Collaborative partnerships aimed at strengthening institutional capacities are a long established trend in academia. Recent developments in Information and Communications Technologies (ICTs) have fostered a renewed interest in collaborative initiatives in the academic sphere, however, and at the same time, have created new ways of working together. Current research models do not provide sufficient methods to guide collaborations in capacity-building processes in virtual environments, especially in contexts associated with inadequate resources. Conceptual tools are therefore needed to guide the implementation of partnerships that use technology to mediate capacity building in these contexts. This research study was aimed at understanding whether and how virtual partnerships can be used to facilitate capacity building in tertiary education institutions in the SADC region. It is based on a single case study of the SANTED Virtual Classroom Project, a partnership between the Departments of Computer Science at Rhodes University (RU) and the University of Namibia (UNAM). In the project, ICTs were used to mediate the process of building teaching and research capacity in the department at UNAM. The dynamics of the partnership are explored as the implementation process developed over a period of three years. The research adopted a sociocultural perspective in the analysis of the project‟s implementation. It uses activity theory and the notion of communities of practice as conceptual frameworks to explore how the two departments organised themselves and how they harnessed the virtual environment to enable the capacity-building partnership. Activity theory provided a lens to understand the complex relationships between the different elements of the partnership activities mediated by technological tools. The concept of communities of practice, on the other hand, enabled participants‟ progress to be analysed, as they went through the various transition stages of the capacity-building process. The thesis identifies the following four categories of challenges inherent in the implementation of virtual partnerships: infrastructural, institutional, cultural and individual expectations. It also emphasises the need for identifying the different transition stages corresponding to the levels of participation in the capacity-building process. The thesis recommends that the implementation of virtual partnerships for capacity building purposes in the SADC region must focus on: identifying the appropriate capacity building strategies at Abstract ii each transition stage; finding appropriate, light-weight virtual classroom solutions; identifying appropriate pedagogic models to suit available technology; addressing systemic tensions that can arise as a result of different institutional cultures; and developing and nurturing virtual communities of practice to ensure sustainability. The research findings contribute to the body of knowledge exploring the use of technologies to develop and strengthen human resource capacities in developing contexts in a sustainable way. More importantly, it contributes to the literature on collaborative virtual partnerships in the SADC region, and demonstrates one way in which the operations of such a partnership may be supported in similar contexts / Adobe Acrobat 9.53 Paper Capture Plug-in

The region of Eastern and Southern Africa has recently experienced an unprecedented development of private tertiary institutions. Most of these institutions are established by religious organisations which, since the inception of education, have been involved in operating educational institutions of lower levels. Although referred to as private institutions, which by definition would imply funding other than the government sources, these private institutions find themselves, at times requesting the government to fund their development as well as their operations. This study sought to investigate if these private religious institutions have unique raison d'etre expressed in the form of mission statements. The study also investigated the nature of their management and the management structures in practice. The literature reviewed indicated that private religious institutions have a unique mission based on their basic concept of education and their world view. They seek to pursue and inculcate specific values. Operating in a competitive environment, however, in which their competitors do receive funding from the government makes the private institutions vulnerable to hardships. The study was conducted using qualitative research approach in three countries, namely Kenya, Uganda and Zimbabwe; involving all degree granting recognised private religious institutions in the sample and focussing on the management. The respondents were chosen by elite purposive and snowball sampling. The main data collection method was the interview. However, document analysis, observations, and a questionnaire were also used. The findings from the data indicate that private religious institutions have unique missions although they are, at times, not expressed in the form of mission statements. As a result some of the stakeholders, including those involved in management, don't get to know what their institutions' missions are. The study concludes by emphasising the development of clear mission statements involving the stakeholders in the process and having the mission statements widely disseminated. It is also recommended that training in management is important for the managers of the institutions at the various levels. A model of management is proposed for streamlining the management of the institutions considering the requirements of the national governments as well as those of the religious proprietors. / Educational Studies / D. Ed. (Educational Management)

The region of Eastern and Southern Africa has recently experienced an unprecedented development of private tertiary institutions. Most of these institutions are established by religious organisations which, since the inception of education, have been involved in operating educational institutions of lower levels. Although referred to as private institutions, which by definition would imply funding other than the government sources, these private institutions find themselves, at times requesting the government to fund their development as well as their operations. This study sought to investigate if these private religious institutions have unique raison d'etre expressed in the form of mission statements. The study also investigated the nature of their management and the management structures in practice. The literature reviewed indicated that private religious institutions have a unique mission based on their basic concept of education and their world view. They seek to pursue and inculcate specific values. Operating in a competitive environment, however, in which their competitors do receive funding from the government makes the private institutions vulnerable to hardships. The study was conducted using qualitative research approach in three countries, namely Kenya, Uganda and Zimbabwe; involving all degree granting recognised private religious institutions in the sample and focussing on the management. The respondents were chosen by elite purposive and snowball sampling. The main data collection method was the interview. However, document analysis, observations, and a questionnaire were also used. The findings from the data indicate that private religious institutions have unique missions although they are, at times, not expressed in the form of mission statements. As a result some of the stakeholders, including those involved in management, don't get to know what their institutions' missions are. The study concludes by emphasising the development of clear mission statements involving the stakeholders in the process and having the mission statements widely disseminated. It is also recommended that training in management is important for the managers of the institutions at the various levels. A model of management is proposed for streamlining the management of the institutions considering the requirements of the national governments as well as those of the religious proprietors. / Educational Studies / D. Ed. (Educational Management)