Globally, white people enjoy historical, unearned privilege. This phenomenon is known and understood as 'white privilege'. In contemporary South Africa, white privilege stems from colonialism and apartheid. The legacy of colonialism and apartheid is still felt today and has a direct and continuous consequence in the form of racial inequality. This dissertation confronts the legacy of Afrikaner nationalism, which essentially instituted and upheld apartheid and still undergirds white people's privilege in democratic South Africa. Engagements were undertaken with ten white, Afrikaans speaking women between the ages of 24 and 32. Substantive transformation, bringing about the necessary change to racial power relations, has not been realised in contemporary South Africa. The research finds that this phenomenon is a result of a 'reconciliation gap' that was left by the participants' parents' generation. It is argued that reconciliation in South Africa will only be possible if responsibility is taken for the wrongs of the past. A 'responsibility gap', left by the participants' parents' generation, is identified and the research findings suggest that this gap should now be covered by the post-apartheid generation. This generation must cover the gap and shoulder the responsibility that was not taken by their parents' generation. An inclusive innovation praxis model was produced, to suggest practical steps aimed at cultivating positive political agency and to cover the 'responsibility gap' and contribute towards a more inclusive South African society.

Organisations are increasingly dependent on the collaborative effort of individuals and teams to achieve outcomes such as solve complex problems, take advantage of opportunities and enhance organisational efficiencies. In fact, there are few activities that human beings are involved in which do not involve collaboration. Yet the experiences of individuals called upon to make collaborations work are often over-looked by leaders and collaboration conveners pre, during and post collaborations. These leaders tend to concentrate their attention on operational antecedents such as systems, processes and resources required, as well as the attainment of the collaboration outcome. It is therefore unsurprising that the outcome of collaborative activity is often capped at the specified outcome. However, in the context of a perform and outperform world and especially where global economic growth is severely contracted, there is ongoing interest in the ability of organisations to create competitive advantage through collaborativepeople- based advantage. The modern-day requirement is for collaboration activity to more accurately reflect the capabilities of the collaboration partakes. This study examines how individuals' self-efficacy, optimism, resilience, and trust influence how they collaborate within an organisation setting. Accordingly, the two primary areas of examination are collaboration and individuals' experiences. This phenomenological and explorative study adopted an inductive, qualitative, single-case study approach adopting interviews, questionnaire, observation and secondary data as research instruments. The study was conducted with a mature non-profit organisation where collaboration was identified as crucial to the attainment of their goals and targets. A review of the evolution of collaboration as a theory in its own right was conducted as part of the study. The field of positive psychology and in particular the offshoots of positive organisation behaviours and positive psychological capabilities were reviewed as the foundation from which individuals' experiences were examined within the study. The study revealed that while individuals' experiences were considered important by the leaders within the case examined, they were largely ignored during collaboration efforts. As a result, individuals' experiences were not considered important inputs to collaboration efforts. Furthermore, individuals' experiences were not considered influential to the attainment of collaboration outcomes nor to the attainment of specified organisational targets and goals. In particular, optimism and trust were found to markedly contribute to individuals' experience during a collaboration, while self-efficacy and resilience did so to a lesser degree. Interestingly, rapid organisation growth emerged as an unanticipated yet key influencer to individuals' experiences during collaboration. The study makes a threefold contribution. The first is theoretical contribution to collaboration theory by exposing the positive and negative, external and internal antecedents of individual's experiences during collaboration. The applicable experience construct (self-efficacy, optimism, resilience, trust and growth as an influencer), or a combination thereof, as found in this study, is mapped out for each antecedent type in the "Framework for Individual's Experiences during Collaboration". The framework also includes the positive and negative, individual level and organisational level outcomes of individual's experiences. Thus, in so doing, the second contribution made is to the continually expanding research of Psychological Capabilities (PsyCap) and the specific outcomes they influence. The third contribution of this study is the development of the "Xⁿ collaboration model" which depicts three modes of collaboration where each mode influences the outcome and performance of an organisation against its identified objectives.

Entrepreneurship is key to growing and uplifting emerging economies like South Africa. There exists an extremely high failure rate amongst entrepreneurs in this country, this coupled with a lack of support for entrepreneurs, creates the conditions where an entrepreneurial culture cannot thrive. Entrepreneurship and education can be South Africa's most significant tools of liberation and unlock exponential growth which can, in turn, address the socio-economic problems that exist. This research aims to understand what the critical educational and support elements are that drive entrepreneurial learning and development. This research aims to discover what is required to create meaningful learning experiences for entrepreneurs and how this learning can be turned to practice and drive entrepreneurial growth. This growth may play a key role in addressing some of the gaps that exist between South Africa's entrepreneurial potential and its current state. Online and virtual education technologies, pedagogies and methodologies are explored as the core proponents of these learning experiences. Different models are explored and analysed in their distinct contexts to discover what it takes to create these learning experiences. New models of entrepreneur education and the supporting technology are examined to help understand how entrepreneur education programmes can create meaningful learning and development that produces and support high potential entrepreneurs. The research primarily explores an innovative model of an online entrepreneurship education offering that attempts to exponentially improve the impact of traditional models. An adapted design thinking methodology is applied; this allowed the study to examine various models and phenomena through a hyper-practical lens. This methodology supported the research process in uncovering what challenges exist for an education model of this nature to develop meaningful learning and development opportunities for entrepreneurs. 5 The impact of this research could be widespread in assisting with the understanding of how entrepreneurs learn and apply knowledge. The literature reviewed aimed to provide a view of what trends exist in social entrepreneurship globally and South Africa, and how these trends link to meaningful entrepreneurial learning and practice. This research is unique in that it takes a nascent concept such as virtual ecosystems in the social entrepreneurial context and explores how a model in which deep learning experiences are present for entrepreneurs, affects meaningful development and entrepreneurial outcomes. This research focuses on building theory through qualitative data sources collected through the research instruments of interviews, questionnaires, observations, discussions and practical prototyping.

The aim of this research was to develop a business model that will enhance the access to financial services by marginalised youth. In order to develop such a relevant business model it was necessary to understand the needs and challenges being faced by targeted clients in using and accessing formal financial services. Accessing such services will help them build assets in the long term, smooth cashflow and make savings as they transition from childhood to adulthood. Currently there are a number of barriers compounding financial exclusion and thus increasing the inequality gap. The study applied design thinking and systems thinking tools to undertake business model innovation and come out with a plausible alternative financial services model for youth and immigrants in Zimbabwe and South Africa respectively. Qualitative and quantitative research methods were applied to unpack the financial services needs of youth and how they are currently accessing service. An ethnographic approach as well as snowballing were applied in order to get to the respondents. Covert observations were done at a construction site in a bid to collect the immigrants' silent narrative of how they got to South Africa and are surviving from day to day. The research discovered that Zimbabwean youth residing in Zimbabwe and those who have migrated to South Africa are financially excluded yet they need financial services. It also discovered that there are business models being applied globally and in South Africa that are aimed at closing the financial exclusion gap. The study concluded that it is possible to have a business model that aims at serving youth, more so immigrants in South Africa, and provide them with low cost products that have a social impact on their livelihoods

Includes bibliographical references / This research project's main aim was a pragmatic investigation into the process of social techno logy design. Specifically, it was focused on the design of social utilities, which are technologies that enable new spheres of virtual social interaction. This aim was achieve d through the investigation and transcription of the experiences of engaging in the design of a new social technology. The proposed technological system was aimed at addressing computer literacy within the Western Cape, through the design of a virtual learning utility. This project was embedded within an already established learning programme (Western Cape Government's Cape Access Project), which had several limitations regarding g scalability, usability and accessibility. The main research aim therefore was the exploration of these areas of concern through the lens of ontological design. These research goals were achieved through a qualitative approach. The main approach undertaken was a phenomenological one, which was used to grasp the essential experiences present in the situation of context and to understand the experiences of the design process within that context. This phenomenological approach was taken from a researchers point of view while and ethnographical analysis was used in conjunction with phenomenology, to elicit the shared phenomena of the intervention. Design science and design thinking was used to integrate and combine both the phenomenological and ethnographic analysis into a coherent transcription of this design process.

By way of their geographic range and financial spend, South Africa's national parks have the potential for significant economic impact in the country's rural and urban areas. The research used three small-cap case studies to examine government's Public Private Partnership (PPP) Toolkit for Tourism for its ability to deliver economic benefit to communities around South African National Parks. The study identified areas of disjuncture between policy intention and policy implementation and suggests that the measures used to assess the contribution of small-cap PPPs be revised if the Toolkit is to become a meaningful instrument for small business growth and economic transformation. Findings reveal that simplifying the Toolkit bidding process is not likely to broaden entry for small businesses as the due diligence elements embedded in it are necessary to restrict corruption and abuse. Instead, it concluded that the ecosystem in which small businesses are required to operate is more important for creating economically sustainable small businesses. The most significant feature of this ecosystem would be the empowerment culture of the recipient institutions and the contractual binding of big business to enterprise development targets. The barriers to entry do not necessarily arise from the design of the Toolkit itself, but from the support institutions that have not transformed sufficiently to become the fertile grounds for the mentoring of small businesses expected of these institutions.

Leprosy, as one of the neglected tropical diseases, is an ancient disease that requires a slow and patient approach for its diagnosis and treatment involving various actors along the way. This care system has traditionally been supported by a paper based health information system still in use today in many endemic countries. In Mozambique, various attempts at modernizing the system have failed. The continued transmission of the disease is again highlighting the need for sharper strategic approaches supported by detailed information and better coordination between the various care actors in the system. This study coincided with the design and implementation of a new health information system for the case managed neglected tropical diseases (NTD) care sector in Mozambique. A Soft Systems Methodology (Action Research) approach was followed during this implementation process in an attempt to incorporate the perspectives of various actors and many institutional relationships that have an impact on the outcomes of this complex disease. The aim of the study was not only to identify factors that would contribute to the successful introduction of the health information system, but also to contribute to better knowledge management within this specific NTD care context. The study utilized group work, rich picture creation and individual interviews to build conceptual models for knowledge management in this context. It also tried to ground this by analyzing lessons from previous unsuccessful NTD information systems as well as the experiences from other countries in Africa where a similar infrastructure was implemented successfully.

This study analyses the level of student engagement at youth skills development organisations which are situated in low-income, high-stress communities. It asks the following questions: What motivates youth to be engaged in their learning environments? What are youths reporting on experiencing while in the learning environment? How might we use this data to help us develop the skills of the youth better? Through capturing a day in the life of youth from a cognitive, emotional and contextual point of view, we are better able to understand what drives youth to learn and achieve. Eight themes were identified which influenced the students to be highly engaged according to Flow Theory. An important context to be taken into account in the design of learning environments for youth is the psychological impact of living in a high-stress community. An emergent case for self-managed Flow is presented, where students drive and hold themselves accountable for high levels of engagement around the eight themes.

This study explores the experiences and perceptions of older beneficiaries of private medical aid schemes and retirement annuities. Its main research question is: What motivates, challenges and concerns older research participants when it comes to maintaining their good health and financial well-being? Its research objective is to place these lived experiences within the context of the private health and finance sectors of South Africa in order to develop healthy ageing models. It arises out of the increase in longevity and the potential increase of healthcare expenses in old age. The key concepts in this study are ageing frameworks and whealthcare: the relationship between the financial services industry and healthcare sector. A qualitative approach is used with semi-structured interviews with professionals in the healthcare and finance sectors and individuals in the retirement phase of their lives. The study is significant as it gives a deeper understanding of the realities of older people who access private sector services and it provides a framework for greater synergy between the finance and health sectors to promote healthy ageing and prepare individuals for the financial implications of healthcare costs in later age.

In 2020, the Covid-19 pandemic led to the global shutdown of Higher Education Institutions (HEI) forcing the move from residential campuses to online learning. In South Africa, the shutdown further exacerbated the lack of access to Higher Education (HE) amongst youth, which adds to higher unemployment rates and perpetuates the cycle of poverty with detrimental consequences for society. However, in 2020 the forced move to online learning, and the use of freely available Massive Open Online Courses (MOOCs) provided an opportunity to rethink accessto HE for youth from marginalised areas. In some cases, a blended learning approach has been adopted by universities to provide more flexible pathways to HE. The wrapping of MOOCs follows a similar process but can be specifically used to be inclusive of students traditionally excluded from HE. The aim of the research explores the extent to which wrapped MOOCs made in South Africa could serve as effective ‘boundary objects' for students to experience HE. This research aligns with the United Nations Sustainable Development Goal (SDG) specifically in relation to the fourth goal that targets inclusive and quality education and promotes lifelong learning for all. It explores how MOOCs, if wrapped or blended in a face-to-face programmes could prepare young people from marginalised communities for the workplace in the Fourth Industrial Revolution (4IR). The research aims to explore the characteristics of two wrapped MOOCs made in South Africa to make them more accessible to youth from marginalised communities. The researcher utilised a case study methodology and employed ethnographic methods to explore how MOOCs were wrapped to make them more accessible to youth in marginalised communities in South Africa. The cases were two learning contexts where MOOCs were wrapped for the youth from those communities. The data was analysed using concepts from Wenger-Trayner et al.'s (2015) Landscapes of Practice. One of the key concepts is the boundary object, which can ideally play a mediating role between knowledge practices across contexts. It can thus grant different forms of access to those who would otherwise have been excluded from specific ways of knowing, identity work and experience of digital technologies. The data found that some students were unaware that MOOCs existed. Students desired and accepted that MOOCs could be part of an offering of HE programmes or courses but mostly agreed that they would not take it on their own as they required the digital literacy, computer facilities and Internet to complete it. They preferred that it was wrapped within a face-to-face programme. Still, once they experienced taking it, they saw themselves as knowledgeable in taking MOOCs and the confidence to take online courses in the future. They attributed the social and epistemological access they received more to the programme than to the MOOCs. Most participants did not want MOOCs to replace HE institutions as they valued face-to-face engagement, that the wrapped MOOC format made possible. But the opportunity to learn on a digital platform and work online made them feel more equipped to choose their own pathways in the HE landscape. The study culminated in a set of characteristics that could make wrapped MOOCs effective ‘boundary objects'. The research recommends that future MOOCs be wrapped to be inclusive of these characteristics to enhance social and epistemological access to HE for students from marginalised areas. The contribution of this research would be to create a list of principles that allows for relevant MOOCs out of approximately 13500 MOOCs, that currently exist, to be used, adapted and wrapped by the HE sector or various stakeholders that provide training, education and skills to youth in marginalised or refugee communities. The Covid-19 pandemic shutdown impacted on the popularity of MOOCs where platforms like Coursera, edX, and FutureLearn attracted as many users in one month as they did in an entire year of 2019. The significance of the study was evident during the HE shutdown when access to educational resources became crucial in the remote and online teaching format. The research contributed theoretically in terms of applying a landscapes of practice framework to understand and extend online and blended learning provision to marginalised communities. Future studies can take the recommendations of this research and apply the list of principles to wrap MOOCs and other online courses within particular landscapes of practice to explore their effectiveness in promoting access to HE.