and an EALP alumni network, the programme endeavours to enhance the leadership capacity of emerging African leaders. The purpose of the EALP alumni network is to keep EALP alumni connected, enable them to have an ongoing dialogue and facilitate collaborations with the ultimate objective of making a contribution to addressing Africa's wicked challenges. A mixed method formative outcome evaluation of the networking component of the EALP was conducted. Data was collected by means of a document review, an online survey, semi-structured interviews and focus group discussions involving the main stakeholders. The findings showed that the EALP alumni network had created, albeit in a suboptimal resource-constrained context, positive outcomes at individual, network, organisational and policy-making levels. The network helped to increase the self-confidence, connectivity, networking ability, networking, problem-solving and decision making capacity, learning, social capital and career prospects of EALP alumni. Furthermore, most of the EALP alumni expressed above average trust and commitment in the EALP alumni network, and, opined that efforts were made to ensure effective inclusion of all network members. On the other hand, on average, EALP alumni, were generally connected and interacted with others within their respective cohort, with mutual support and exchange of information and other resources only occasionally taking place among them. Of the sample, fifty percent of the EALP alumni experienced network cohesion. On average, EALP alumni, reported that it was easy to collaborate on the network but they had developed few productive collaborations with others. Slightly more than half of EALP alumni were satisfied with the management of the EALP alumni network and one fifth of them had fully internalised the network goal. Some positive outcomes were also noted at organisational and policy-making levels. With a view to strengthening the EALP alumni network, ensuring its sustainability and improving its effectiveness, the following recommendations have been made: formulation of a strategy and plans for the network, introduction of a monitoring, evaluation and learning system, formalisation of the network, appointment of a dedicated network manager to engage and support EALP alumni, and ongoing capacity-building.

Indiana University-Purdue University Indianapolis (IUPUI) / Mental health concerns among NCAA student-athletes have increased in the past decade. Prior research demonstrates the intense environment student-athletes reside in and the negative impact it can have on one’s mental health. However, little is known about the prevalence of mental health symptoms and the choices student-athletes make in regard to their mental health. We aimed to demonstrate the prevalence of adverse mental health outcomes in this population and the subsequent consequences it can have on collegiate student-athletes. Additionally, we examined how the demographic characteristics and behavior factors can affect their mental health, mental health stigma, and help-seeking behavior. Our sample consisted of 236 student-athletes participating in NCAA institutions across the country, with a target audience of Horizon League competing institutions. We utilized descriptive statistics, linear regression, and ordinal regression to examine the prevalence of each predictor and outcome variable. The following scales were utilized to assess various mental health outcomes: Kessler Psychological Distress Scale (K6), Psychological Well-Being Scale (PWB), UCLA Loneliness Scale, and the Connor-Davison Resilience Scale (CD-RISC2). Data show that a higher cumulative GPA was associated with lower mental distress and significantly more likely to have higher resilience. Additionally, athletes who were injured, were significantly more likely to experience mental distress compared to their non-injured peers. Furthermore, cisgender females reported significantly higher mental distress compared to their cisgender male counterparts. Student-athletes reporting an increase in public stigma revealed lower mental well-being and higher levels of mental distress. These findings indicate that participant characteristics do impact the adverse mental health outcomes student-athletes experience. The public and/or self-stigma one experiences can impact the overall well-being of the individual when it comes to mental health. We recommend that future studies examine how stigma can affect the choices of how student-athletes navigate their personal mental health. Future research should investigate new ways to combat the negative consequences of mental health challenges to improve the overall student-athlete experience.

Background: E-Commerce is a type of commerce that has become increasingly important worldwide in the last 20 years. Especially the Covid-19 pandemic has once again strongly catalyzed this development. However, there are still difficulties in implementing and conducting E- Commerce, especially in developing countries such as Nigeria. Much research has been done to determine what challenges companies face when implementing E-Commerce solutions in Nigeria. However, overcoming these challenges still needs to be elucidated by research. Purpose: This study aims to discover what challenges exist for E-Commerce companies in Nigeria and what solutions could help overcome them. By identifying these challenges and solutions, our study aims to provide a deeper insight into the E-Commerce world of the developing country Nigeria and thus show companies how they can deal with these issues. Method: We conducted a qualitative study using a grounded theory approach. Semi-structured interviews with experts, E-Commerce-, logistic- and FinTech-companies provided insights into the E-Commerce landscape of Nigeria. Conclusion: The study revealed that there are still many challenges in the E-Commerce sector in Nigeria. However, there are many solutions to the issues, especially in terms of E-Commerce awareness, logistics, and sustainability, which ultimately underlines the potential of E-Commerce in Nigeria.

Yes / On the inception of the third millennium, there is much evidence that cloud technologies have become the strategic trend for many governments, not only for developed countries (e.g. the UK, Japan and the USA), but also developing countries (e.g. Malaysia and countries in the Middle East region). These countries have launched cloud computing movements for enhanced standardization of IT resources, cost reduction and more efficient public services. Cloud-based e-government services are considered to be one of the high priorities for government agencies in Jordan. Although experiencing phenomenal evolution, government cloud-services are still suffering from the adoption challenges of e-government initiatives (e.g. technological, human, social and financial aspects) which need to be considered carefully by governments contemplating their implementation. While e-government adoption from the citizens’ perspective has been extensively investigated using different theoretical models, these models have not paid adequate attention to security issues. This paper presents a pilot study to investigate citizens’ perceptions of the extent to which these challenges inhibit the acceptance and use of cloud computing in the Jordanian public sector and examine the effect of these challenges on the security perceptions of citizens. Based on the analysis of data collected from online surveys, some important challenges were identified. The results can help to guide successful acceptance of cloud-based e-government services in Jordan.

The military potential of nanotechnology was anticipated by its proponents from the early stages of its development, and explicit programmes for this purpose are now well established. However, the impact of nanotechnology on arms control is very unlikely to be merely additive. Instead, it threatens to undermine the arms control paradigm, for reasons explored in this paper. These include the place of nanoscience and nanotechnology as the principal enablers of technological convergence; the extension from dual-use to multiple-use dilemmas arising from new materials and processes, and their integration into economic development and competitiveness; low entry-level infrastructural requirements (already a feature of biotechnology); and a blurring of the distinction between offensive arms and capabilities likely to be viewed as threatening.

Writing centers are gradually becoming more and more visible on college campuses. This greater visibility is often seen, administratively, as a solution to the language problems posed by a growing population of students for whom English is a second or other language (L2). L2 students are increasing in numbers on college campuses, bringing with them a host of language challenges, not always met in traditional classroom settings. For many L2 students, the writing center provides the individualized instruction that facilitates their success with college writing. In the past three to five years, writing centers all over the United States have experienced an increase in L2 student visits. This increased L2 use of the writing center has made writing center tutors and staff, who are usually not trained or prepared to deal with writing difficulties unique to L2 students, confused and frustrated. This frustration is furthered by the lack of research and information that looks at the theory and practices of second language writing and writing centers, to help inform writing center practices and procedures. There are no studies which investigate writing centers in light of their role in the writing practices of L2 students. This study began the process of creating a body of knowledge that looks at the role of the writing center in the writing practices of L2 students. This study is comprised of five case studies which were conducted with four L2 students and the tutors with whom they worked during the semester when the study was conducted. The case study participants were all from a small private women’s college located in Southwestern Virginia. In addition to the case studies, a pre-study Survey was conducted to ascertain the writing center perceptions and practices of a larger population of L2 students. The survey was administered at one college and two universities, all located in Southwestern Virginia. Both the case studies and the pre-study survey data yielded descriptions that suggested that L2 students see writing centers as centers of remediation—-centers to "fix" their language problems. However, the type of fixing that is needed is very dependent on the writing experience and personality of the L2 student, the tutor’s approach and style, and the type of writing assignment brought to the writing center for assistance. This study describes and analyzes five case studies. It also problematizes and suggests possible solutions for further areas of research. / Ph. D.

While other alternative project delivery methods have emerged to address the limitations of Design-Bid-Build, Design-Build-Finance (DBF) has surfaced more recently. Although DBF has gained prominence in the past decade, research pertaining to this method is limited. Consequently, this research investigated the use of DBF for the delivery of transportation infrastructure by five State DOTs: Florida, North Carolina, Georgia, Michigan and Texas through a combination of interviews with DOT personnel and investigation of completed or on-going DBF projects. To complement this, subject matter experts (SMEs) were interviewed to obtain a more general market perspective of DBF. As a result, two variants of DBF, DBF – Receivables and DBF – Risk Transfer, were identified; the DOTs investigated and the US more broadly, primarily use the DBF - Receivables variant where the contractor is entitled to payments for the activities completed irrespective of the project's completion. Whereas in the DBF – Risk Transfer variant, the contractor's payments are linked to the completion of the project. Further, DBF is employed on projects that are (i) in need of acceleration, which generates (ii) social and economic benefits such as congestion relief and safety enhancements; such projects are also (iii) subjected to short-term budgetary restrictions, but they typically have (iv) funds programmed in the future. The distinction found in the variants of DBF provides a better understanding of the drivers of DBF, which were validated through interviews. In practice, this distinction also aids public agencies in better identification of the appropriate project delivery method for a given project. / Master of Science / Infrastructure projects are complex with many stakeholders involved in different stages of the project lifecycle. Design-Bid-Build (DBB) is the conventional method of project delivery for government agencies in the United States for delivery of infrastructure in the in 20th century due to legislation like the Brooks Act of 1972. Alternative project delivery methods, which can be classified into Capital Delivery Methods like Design-Build (DB) and Lifecycle Approach Methods like Design-Build-Finance-Operate-Maintain (DBFOM), have recently re-emerged to overcome the shortcomings of DBB. Design-Build-Finance (DBF) is one such alternative delivery method that has been increasingly used in the past decade to aid public transportation agencies to meet growing infrastructure needs. Significant research has been conducted to determine the drivers of alternative delivery methods like DB and DBFOM. The potential benefits of DBFOM are not found in DBF since a contractor is not involved in the operations and maintenance stages of a project. Moreover, current literature on DBF is limited since it is a contemporary phenomenon. In the US, 11 transportation projects were identified that employed DBF in the past decade. To understand why public agencies are using DBF, this research examined DBF programs in five states using a mix of interviews of key stakeholders and a review of available project documentation. Two variants of DBF with different payment structures and risk profiles were uncovered. Further, agencies tend to employ DBF to accelerate the timeline of a project that has funds programmed in later years and to realize the associated social and economic benefits such as congestion relief or improved safety. However, agencies must consider potential disadvantages such as increased oversight and financing costs when deciding whether or not to use this method.

Instructional coaching and influences on program implementation by elementary principals and instructional coaches: A qualitative case study James F. Swoger Abstract A shared vision between the instructional coach and principal aligned with district policies and programs is essential to the success of instructional coaching. The purpose of this study was to explore the way principals and instructional coaches envision the role of the instructional coach within the school and the influences within the school that impact the implementation of instructional coaching. The two research questions guiding this study were: How do principals and instructional coaches envision the role of the instructional coach? What influences the implementation of instructional coaching in schools? Guided by Creswell and Creswell's (2017) Framework for Research, the principals and instructional coaches from nine schools within one defined cluster of one school district were interviewed for this qualitative, multiple case study. Transcripts were sorted by interview question and position to support the two research questions. There were 10 findings identified. Findings for Research Question 1 include instructional coaches work with the principal to clarify the mission and visions of the school, communication between the principal and coach and the coach and teachers is vital, instructional coaches need high quality professional development, and the instructional coach is tasked to lead other school-based initiatives. Findings for Research Question 2 include that the instructional coach is critical to building capacity, providing individualized coaching, supporting professional learning communities, and building trust. Findings also noted staffing challenges, time, and competing priorities influence the implementation of instructional coaching. These findings led to six implications including that school districts should provide planning support for principals and instructional coaches to work together to clarify the mission and vision of the school, principal preparation programs should provide professional learning on working with instructional coaches, districts should prioritize high quality professional development for instructional coaches to include individualized coaching and trust building, coaches should continue to build capacity of all staff and provide novice teachers coaching cycles, and school divisions should clearly define the role of the instructional coach. These findings and implications may be of interest to district leaders, principals, instructional coaches, and aspiring instructional coaches to better understand instructional coaching and influences on program implementation. / Doctor of Education / Instructional coaching and influences on program implementation by elementary principals and instructional coaches: A qualitative case study James F. Swoger General Audience Abstract A shared vision between the instructional coach and principal aligned with district policies and programs is essential to the success of instructional coaching. The purpose of this study was to explore the way principals and instructional coaches envision the role of the instructional coach within the school and the influences within the school that impact the implementation of instructional coaching. The two research questions guiding this study were: How do principals and instructional coaches envision the role of the instructional coach? What influences the implementation of instructional coaching in schools? Guided by Creswell and Creswell's (2017) Framework for Research, the principals and instructional coaches from nine schools within one defined cluster of one school district were interviewed for this qualitative, multiple case study. Transcripts were sorted by interview question and position to support the two research questions. There were 10 findings identified, findings for Research Question 1 include instructional coaches work with the principal to clarify the mission and visions of the school, communication between the principal and coach and the coach and teachers is vital, instructional coaches need high quality professional development, and the instructional coach is tasked to lead other school-based initiatives. Findings for Research Question 2 include that the instructional coach is critical to building capacity, providing individualized coaching, supporting professional learning communities, and building trust. Findings also noted staffing challenges, time, and competing priorities influence the implementation of instructional coaching. These findings led to six implications including that school districts should provide planning support for principals and instructional coaches to work together to clarify the mission and vision of the school, principal preparation programs should provide professional learning on working with instructional coaches, districts should prioritize high quality professional development for instructional coaches to include individualized coaching and trust building, coaches should continue to build capacity of all staff and provide novice teachers coaching cycles, and school divisions should clearly define the role of the instructional coach. These findings and implications may be of interest to district leaders, principals, instructional coaches, and aspiring instructional coaches to better understand instructional coaching and influences on program implementation.

Thesis advisor: Elizabeth Rouse / Society faces a variety of grand challenges: global problems that must be addressed through coordinated and collaborative effort such as reducing global poverty, effective management of natural resources, and balancing innovation and security in the development of emerging technologies. Management researchers have made great strides in conceptualizing what makes these challenges unique, why they are especially difficult to solve, and how organizations can help solve them. Despite this progress, we lack an understanding of the experience of the “grand challenge workers” who seek to address these problems, including the unique difficulties they face in their work and how they overcome them. Through a qualitative, inductive study of workers seeking to ensure the safe development of artificial intelligence and biotechnology, I explored the pressures and worrying thoughts that lead these workers to experience work performance anxiety. I show how, in response to this anxiety, workers engage in various bounding and reframing practices to limit the demands their work places on them and expand their sense of the resources available to them. I also illustrate how these workers relate to grand challenge communities: groups focused on coordinating efforts to address the grand challenge. I build theory around the contextual factors that lead workers to rely heavily on these communities and subsequently adopt an exclusive solidarity approach to addressing the grand challenge. I show how these workers recognize the threats this approach poses to their judgment, well-being, and effectiveness, and how they shift toward an expansive solidarity approach. Practically, this research provides insights into how these workers respond to the challenges they face in ways that enable them to address the grand challenge while also preserving their well-being. / Thesis (PhD) — Boston College, 2024. / Submitted to: Boston College. Carroll School of Management. / Discipline: Management and Organization.