Orientation – Talent mindset (TM) and organisational commitment (OC) are two separate constructs and it appears that a positive relationship exists between these two constructs. Research Purpose – The study aims to determine the relationship between the talent mindset and organisational commitment of academic heads of departments. Motivation for the Study – There is a vast problem in the higher education sector with regards to retaining academic staff members. In order for higher education institutions to attract and more specifically retain academic talent, one needs to implement a sound talent management model. Before such a model can be implemented with success, the organisation first needs to have a positive talent mindset. The relationship between talent mindset and organisational commitment may provide a means to develop appropriate interventions or strategies in order to enhance the talent mindset by focusing on improving the organisational commitment and vice versa. Research Design, Approach and Method – Two instruments, namely the Talent Mindset Index (TMI) and Organisational Commitment Questionnaire (OCQ), were administered to a sample of 116 heads of departments at a leading university in South Africa, 53 completed questionnaires were obtained. The responses were analysed using correlation analysis and quantitative techniques. Main Findings – Results confirm that the presence of OC is associated with a positive TM Practical / Managerial Implications – The study provides evidence that there is a correlation between OC and the TM of academic heads of departments. Thus, if management utilises existing techniques to increase OC, this should lead to the enhancement of the head of departments’ TM. The enhanced TM would equip them to implement a talent management model to attract and retain academic staff. Contribution / Value Add – By enhancing the TM of the heads of departments through utilising existing techniques to increase OC, management should be in a stronger position to implement a talent management model effectively. / Dissertation (MA)--University of Pretoria, 2014. / lk2014 / Human Resource Management / MA / Unrestricted

An in-depth study is conducted into ten female-headed households in the township of Rini, an underprivileged section of Grahamstown in the Eastem Cape region of South Africa. The study provides information on the way in which such households function in conditions of poverty and underemployment. The meaning of the term 'household' is clearly defined. A household consists of a group of people, who may or may not be kin-related, but who usually live under the same roof, eat together and share resources. Household members may be absent for varying periods of time, but are still considered to have rights in the household to which they belong. The female-headed household usually contains a core of adult women who are often uterine kin. Men are frequently members of these households and are usually related to the women who form the core. Their status and roles in such households are defined and intra-household relations between household members are discussed. In this study, female headship is observed to occur in conditions of poverty when an elderly woman is widowed, receives a regular income in the form of and old age pension, and when her status as the senior member of the household is acknowledged. The presence of men in female-headed households has not been widely emphasised in other studies, either of the female-headed household itself, or in research done in this area of South Africa. An attempt is therefore made to illustrate the way in which men function in these households and the varying roles they play. An attempt is also made to describe other structures and practices which support the female-headed household in a rapidly changing urban environment. These include church membership, burial society membership, the informal economy, wider kinship networks and, in the case of the men, the rite of circumcision.

A relatively small number of research articles have been written about one of the most challenging positions in higher education, that of a department chair. Chairs must wear many hats and assume many tasks including management and oversight, budget and financial management, teaching, research, working with students and faculty, evaluations, community relations, and legal issues, to name a few. This qualitative descriptive study aspires to ascertain the perspectives of department chairs on what they believe constitutes their effectiveness as leaders in higher education. Attempting to identify and analyze requisite personality traits, skills and behaviors of department chairs is vital for understanding the nuances that influence and shape their abilities to become accomplished leaders in their field. Surveys containing 12 open-ended questions were electronically distributed to department chairs at a private college in central Florida. Analysis of the data collected resulted in the development of four themes, supported by three styles of leadership. The themes were correlated with their corresponding research questions and the correlation process was used to draw several conclusions. First, department chairs incorporate a variety of skills and a combination of leadership styles that best fit their abilities and personalities, into their work performance. Second, department chairs in higher education require specific skills and tools to help them achieve their strategic vision they set for their departments. Some of these tools are learned and acquired through experience, while others inherent, grounded within instinctive and innate personality traits and values they already possess. Third, personal and interpersonal skills, knowledge, and competencies form the cornerstones of a leaders’ abilities, successes and failures. Building upon the foundation established in this study, future researchers could expand upon the scope of this research to include a larger sample size, more diverse participants, private vs. public educational institutions, gender, race and ethnic specific sampling, national and international sampling, and more in-depth research questions that include personal and environmental influence. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2021. / FAU Electronic Theses and Dissertations Collection

Although much research has been conducted on Heads of Department (HODs) and their roles in the foundation phase, there has not been a strong focus on how these HODs manage their multiple roles. A qualitative case study was employed whereby data was collected from four primary schools in Tshwane North and Tshwane West District in the Gauteng province. Five purposively sampled HODs participated in this study. Data was collected through semi-structured interviews. The study determined the HODs’ understanding of their multiple roles in the foundation phase. It further explored the management strategies these HODs employ to manage their multiple roles, the prospects and challenges they encountered as well as the support they received were also explored. The study discovered that a “collaborative effort”, where educators, the school principal, volunteers and lead teachers, as well as the officials from the department of education, play a huge role in making the multiple roles of the HODs doable. Secondly, in handling these multiple roles, HODs in this study had to engage in “needs analysis” every year in preparation for the following year. It also transpired that “effective communication” amongst role players (i.e. HODs, departmental officials, school principals, educators and support staff) through meetings where the roles had to be shared in order not to duplicate and /or to avoid disruption, became an important tool in performing their multiple roles. Finally, “commitment and dedication” demonstrated by HODs in this study are principles that help them to succeed in performing their multiple roles. I, therefore, recommend that assistant educators be deployed in the foundation phase classes and the workload of HODs in the foundation phase be reduced through the allocation of administrative duties to the assistant educators. / Dissertation (MEd)--University of Pretoria, 2019. / Education Management and Policy Studies / MEd / Unrestricted

South Africa has gone through many recent changes and the impact of these changes was, especially, experienced in the development of the South African Education system. Social Sciences is one of the subjects that was introduced in the Revised National Curriculum Statement (RNCS) for Grades R-9 (Department of Education, 2002). Before the National Curriculum Statement, History and Geography were taught as separate subjects under Social Studies but later combined into one subject, Social Sciences. Teachers in some South African schools are specialist in one of the two disciplines, either History or Geography. The intention of this study was derived from many of the researcher?s personal observations, experiences and challenges in the discipline, Social Sciences. This study identified the challenges experienced by heads of department (HoDs) of Social Sciences and the strategies they use to address the identified challenges. The research approach was qualitative and a case study research design was used. The research participants were identified, using a purposeful sampling strategy. Participants were selected from four schools, two from Quintile 1 (no fee-paying) schools and two from Quintile 5 (fee-paying) schools; each school had an enrolment of more than 350 learners. The participants were HoDs responsible for Social Sciences and teachers who were teaching the subject. Furthermore, HoDs who were selected had had experience of managing Social Science teachers for a period of not less than three years. The teachers also had more than three years? experience of teaching Social Sciences. The findings of this study revealed that the responsibilities of HoDs for Social Sciences seem to focus more on monitoring the work of teachers than developing their effectiveness in teaching the subject. Some of the HoD appointed in the Social Sciences Department did not have the background knowledge and skills related to the subject which limited their ability to guide, advise and develop their teachers in the subject. It was found that HoDs and teachers expect subject specialists and curriculum advisors to be more involved in developing teachers? competency in teaching the subject. It seems that there is a desire for a formal policy for the professional development of teachers of Social Sciences. / Dissertation (MEd)--University of Pretoria, 2016. / Education Management and Policy Studies / MEd / Unrestricted

Magister Philosophiae - MPhil / The purpose of this study is to investigate determinants of land tenure, agricultural activities involvement, and the use of agricultural products and stock keeping among small-scale farmers across all nine provinces of South Africa. Little is known regarding tenure status that households typically use to access land across nine provinces of South Africa. The characteristics of household heads in small-scale farming still under-researched; and socio-demographic characteristics for household subsistence still scanty in the literature. GHS between 2015 and 2018 from StatsSA was employed.

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