Philosophiae Doctor - PhD / The questions concerning how creativity can enhance the culture of learning in schools, especially amongst the previously marginalized groups, are not simple and straightforward. In South Africa, the general questions often posed are: “What form of creative activities exists in schools?” and “How do learners’ develop creativity that improves life skills?” This study provides empirical findings that suggest answers to these questions. It focuses on how creativity can enhance the culture of learning and why it is significant in nation building. In particular, the results of the study show, through experimental exercises with learners and observational data, that the arts may be regarded as a mechanism to enhance creativity in spaces of learning for the vast majority of people in South Africa. The analysis revealed that in-school-time participation in the arts transformed the conditions for and structure of participation in different phases during schooling. The experimentation showed the learners making choices and participating in all forms of activities. As the in-school-time learners developed experience, self-esteem, and competence in the arts, their life and labour skills developed. The results also revealed that primary experiences provide learners with a head start in learning – from commitment (motivation) to enhancement (learning how to learn) to competency (skills). Thus, the basis for the enhancement of creativity is how learners participate as this affects the intensity with which they learn how to learn. The study concludes with suggestions for the implementation of various educational endeavors in the application of creativity as an enhancement for a substantial education that can play a major part in social, political, and economic development and prosperity in South Africa.

The purpose of my research is to describe and analyze the facets of the learning culture in one non-profit organization. Based on my reading, I define a learning culture as: the observable and unobservable processes, structures, norms, and communication patterns that support ongoing, work-related, learning for employees. I relied on Schein’s (1985, 1992, 2004) levels of culture theory to guide my study. Schein posits that culture must be explored at three levels: “artifacts” (observable symbols and structures), “espoused beliefs and values” (the articulated ideologies of the organization), and “underlying assumptions” (the unconscious beliefs that are shared amongst members of a group). Accordingly, I selected a three-phase qualitative approach to provide a rich description of one organization’s learning culture. Using semi-structured interviews, focus groups, and document analysis, I investigated the firm’s learning culture. I targeted two groups: organizational representatives and employees. I further divided my employee group into two subgroups: administrators (management) and frontline employees (those who provide direct care for clients), in order to glean a broad perspective of the learning culture and how different groups perceive that culture. My research allowed me to describe the organization’s culture of learning. I uncovered a mismatch, however, between the organization’s espoused values regarding work-related learning and the employees’ perspectives on their learning. The organization articulates that it actively promotes and encourages learning for its employees; yet, the employees perceive their learning to be supported, but not readily encouraged. I tentatively conclude that perspectives on learning seem to be a function of employee role. This study offers some insight into the challenges of investigating an organization’s culture, both theoretically and methodologically. / Thesis (Master, Education) -- Queen's University, 2011-03-27 09:20:58.606

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This dissertation explores the beliefs of students on the relevance (if at all) of addressing the Fifth skill, culture, in English education in a Pakistani context, with sub question that aims to answer what definitions of the Fifth skill (Tomalin, 2008) could be appropriate to English education in a Pakistani context? So far the research done on English language teaching in Pakistan and anything related to it is based on teachers’ beliefs alone, therefore it was important for me as an English Language teacher to find out what the students attitudes were towards the integration of 5th skill in the classroom. However, I did not limit the research to students’ beliefs alone; my research also includes the perception of the teachers. This is not only to give validity to the research, but also to realize any differences regarding the teachers’ beliefs on the issue in previous researches. To explore the role of 5th skill in teaching English languages in a Pakistani classroom, at the secondary level, this dissertation collected the responses elicited from both the students and the teacher through a semi-structured questionnaire and focus group discussion, and a thematic analysis was carried out. The results of this study highlight a number of issues regarding cultural acceptance, language acceptance and integrating of 5th skill in language teaching. Certain interesting contradictions regarding English culture(s) and English language and their status in Pakistani society also emerged. The findings suggest that students regarded the 5th skill as an essential source for better understanding the concepts and their functional use of English language, as it presents them with real life situations. However, where the 5th skill was seen as an important tool to enhance language competence, the students also supported that both the students’ culture as well as the culture associated with English Language be incorporated in the language class. The students saw integrating 5th skill in a language class as a means to express their ideas, values and experiences, and an opportunity to make others understand them and their point of view, and not restrict the use of Fifth skill to a one way cultural awareness stream only. The dissertation also questioned the current status of English as a second language as perceived by the students and its implications on the future of English Language teaching in Pakistan.

This study sets out to explore the critical factors of knowledge management (KM) that impact on the organizational performance of Chinese enterprises. It attempts to investigate the relationships among KM factors including KM strategy, KM enablers (Organizational culture, Organization structure, People, and Technology), KM processes, and organizational performance. The conceptual framework of knowledge management guiding this research is developed from prior research (Alavi, 1997; Davenport, 1999; Lam, 2000; Leonard-Barton, 1995; Nonaka and Takeuchi, 1995; Ramireza nd Dickenson, 2006; Zack, 1999). Previous KM research in the Chinese context has focused on the use of object-perspective measures such as number of created ideas or patents. There appears to be a relative neglect of the relationships between those KM factors. This research focused on exploring the relationships between those KM factors and investigating how they impact on organizational performance in the context of an emerging economy - China. This research adopted the mixed-methods (Creswell, 2003) methodological approach, which involved the use of qualitative and quantitative methods in addressing the research questions raised in this study. The results of this research suggest that organizational culture variables are found to be essential for knowledge creation. In particular, trust is a significant predictor of all knowledge creation processes. The findings of this study confirm that enterprises will be able to obtain strategic benefits of KM through effective knowledge creation processes. The research findings also imply that companies should align their knowledge strategies along with knowledge creation processes. The key to understanding KM in the Chinese context is recognizing the networking nature of the Chinese society which operates on the basis of "Guanxi". In Chinese enterprises, the socialization and externalization elements are remarkably similar to the Japanese situation that Nonaka and Takeuchi (1995) described, as the Chinese are highly networked, hold tacit knowledge within these networks and are prepared to make this knowledge explicit only within the context of these pre-existing relationships. The departmental focus of Chinese enterprises mean that the combination of tacit knowledge is not straightforward, while learning-by-doing is important to sustain their development. The research also indicates that internalization is also problematic in Chinese enterprises because of individuals' fear of admitting mistakes. The implication of the findings for knowledge management and research is discussed.

Thesis (Ph. D.)--Texas State University-San Marcos, 2006. / Vita. Appendices: leaves 180-190. Includes bibliographical references (leaves 191-197).

Thesis (Ph. D.)--Texas State University-San Marcos, 2006. / Vita. Appendices: leaves 180-190. Includes bibliographical references (leaves 191-197).

Submitted in partial fulfillment for the requirements of the Degree of Master of Education in the Department of Educational Psychology in the Faculty of Education at the University of Zululand, 2003. / This study encompasses the phenomenon of drug abuse in the context of learning and teaching. The researcher endeavoured to explore certain aspects of this phenomenon in this particular context in view of a growing concern about the apparent demise of a culture of learning in our schools and related learning environments, and the threatening consequences thereof on a much wider front than might generally be realized. Due to the interwovenness and mutual playing field of learning and teaching, such threat will inevitably not only adverse affect learning, but teaching as well. The literature study revealed factors which are possibly as known in some circles but it is unknown or ignored in other, causing the potentially disastrous consequences of the latter to be underestimated while aggravating the threat to a vulnerable terrain such as the learning environment in its different school related manifestations. Due to the magnitude of the phenomenon of drug abuse, and consequently its impact on learning and teaching, this study had to be demarcated to some causes and effects of drug abuse on learning and teaching. The study concentrated on what the researcher termed an interplay between these factors, that might impact drug abuse, something that appears to be at the root of the perceived uneasiness and even despondency in education circles as regards the apparent fading of a culture of learning in the learning environment. An empirical investigation of this natuie, being regionally locusci only, is obviously limited in its outcome. Although conclusive, generally representative inferences could not be drawn, it indicated without doubt that the culture of learning and teaching in the learning environment has been dented and is in fact under siege by drug abuse. Certain recommendations such as the following were made and motivated: > Ignorance as regards drug abuse and its effects on the learning environment should be combated by providing the necessary infrastructure, particularly in the rural areas. Determining needs, purposeful action and the monitoring thereof should carry the main focus. > Prevention, intervention and rehabilitation are to be given much more prominence, inter alia by ensuring and expertly monitoring prevention, intervention and rehabilitation programmes for the victims and potential victims of drug abuse in the learning environment. > Further research which should include, inter alia^ and in particular, drug trafficking, especially as regards access into the organized learning environment, viz. the school.

The purpose of the study was to explore the role of organisational behaviour in establishing a corporate university in a large corporate in the construction industry. Studies have been conducted regarding the process steps in establishing a corporate university but a gap exists in the cohesive presentation of the various relationships and the behaviours that drive the successful implementation and sustained operation of a learning academy. An understanding of organisational behaviour at three levels (individual, group and organisational) is a critical success factor that provides the superstructure to the firm foundation provided by the right process steps. An in-depth, single case study research design was used by the researcher taking a qualitative approach from a complete member researcher perspective with an analytic autoethnographic orientation. Data collection comprised archival document review and semi-structured, in-depth interviews with senior executives and leadership on other levels in the organisation. Analysis was conducted with the assistance of a qualitative data analysis computer software package as well as through iterative coding and memo writing to surface patterns and themes. The study resulted in a framework reflecting a complex web of relationships and roles that included: context as a catalyst; leadership as a critical role player; academy structure as a key driver of learning; individuals as recipients and beneficiaries; key stakeholders and internal role players in the implementation of learning; and finally, organisational culture as the normative domain. The study concludes with propositions that encapsulate these relationships. The framework presenting a complex web of relationships and roles has expanded the existing theory of organisational learning by integrating and incorporating organisational behaviour theory to understand the role that behaviour on individual, group and organisational levels plays when establishing a corporate university. In addition, the framework provides insight into the role of an academy in promoting a culture of learning. Organisations can benefit from an insight into the behaviours which underpin the establishment of a corporate academy because such insight will more readily lead to successful implementation and the avoidance of costly mistakes. A corporate academy plays a key role in assisting organisations to build essential skills and capabilities particularly in times of increasing demand for competent and capable employees to execute strategy. The single ‘revelatory’ case study approach was conducted due to the unique opportunity presented when the researcher was tasked with establishing a corporate university in a large corporate in the construction industry. / Thesis (PhD)--University of Pretoria, 2013. / gm2014 / Human Resource Management / unrestricted

A thesis submitted to the Faculty of Education in partial fulfillment of the Degree of Master of Education in the Department Educational Planning & Administration at the University of Zululand, 2017 / This investigation studied the challenges faced by the School Management Teams in promoting quality teaching and learning. The outcry of unsatisfied and demotivated educators and the poor academic performance of learners that is experienced as a result of challenges faced by SMTs in their daily function of school management, administration and leadership prompted me to conduct this investigation. Most South African schools, particularly the state schools perform poorly. It is believed that this study will alert the stakeholders in the education fraternity about challenges encountered and contributions each stakeholder has to make to help remedy the situation. The interpretive paradigm was used and the research design was qualitative. I generated data by means of literature reviewed and empirical research. The multi-case or multiple collective case study method was used for data collection. Data gathering techniques used were the semi-structured interviews for both individuals (school principals) and Focus Groups (all other SMTs excluding the principal), observation, documents and artefacts. Three data gathering techniques were used in order to ascertain credibility and trustworthiness of the results. The tools used were the Interview Schedule, Observation Checklist, Field Notes Pads, and the Voice Recorder. The research covers areas which include problems encountered by SMTs that result in poor academic performance, the role of the SMTs in promoting quality teaching and learning, and measures to employ in solving problems encountered. The findings indicated that some practices and policies of the department of education, uncommitted employees and the lack of full involvement of stakeholders, particularly parents and learners, affect academic results. Urban, township and rural schools are all challenged, but the complexity of problems encountered varied, as did the performance standard. Recommendations made include reviewing departmental policies and practices, giving incentives to hardworking employees, and the need for stakeholders to join hands in supporting teaching and learning in South Africa.