Summaries in English, Afrikaans and Zulu / South Africa is facing an ongoing public health crisis with increasing and alarming human immunodeficiency virus (HIV) statistics. Farmworkers in South Africa are highly vulnerable and susceptible to HIV. This study involved the farmworker community on a farm in the North West province of South Africa. The purpose of this study was to explore the perceptions and acceptance of home-based HIV counselling and testing (HBHCT) in a rural farming community, using an interactive World Café method to stimulate creative discussions around questions that matter. Thirty-one farmworkers participated in the World Café. This study had an explorative approach and qualitative design. The study did not investigate the number of HIV infections or sexual practices on the farm, and did not offer an HIV test or any other medical treatment to any participant. Data were collaboratively analysed by the researchers and the participants. Content analysis of data was conducted. The findings indicated that majority of the farmworkers had a positive perception of HBHCT, and that there was a serious need for HIV prevention and intervention in this community. Some concerns were raised among the participants regarding the confidentiality of HBHCT, attention should therefore be paid to these concerns. More research is needed to establish linkage to care after HBHCT. It remains unclear whether the migrant farmworker population would be effectively linked to HIV care and treatment without legal identification documentation. The acceptance of HBHCT in the farming community by farmers, should be explored. The study found that there would be a high level of acceptability if HBHCT were to be offered to farmworkers in this region. This study created insight into the HIV care and prevention needs of the local farmworker community, as well as highlighted the barriers the farmworkers face in attending primary healthcare (PHCs) clinics for HIV testing. / Suid-Afrika staar ’n voortdurende openbare gesondheidskrisis in die gesig met toenemende en onrusbarende menslike immuungebrekkige virus (MIV)-statistieke. Plaaswerkers in Suid-Afrika is uiters kwesbaar en vatbaar vir MIV. Hierdie studie het die plaaswerkergemeenskap van ’n plaas in die Noordwes-provinsie van Suid-Afrika geteiken. Die doel van hierdie studie was om die sieninge en aanvaardingsvlakke van tuis-gebaseerde MIV-berading en -toetsing (TSMBT) te ondersoek, deur gebruik te maak van die “World Café”-metode om kreatiewe bespreking rondom belangrike vrae te stimuleer. Een-en-dertig plaaswerkers het deelgeneem aan die “World Café”. Hierdie studie het nie die aantal MIV-infeksies of seksuele praktyke op die plaas ondersoek nie, en ook nie ’n MIV toets of enige ander mediese behandeling vir enige deelnemer aangebied nie. Die studie het gevind dat die meerderheid van die plaaswerkers ’n positiewe persepsie van TSMBT gehad het, en dat daar ’n dringende behoefte aan MIV-voorkoming en - ingryping in hierdie gemeenskap is. Bekommernis is uitgespreek deur die deelnemers rakende die konfidensialiteit van TSMBT, dus moet aandag hieraan geskenk word. Die studie het gevind dat daar ’n hoë vlak van aanvaarding van TSMBT sal wees as dit aan die plaaswerkers in hierdie streek gebied word. Hierdie studie skep insig in die MIVsorg- en -voorkomingsbehoeftes van die plaaslike plaaswerkergemeenskap, en beklemtoon die hindernisse vir plaaswerkers om die primêre gesondheidsorgkliniek te besoek vir MIV-toetsing. / INingizimu-Afrika ibhekene nokuqhubeka kokukhula kwenkinga yezempilo, kanye nokudlondlobala okushaqisayo kwezibalo zegciwane lesandulela ngculazi (HIV). Abasebenzi basemapulazini eNingizimu-Afrika ibona abasengozini enkulu yokutheleleka ngegciwane lesandulela ngculazi. Lolucwaningo lwenziwe emphakathini wabasebenzi basemapulazini esifundazweni sase-North West eNingizimu-Afrika. Inhloso yalolucwaningo bekuwukubona imibono kanye nezinga lokwamukela ukululekwa nokuhlolela igciwane lesandulela ngculazi emakhaya(i-HBHCT) emphakathini wasemapulazini kusetshenziswa Isizinda sokucobelelana ngolwazi (i- World Cafe) ukukhuthaza izingxoxo ezakhayo nokubuza imibuzo esemqoka. Bangama- 31 abasebenzi basepulazini ababambe iqhaza esizindeni sokucobelelana ulwazi (i- World Cafe). Lolucwaningo aluzange luphenye izibalo zabantu abatheleleke ngegciwane lesandulela ngculazi kanye nezinga labo lokuzibandakanya ocansini, futhi aluzange lunike abebebambe iqhaza ithuba lokuhlolela igciwane lesandulela ngculazi(HIV) kanye nokulashwa kwanoma iluphi uhlobo. Imiphumela iveze ukuthi iningi labasebenzi basemapulazini babe nemibono emihle mayelana nosizo lokululekwa nokuhlolela igciwane lesandulela nngculazi (HIV) emakhaya (HBHTC), futhi kunesidingo esikhulu sokuthi kungenelelwe kulomphakathi ukuze kuvikelwe igciwane lesandulela ngculazi (HIV). Kube nokukhathazeka kwababebambe iqhaza mayelana nezimfihlo zokulekelelwa ngokwelulekwa kanye nokuhlolela igciwane lesandulela ngculazi emakhaya(HBHCT),ngalokhoke kufanele kubhekelelwe lokho kukhathazeka. Ucwaningo luveza ukuthi kuzokwamukelwa ukuqala usizo lokwalulekwa nokuhlolela igciwane lesandulela ngculazi (HBHCT) kubasebenzi basemapulazini kulesisifundazwe. Lolucwaningo luveze ngokujulile izidingo zokunakekela kanye nokuvikela igciwane lesandulela ngculazi (HIV) emphakathini wabasebenzi basemapulazini kulendawo, laphinde lwaveza nezithiyo (Barriers) abasebenzi basemapulazini abahlangana nazo mabevakasha emitholampilo (PHCs) ukuyohlola igciwane lesandulela ngculazi. / Health Studies / M.P.H. (Public Health)

Text in English with abstracts in English, isiZulu and isiXhosa / The purpose of the current study was to determine the relationship between personality and employee engagement (EE) within a financial institution in South Africa. A quantitative correlational research approach was utilised and random sampling from a population of 516 identified 200 participants for whom personality scores as measured by the Occupational Personality Questionnaire (OPQ32r) already existed as secondary data. A sample of 124 employees responded to the request to participate in the study. The participants were subsequently requested to complete a self-compiled biographical questionnaire and an employee engagement questionnaire (EEQ) as the measurement of EE. Reliability scores obtained in the current study for the OPQ32r was 0.95 and for the EEQ 0.97 (both p ≤ 0.5), indicating acceptable internal consistency. Results indicated a statistically significant relationship between an Overall OPQ32r Score and an Overall EE Score of 0.186 (p ≤ 0.5), but only one of the three core personality domains measured by the OPQ32r, namely feelings and emotions, had a statistically significant relationship with an Overall EE Score and four of the six EE subdimensions of EE. Results also indicated that the three core personality domains as measured by the OPQ32r are a statistically significant predictor of EE, predicting 4% of the variance of EE (r2 = 0.04, F (3; 120) = 2.72, p ≤ 0.05). Although all relationships obtained in the current study were statistically significant, all had a weak effect size and were thus of limited practical significance, indicating limited practical usefulness. The limitations of this study were the small sample size utilised (n = 124) due to the utilisation of secondary data and a survey sent out concurrent to this study, impacting employees’ willingness to fill in an additional survey. The fact that this study was done in only one division of a financial institution in South Africa, made the generalisation of results to other organisations problematic. There were limited studies measuring personality utilising the OPQ32r while the EE studies utilised different assessments to measure the construct, complicating the comparison of results. As personality and EE are important constructs for Industrial and Organisational Psychology, it was also recommended that additional research be undertaken to increase the knowledge base regarding these two constructs. / Inhloso yesifundo socwaningo samanje kwaye kukuthola ubudlelwano obuphakathi kobuntu kanye nendlela yokusebenzisana phakathi kwesisebenzi kanye nenhlangano (EE) ngaphakathi kwenhlangano yezezimali eNingizimu Afrika. Kwasetshenziswa indlela yocwaningo eqhathanisa izinga lokusebenzisana kwezinto (quantitative correlational research approach) kanye nendlela yocwaningo i-random sampling kwinani lonke labantu abayi 516 abakhethwe kwi-200 labadlalindima abahlolwe izinga lobuntu obulinganiswe ngokusebenzisa Umbhalo weMibuzo emayelana noBuntu (Occupational Personality Questionnaire) (OPQ32r) okuwulwazi olukade luvele lugcinwe njengedatha yesigaba sesibili. Isampuli yabasebenzi abayi-124 iphendule ngokuthi ivume ukuzibandakanye kucwaningo. Ngemuva kwalokho abadlalindima baye bacelwa ukuba bagcwalise umbhalo wemibuzo ebuza ngempilo yomuntu kanye nombhalo wemibuzo ebhekiswe kuhlobo lobudlelwano obuphakathi kwesisebenzi kanye nenhlangano (EEQ), lokhu kusetshenziswe njengophawu lokulinganisa izinga lokusebenzisana phakathi kwesisebenzi kanye nenhlangano (EE). Amaphuzu akhombisa ukwethembeka atholwe kucwaningo lwamanje kwi-OPQ32r ayekhombisa inani le 0.95 kanye ne EEQ 0.97 (zombili lezi zinto i-p ≤ 0.5), zikhombisa izinga lokungashintshi kwezinto ngaphakathi. Imiphumela yamanani iye yaveza ubudlelwano obuhle kakhulu phakathi kwamaPhuzu onke e-OPQ32r kanye namaPhuzu onke e-186 (p ≤ 0.5), kodwa-ke uwodwa kuphela umkhakha obalulekile kwezobuntu emikhakheni emithathu elinganiswe nge-OPQ32r, yona yimizwa kanye nommoya, lezi zimpawu zinobudlelwano bamanani obubaluleke kakhulu obukhombisa Amaphuzu onke kanye nezigatshana ezine kwizigatshana eziyisithupha ze-EE. Imiphumela nayo ikhombise ukuthi imikhakha ebalulekile yobuntu njengoba ilinganiswa nge-OPQ32r ngokwamanani iyisibikezeli esisemqoka kakhulu se-EE, ibikezele 4% yezinga lokwehluka kwi-EE (r2 = 0.04, F (3; 120) = 2.72, p ≤ 0.05). Yize zonke izinhlobo zobudlelwano ezitholakele kwisifundo socwaningo samanje ngokwamanani sasibalulekile, kodwa zonke lezi zinhlobo zobudlelwano zonke zikhombise ukuba nomthelela ongenamandla kanti ngokunjalo ubumqoka bazo obuphathekayo buncane kakhulu, bukhombisa izinga elincane lokusebenziseka ngendlela ephathekayo. Imingcele yalolu cwaningo kuye kwasetshenziswa amasampuli amancane (n = 124) ngenxa yokusetshenziswa kwedatha yesigaba sesibili kanye nesaveyi ethunyelwe kanye kanye kulolu cwaningo, iye yaba nomthelela kwizinga lesifiso sabasebenzi sokugcwalisa enye isaveyi eyengeziwe. Udaba lokuthi lolu cwaningo lwenziwe kwisigaba esisodwa kuphela kwiziko lezezimali eNingizimu Afrika, lokhu kuye kwenza ukuthi ukucaban ukuthi imiphumela isebenza kuzo zonke izinhlangano kube yinkinga. Kuye kwacaca ukuthi lincani kabi inani lezifundo zocwaningo ezisetshenziswa ukuhlola izimpawu zobuntu ngokusebenzisa i-OPQ32r kanti izifundo zocwaningo lwe-EE studies zisebenzise izinhlelo ezahlukene zokuhlola ukulinganisa izinga lokwakha, kanti lokhu kudidanisa indlela yokuqhathanisa imiphumela. Njengoba izimpawu zobuntu kanye ne-EE ziyizimpawu ezisemqoka kwisifundo seSayikholoji yezeZimboni kanye neNhlangano, kuye kwanconywa ukuthi futhi ukuthi kudingeka ukuthi kwenziwe olunye ucwaningo ukukhulisa umthombo wolwazi mayelana nalezi zinhlelo zokwakha ezimbili. / Injongo yesi sifundo yayikukuqonda ngolwalamano olwenzeka phakathi kwesimo adalwe esiso umqeshwa/ubuyena nendlela athatha ngayo inxaxheba okanye indlela azibandakanya ngayo nokwenzekayo kwiziko lezoqoqosho eMzantsi Afrika. Uphando luqhutywe ngokusebenzisa indlela yokuthelekisa amanani kwaye kwenziwa ukhetho lwabathathi nxaxheba olungalandeli migaqo itheni, kubantu abangama-516 nekwachongwa kubo abangama-200 ababesele benamanqaku abawafumana xa babebuzwa uluhlu lwemibuzo yesimo sendalo, iOccupational Personality Questionnaire (OPQ32r). Isampulu yabaqeshwa abali-124 yavuma ukuthatha inxaxheba kwesi sifundo. Aba bathathi nxaxheba bacelwa ukuba babhale imibuzo abazenzele ngokwabo, nemalunga nembali yobomi babo kunye neyendlela abazibandakanya ngayo (EEQ), oko kusenziwa njengomlinganiselo we-EE. Amanqaku okuthembeka e OPQ32r awafunyanwa kwesi sifundo aba li-0.95 aze awe-EEQ ali-0.97 (omabini enza p ≤ 0.5), nto leyo ikhombisa uzinzo. Iziphumo zadiza ulwalamano olubalulekileyo phakathi kwenqaku elongameleyo okanye iOverall OPQ32r Score kunye neOverall EE Score, lwalamano olo lwaba li-0.186 (p ≤ 0.5), kodwa linye qha inqanaba lesimo sendalo yomntu elalinganiselwa ngeOPQ32r, nqanaba elo ileleemvakalelo nesimo somphefumlo. Eli nqanaba laba nolwalamano olumandla nenqaku eliyiOverall EE Score kunye namacandelwana amathandathu e-EE. Iziphumo zaphinda zadiza ukuba amacandelo angundoqo amathathu obuyena nalinganiselwa ngeOPQ32r, aluqikelelo olubalulekileyo lwe-EE, eqikelela i-4% yogungqagungqo lwe-EE (r2 = 0.04, F (3; 120) = 2.72, p ≤ 0.05). Nangona zazibaluleke kakhulu zonke iindidi zolwalamano ezafumaneka kwesi sifundo, zonke zazinefuthe elibuthathaka, ngoko ke uncedo lwazo aluzange lube lukhulu kwaye zingenakusetyenziswa kangakanani. Ubuthathaka besi sifundo yaba bubuncinane besampulu eyasetyenziswayo (n = 124) ngenxa yokusetyenziswa kwedatha yomjikelo wesibini (isecondary data) nohlolo zimvo olwaqhutywa ngaxeshanye nesi sifundo, nto leyo yabatyhafisa abaqeshwa kuba babengathandi ukuphendula imibuzo yezifundo ezininzi. Into yokuba esi sifundo senziwa kwicandelo elinye kuphela kwiziko loqoqosho eMzantsi Afrika yenza ukuba kube yingxaki ukuthatha izigqibo ngamanye amaziko. Zazinganelanga izifundo ezilinganisela ubuyena bomntu, zisebenzisa iOPQ32r lo gama izifundo ze-EE zisebenzise iindidi zohlolo ezahlukeneyo ukulinganisela isimo esifanelekileyo, zibe ke zidala ingxaki ekuthelekiseni iziphumo. Njengokuba ubume bendalo/ubuyena kunye ne-EE buzizimo ezibalulekileyo kwiZifundo zeSimo Sengqondo Emsebenzini Nakulungiselelo (Industrial and Organisational Psychology), kwacetyiswa ukuba kuphinde kwenziwe olunye uphando ukuze kwandiswe isiseko solwazi malunga nezi zimo zibini. / Industrial and Organisational Psychology / M. Com. (Industrial and Organisational Psychology)

Abstracts in English and Zulu / Immunisation is a cost-effective public health intervention that contributes to the attainment of the Sustainable Development Goals (SDGs). About 40% of children under the age of five years die from vaccine-preventable diseases in Nigeria. Routine immunisation has been quite low in Nigeria, where national coverage is estimated to be 33%, according to a 2016–2017 survey. This empirical research was aimed at determining the key socio-economic and gender determinants of immunisation in the Federal Capital Territory (FCT), identifying gaps and proffering solutions. Mixed methods of data collection and analysis were used. Data were gathered from several secondary sources and from 11 key informants using semi-structured interviews and 501 household and 26 health-facility surveys using questionnaires mounted on Open Data Kit. Lot quality assurance sampling and probability to population size methodology were used to size the samples and identify survey locations. Odds ratio analysis and logistic regression analysis were conducted to gauge the statistical association between the determinants and the coverage of immunisation. The main finding that was reached on the basis of the documents reviewed and the feedback received from the key informants was that they were gender blind at worst and gender neural at best. Most of the current strategies give little attention to socio-economic and gender barriers. Over 40 immunisation variables were identified. The analysis, particularly using the 2x2 odds ratio, yielded mixed results. The majority of the variables exhibited a close statistical association as far as immunisation indices were concerned. These variables included urban residency, married couples, literacy, birth at a health facility, antenatal care experience, vaccination card possession, immunisation knowledge, child health information, non-farming earnings, socio-economic status and tolerance of spouse beating. On the other hand, variables that were found to have no statistical significance included sex, marital status, marriage type, age, religion, tetanus toxoid (TT) vaccination and adequacy of income. Immunisation and gender are intertwined, particularly because of mothers’ biological and social attachment to their children. At the same time, conducting vaccination avails the opportunity to access almost all households. Moreover, it is important to recognise that socio-economic and gender determinants are not totally in control of one ministry. Single agenda interventions will not produce the desired result. A paradigm shift and the concerted effort of various sectors and partners are required. Therefore, the Nigerian government should galvanise the relevant stakeholders to bring gender and socio-economic variables into the mainstream throughout the immunisation ecosystem and to implement integrated development initiatives by prioritising vulnerable communities. / Ugonyo yindlela engcono yokungenela kwezempilo yabantu engathela esivivaneni ekufinyeleleni izinhloso zentuthuko eqhubekela phambili ezaziwa ngelokuthi yi- Sustainable Development Goals (SDGs). Cishe izingane ezifinyelela ku 40% ezingaphansi kweminyaka emihlanu zibulawa yizifo ezivimbelekayo ngomgcabo emitholampilo eNigeria. Ukugonya njalo kusezingeni eliphansi eNigeria, laphokhona ukwengamela kuzwelonke kulinganiselwa ku 33%, ngokuya kocwaningo olwenziwe phakathi kuka 2016-2017. Ucwaningo lokuthola ubufakazi lwalunenhloso yokubona imithelela yezesimo sabantu nomnotho (socio-economic) kanye nobulili ngokugonya kwi-Federal Capital Territory (FCT) ukubona amagebe kanye nokutholakala kwezixazululo. Amamethodi axubene okuqokelela ulwazi kanye nohlaziyo kwasetshenziswa. Ulwazi lwaqokelelwa ngokufunda imithombo yemibhalo (secondary sources) kanye nakubantu ababalulekile abanolwazi (key informants) abangu 11 ngokusebenzisa ama-semi-structured interview kanye nemizi engu 501 kanye namasurvey amafasilithi ezempilo angu 26 ngokusebenzisa uhla lwemibuzo yamaquestionnaire ebifakelwe kwi-Open Data Kit. Kwasetshenziswa nemethodi ye-Lot quality assurance sampling ne-probability, ngemethodoloji yobuningi babantu, ukwenza usayizi wamasampuli kanye nokubona izindawo okumele kwenziwe kuzo ama-survey. Kwenziwa nohlaziyo lwe-Odds ratio analysis kanye ne-logisic regression analysis ukubona ukuhambelana kwamastatistiki phakathi kwezinto eziwumthelela kanye nokunaba kongamelo lokwenziwa kogonyo. Okukhulu okutholakele ngokulandela amadokhumende okufundwe kuwo, kanye nezimpendulo ezivela kulabo abanolwazi ababalulekile (key informants) kube wukuthi bekungaboneleli ubulili (gender blind) kanti futhi bekungachemile ngokulandela ubulili (gender neutral) ngezinga elibi nangokungcono kakhulu. Amasu amaningi amanje awanakekeli kakhulu izihibe ezimayelana nabantu nezomnotho kanye nezobulili. Kwaphawulwa cishe izinto ezehlukene zama-variable ezingu 40 mayelana nogonyo. Uhlaziyo, ikakhulukazi ngokusebenzisa i 2x2 odds ratio, lwaveza imiphumela exubene. Ezinto zama-variable ehlukene eziningi zikhombise ukuhlobana phakathi kwamastatistiki mayelana namaindices ogonyo. Lama variable, abandakanye ukuhlala emadolobheni, abantu abashadile, ikhono lokubhala nokufunda, ukuzalwa kwezingane kumafasilithi ezempilo, izipiliyoni zonakekelo lwengane ngaphambi kokuzalwa, ukuba nekhadi lomgcabo ix wasemitholampilo, ulwazi ngogonyo, ulwazi ngempilo yengane, ukuthola imali ngemisebenzi engeyona eyokulima, isimo sabantu mayelana nezomnotho, kanye nokuqinisela ukuhlukunyezwa ngokushaywa kwabesimame. Kanti ngakolunye uhlangothi, ama-variable atholakale engenakho ukubaluleka ngokwamastatistiki, abandakanya ubulili, isimo ngokomendo, inhlobo yomendo, iminyaka yobudala, inkolo, umgcabo we-tetanus toxoid (TT), kanye nokwenela kwengeniso lemali. Ugonyo kanye nobulili kuyangenelana nokuhambelana, ikakhulukazi ngenxa yokusondelana komama kanye nezingane zabo. Ngaso leso sikhathi, ukwenziwa kogonyo kuhlinzeka ngethuba lokufinyelela cishe kuwo yonke imizi eminingi. Nangaphezu kwalokho, kubalulekile ukwamukela ukuthi isimo sabantu mayelana nezomnotho kanye nobulili kuyizinto ezinomthelela, azinalo ulawulo oluphelele kumnyango kangqongqoshe owodwa. Ungenelo ngento eyodwa ngeke kwaveza imiphumela efiswayo. Ukugudluka ngokomqondo (paradigm shift), kanye nemizamo eqhubekela phambili yemikhakha ehlukene kanye nabasebenzisani kuyadingeka. Ngakho-ke uhulumeni waseNigeria, kumele agqugquzele ababambiqhaza abafanele ukuhlanganisa nokufaka emkhakheni ofanele izinto ezimayelana nabantu nomnotho kanye nobulili, kuyo yonke inqubo yokusebenzisana kwemikhakha okumele isebenzisane nehlangene ukusebenza ngokulandela inqubo yentuthuko ehlangane ngokubonelela imiphakathi ekwizimo ezibucayi / Development Studies / D. Phil. (Development Studies)

Abstracts in English, Afrikaans and Zulu / This integrated study examined the nexus between the theory and the practice of strategy. Given the nature of modern-day public and private business enterprises in South Africa and the rest of the world, management education should equip practitioners with knowledge and skills suitable for complex, dynamic, eclectic, and uncertain practice contexts. That is, management education should be playing a critical role in shaping and guiding the business community in the ‘management’ and ‘administration’ of business in the country. However, criticisms in management literature suggest that management education is not relevant to practice. Despite such criticisms, there is relatively little empirical evidence in the country on practitioners’ experiences with the relevance to practice of their management education in general and strategy education in particular. To this end, this study set out to develop a better understanding of the dynamic and nuanced interplay between strategy theory and strategy practice through a survey and interviews with selected business school alumni in professional practice. Statistical analyses were performed on quantitative data, while thematic analysis was performed on qualitative data. The survey findings of the study reveal a positive and significant relationship between academic rigour and practical relevance of strategy theory, while phenomenological findings reveal that practical relevance of strategy theory is largely constructed by practitioners according to their contextual demands. Strategic management appears to rest on the dynamic interplay between strategy theory and strategy practice within a complex and eclectic management environment. / In hierdie geïntegreerde studie is die verband tussen strategieteorie en -praktyk ondersoek. Bestuursopleiding moet praktisyns toerus met die kennis en vaardighede wat die komplekse, dinamiese, eklektiese en wisselvallige omgewing in openbare en private maatskappye in Suid-Afrika en elders in die wêreld vereis. Met ander woorde, bestuursopleiding moet leiding gee in die bestuur en administrasie van maatskappye in die land. In die literatuur word aangevoer dat bestuursopleiding irrelevant is. Daar is egter min empiriese bewys dat bestuursopleiding, en strategieopleiding in die besonder, ontoepaslik is. Om hierdie rede is ‘n studie van die dinamiese en genuanseerde wisselwerking tussen strategieteorie en -praktyk onderneem. Onderhoude is gevoer met en ‘n opname is gedoen onder sakeskoolalumni wat in die praktyk staan. ‘n Statistiese ontleding is van die kwantitatiewe data en ‘n tematiese ontleding is van die kwalitatiewe data gedoen. Volgens die opnamebevindings is daar ‘n positiewe en beduidende verband tussen akademiese stiptheid en die praktiese relevansie van strategieteorie. Uit die fenomenologiese bevindings blyk dat die praktiese relevansie van strategieteorie grotendeels deur praktisyns volgens die eise van hulle konteks bepaal word. Blykbaar berus strategiese bestuur op die dinamiese wisselwerking tussen strategieteorie en strategiepraktyk in ‘n komplekse en eklektiese bestuursomgewing. / Lolu cwaningo oludidiyelwe, lwacubungula futhi lwabukisisa ukuxhumana okukhona phakathi kwethiyori yeqhingasu kanye nenkambiso yokwenziwa nokufezekiswa kweqhingasu ngendlela ephathekayo nebonakalayo. Uma kubhekwa uhlobo nobunjalo bamabhizinisi, ezikhathi zanamuhla, angaphansi kwesandla sikahulumeni kanye nalawo asezandleni zabantu abazimele eNingizimu Afrika kanye nasemhlabeni wonke jikelele, imfundo yezokuphatha kumele ihlomise ongoti bomsebenzi ngolwazi namakhono adingekayo ezimweni zokusebenza ezinobunkimbinkimbi, ezinomdlandla, eziyingxubevange futhi ezinokungaqiniseki kanye nongabazane. Okusho ukuthi imfundo yezokuphatha kumele idlale indima esemqoka ekubumbeni nasekuholeni umphakathi wabamabhizinisi ekuphathweni nasekulawulweni kwamabhizinisi ezweni. Kodwa-ke, ukugxekwa okuvelayo emibhalweni yezokuphatha kubonisa ukuthi imfundo yezokuphatha, ikakhulukazi imfundo yamaqhingasu, ayinakho ukufanelana nokuhambelana nenqubo-nkambiso yokwenziwa komsebenzi ngendlela ebonakalayo nephathekayo. Lolu cwaningo luhlose ukuthuthukisa nokwakha ukuqonda okungcono maqondana nobuhlobo nokuxhumana okunomdlandla kepha okufihlakele okuphakathi kwethiyori yeqhingasu kanye nenkambiso yokwenziwa nokufezekiswa kweqhingasu ngendlela ephathekayo nebonakalayo, ngokusebenzisa inhlolovo kanye nama-inthaviyu (izingxoxo) nabantu abakhethiweyo abafunde bagogoda ezikoleni zebhizinisi abenza umsebenzi wobungoti. Kwenziwe uhlaziyo lwemininingo egxile ebuningini (quantitative data), kanti futhi kusenjalo kwenziwe nohlaziyo-ngqikithi lwemininingo egxile kukhwalithi (qualitative data). Imiphumela eyatholwa kwinhlolovo yocwaningo ibonisa ubukhona bobudlelwane obuhle futhi obuphawulekayo impela phakathi kwamazinga-bunyoninco ezemfundo kanye nokufaneleka okuphathekayo nokubonakalayo kwethiyori yeqhingasu, kanti futhi ngakolunye uhlangothi imiphumela yocwaningo ephathelene nezigameko nezimo abadlule kuzona ongoti bomsebenzi ibonisa ukuthi ukufaneleka okuphathekayo nokubonakalayo kwethiyori yeqhingasu kuyinto eyakhiwa ikakhulukazi ngongoti bomsebenzi ngokususela ezidingweni eziphathelene nesimo esithile. Ukuphatha ngokusebenzisa amaqhinga namasu athile kubonakala kuncike ekuxhumaneni okunomdlandla phakathi kwethiyori yeqhingasu kanye nenkambiso yokwenziwa nokufezekiswa kweqhingasu ngendlela ephathekayo nebonakalayo ngaphansi kwesimo sokuphatha esiyinkimbinkimbi futhi esiyingxubevange. / Business Management / M. Com. (Business Management)

Text in English with abstracts and keywords in English, Sepedi, isiXhosa and isiZulu / Protected areas in South Africa are often surrounded by impoverished communities. Biodiversity must be conserved while improving community wellbeing. An increased understanding of key influences on pro-conservation attitudes and behaviour is essential for the future of successful conservation and the creation of realistic solutions for poor communities. Knowledge gaps exist regarding intangible benefits and losses, as well as the relationship between benefits, losses and pro-conservation attitudes and behaviour. Furthermore, there are less qualitative studies in this field than quantitative, nor are there many that include the perspective of park staff. This research followed a novel comparative multiple-method qualitative approach, using contrasting case studies and borrowing from grounded theory. Three nature reserves were selected, each involving two constituencies – (i) the local community and (ii) protected area staff. Individual interviews, focus group interviews, mapping, and adapted nominal grouping technique were used to collect data. The data were first analysed question-by-question for each case study, followed by cross-case analysis which resulted in meta-themes for each research objective. In each case study, benefits and losses were ranked to indicate their level of importance. Key tangible benefits were employment, access to natural resources and support for schools. Intangible benefits drew less focus, but comprise key influences, such as visiting the park, environmental education, information dissemination, and involvement. These benefits emerged again as aspects that would drew less focus, but comprise key influences, such as visiting the park, environmental education, information dissemination, and involvement. These benefits emerged again as aspects that would improve future positivity if more of each could be provided. Key losses were lack of/limited access to the reserve as visitors, insufficient employment, fear of wild animals and lack of involvement/interaction. Findings indicate that communities have a range of responsibilities towards the reserve (some of which are self-imposed), and a strong sense of custodianship. Exclusion from responsibility led to negative attitudes. Good relationships resulted in fewer poaching incidents, although locals are hesitant to report subsistence poaching. Areas of non-alignment between the perceptions of both constituencies highlight areas for rectification, such as parks acknowledging the losses perceived by communities; knowing which benefits are most important to communities; and highlighting benefits not mentioned by communities. The meta-themes were used to construct a data-derived ‘Theory of Influences on Pro-conservation Attitudes and Behaviour’, which indicates how relationship is shaped by benefits, losses, detractors and facilitators; and includes solutions to increase positive attitudes. To drive practical application of the theory, recommendations for park managers and local communities are provided. Finally, this study was integrated with existing literature to develop the ‘People-Parks Win-Win Framework’ – a comprehensive representation of the influences on people-park relationships – which has not been done before. The study makes methodological, theoretical and practical contributions. Its findings can facilitate people-park win-wins, aiding both biodiversity conservation and community wellbeing. / Mafelo ao a šireleditšwego ka Afrika Borwa gantši a dikaneditšwe ke ditšhaba tšeo di hlokago. Diphedi tšeo di fapafapanego di swanetše go babalelwa mola ka go le lengwe re kaonafatša go phela gabotse ga ditšhaba. Kwešišo ye e oketšegilego ya dilo tše bohlokwa tše di huetšago maikutlo ao a thekgago pabalelo ya diphedi le maitshwaro e bohlokwa go bokamoso bja pabalelo ye e atlegilego le go hloma ditharollo tše di kwagalago go ditšhaba tše di hlokago. Tlhokego ya tsebo e gona mabapi le dikholego le ditahlegelo tšeo di sa bonagalego, gammogo le kamano magareng ga dikholego, ditahlegelo le maikutlo ao a thekgago pabalelo ya diphedi le maitshwaro. Godimo ga fao, go na le dinyakišišo tše mmalwa ka ga boleng ka mo lefapheng le go fetwa ke dinyakišišo ka ga bontši, ebile ga go na le tše ntši tšeo di akaretšago maikutlo a bašomi ba ka dirapeng tša diphoofolo. Dinyakišišo tše di latetše mokgwa wa papetšo wa mekgwa ye mentši ya dinyakišišo ka ga boleng, ka go šomiša dinyakišišo tša seemo tšeo di thulanago le go adima go teori yeo e tlogago e theilwe ka mabaka. Mafelo a pabalelo ya diphedi a mararo a kgethilwe, le lengwe le le lengwe le akaretša bakgathatema ba babedi ka go lona – (i) setšhaba sa kgauswi le (ii) bašomi ba lefelo leo le šireleditšwego. Batho ka o tee ka o tee ba ile ba botšišwa dipotšišo, dihlopha tše di nepišitšwego le tšona di ile tša botšišwa dipotšišo, go hlaola, le mokgwa wo o fetošitšwego wa go hlopha ka maina di šomišitšwe go kgoboketša tshedimošo. Tshedimošo e thomile ka go sekasekwa go ya ka potšišo ye e botšišitšwego go dinyakišišo tša seemo, gwa latela tshekatsheko ya dinyakišišo tše di fapafapanego yeo e feleleditšego ka merero ye megolo go maikemišetšo a mangwe le a mangwe a dinyakišišo. Ka go dinyakišišo tše dingwe le tše dingwe tša seemo, dikholego le ditahlegelo di ile tša bewa ka maemo go laetša maemo a bohlokwa bja tšona. Dikholego tše bohlokwa tšeo di bonagalago di ile tša dirišwa, gwa ba le phihlelelo go methopo ya tlhago le thekgo ya dikolo. Dikholego tšeo di sa bonagalego di ile tša ba le šedi ye nnyane, eupša tša ba le dikhuetšo tše bohlokwa, tša go swana le go etela serapeng sa diphoofolo, thuto ya tikologo, go phatlalatša tshedimošo, le go kgatha tema. Dikholego tše di tšweletše gape bjalo ka dikokwane tšeo di tlago kaonafatša maikutlo a makaone a ka moso ge e le gore tše ntši tša tšona di tla abja. Ditahlegelo tše bohlokwa e bakilwe ke tlhokego ya phihlelelo/phihlelelo ye nnyane ya go tsena ka dirapeng tša diphoofolo ka baeti, tlhokego ya mešomo, go tšhaba diphoofolo tša lešoka le tlhokego ya go kgatha tema/tirišano. Dikutollo di laetša gore ditšhaba di na le maikarabelo a mehutahuta go dirapa tša diphoofolo (a mangwe maikarabelo ke a go ithaopa ga setšhaba), le maikutlo ao a tiilego a go di hlokomela. Go se akaretše ditšhaba go maikarabelo a go feleleditše ka maikutlo ao a sego a loka. Dikamano tše botse di feleleditše ka ditiragalo tše mmalwa tša go bolaya diphoofolo ke bao ba nyakago manaka a tšona, le ge e le gore badudi ba dikadika go bega go bolaya diphoofolo ke bao ba inyakelago nama ya tšona. Makala a go se sepelelane magareng ga maikutlo a bakgathatema ka bobedi a laetša fao go swanatšego go phošollwa gona, go swana le ge dirapa tša diphoofolo di dumela ditahlegelo tšeo di bonwago ke ditšhaba; di tseba gore ke dikholego dife tše di lego bohlokwa kudu go ditšhaba; le go laetša dikholego tše di sego tša bolelwa ke ditšhaba. Mereo ye megolo e ile ya šomišwa go hlama ‘Teori ya dikhuetšo ye e tšwago tshedimošong ka ga Maikutlo le Maitshwaro ao a Thekgago Pabalelo ya diphedi’, yeo e laetšago ka fao kamano e bopšago ke dikholego, ditahlegelo, disenyi le basepediši; ebile e akaretšago ditharollo tša go oketša maikutlo a makaone. Go tšwetša pele tirišo ye e phathagatšwago ya teori ye, balaodi ba dirapa tša diphoofolo le ditšhaba ba ile ba fiwa ditšhišinyo. Mafelelong, dinyakišišo tše di ile tša tsenywa ka gare ga dingwalwa tšeo di lego gona ka nepo ya go hlama ‘Melawanatheo ya Dirapa tša Diphoofolo tša go Thekgwa ke Batho tšeo di Holago Bohle’ – e lego kemedi ye e akaretšago bohle ka ga dikhuetšo tša dikamano tša dirapa tša diphoofolo tša go thekgwa ke batho – e lego seo se sego sa ka sa dirwa mo nakong ye e fetilego. Dinyakišišo tše tsenya letsogo ka ga mekgwa, teori le tirišo. Dikutollo tša tšona di ka nolofatša kholego ya bohle go dirapa tša diphoofolo tša go thekgwa ke batho, tša thuša bobedi pabalelo ya diphedi tšeo di fapafapanego le go phela gabotse ga setšhaba. / Imimandla ekhuselekileyo eMzantsi Afrika ikholisa ukungqongwa yimiphakathi ehluphekileyo. Indalo esingqongileyo kufuneka ilondolozwe lo gama kuphuculwa intlalontle yoluntu. Kubaluleke kakhulu ukwanda kokuqonda imiba enefuthe kwiindlela zokucinga nokuziphatha malunga nolondolozo lwendalo ukuze kubekho impumelelo ekulondolozeni indalo, kudaleke nezisombululo ezisebenzayo kwimiphakathi ehluphekileyo. Kukho izikhewu kulwazi olumalunga noncedo nelahleko, kwanolwalamano phakathi koncedo, ilahleko neendlela zokucinga nokuziphatha. Ngaphaya koko, zimbalwa izifundo ezingqiyame kakhulu kwingxoxo nengcaciso kunezifundo ezingqiyame kumanani, kwaye zimbalwa eziqwalasela izimvo zabasebenzi bamaziko ekugcinwa kuwo indalo. Olu phando lunesimbo esitsha esiqhutywa ngokuthelekisa iindlela zophando eziliqela, kusetyenziswa izifundo ezisekelwe kumava neengcingane/iithiyori ezaziwayo. Kukhethwe amaziko endalo amathathu apho kubandakanywe amacandelo amabini kwiziko ngalinye – (i) uluntu lwendawo kunye (ii) nabaqeshwa bommandla okhuselweyo. Ulwazi okanye idatha luqokelelwe ngezi ndlela zilandelayo: Kwaqhutywa udliwano ndlebe nabantu bengabanye, bengamaqela ekugxininiswe kuwo, kwalandeliswa ngokuthelekisa okuqikelelweyo nokwenzekileyo kunye nokudibanisa amaqela ukuze axukushe imiba ekuphandwa ngayo. Iinkcukacha zolwazi eziqokelelweyo zahlalutywa ngokuthi kuqwalaselwe iimpendulo zombuzo ngamnye kule yemizekelo yamava omntu ngamnye, kwalandeliswa ngokuthelekisa iimeko namava abantu ngabantu, nto leyo eyaveza imixholo ebanzi kwinjongo nganye yesifundo sophando. Kwisifundo samava ngasinye kwalandelelaniswa uncedo nelahleko ngokokubaluleka kwazo. Izinto eziluncedo ezaqwalaselwayo yaba yimpangelo, ukufikelela kwimithombo yendalo nenkxaso yezikolo. Uncedo olungabambekiyo zange luqwalaselwe ngokungamandla kodwa lunefuthe eliphambili njengokutyelela amaziko endalo, ukufundiswa ngokusingqongileyo, ukusasazwa kolwazi nokuthatha inxaxheba. Ezi ndidi zoncedo zaphinda zavela njengamanqanaba aya kuphucula ukuzijonga ngethemba izinto xa kunokwenziwa ukuba zibe khona. Ilahleko yaba kukunqongophala kwendlela yokufikelela kwiziko njengeendwendwe, ukunqaba kwamathuba empangelo, ukoyika izilo zasendle nokungabikho kwamathuba okuthatha inxaxheba. Okufunyanisiweyo kudiza ukuba uluntu lunoxanduva oluziindidi ezahlukeneyo kwiziko (olunye uxanduva bazinike ngokwabo), kwaye luzibona lungabagcini bendawo. Ukunganikwa uxanduva kwakhokelela ekucingeni gwenxa. Intsebenziswano yakhokelela ekuncipheni kweziganeko zokuzingela ngokungekho mthethweni, nangona abahlali bendawo bemathidala ukuxela abantu abazingelela ukuzondla. Iindawo zokuhlabana kwezimvo zamacala omabini zidulisa amanqanaba afanele ukulungiswa, njengokuba amaziko endalo ayiqonde imeko ebonwa njengelahleko luluntu lwendawo; aqonde nokuba zeziphi izinto ezibalulekileyo nezibonwa njengoncedo luluntu; acacise nezinto eziluncedo ezingabalulwanga luluntu lwendawo. Imixholo ebanzi (meta-themes) yasetyenziselwa ukuqweba ‘Ingcingane Yefuthe Elenzeka Kwiimbono Nokuziphatha’ (‘Theory of Influences on Pro-conservation Attitudes and Behaviour’), nebonakalisa ukuba izinto eziluncedo, ilahleko, iziphazamiso nabaququzeleli zilubumba njani ulwalamano. Kwakhona, le ngcingane iquka izisombululo zokwandisa iingcinga ezintle. Kunikwe iingcebiso kubaphathi beziko lendalo nakuluntu lwendawo ukuze kuphuhliswe iindlela ezibonakalayo zokusebenzisa le ngcingane. Okokugqibela, esi sifundo sixutywe noncwadi oselukho ngenjongo yokuphuhlisa ‘Isakhelo Sempumelelo Yentsebenziswano Kuluntu Namaziko Endalo’ (‘People-Parks Win-Win Framework’) – lo ngumbhalo oveza ifuthe lentsebenziswano yoluntu namaziko endalo – nto leyo ingazange ibekho ngaphambili. Esi sifundo sifaka igxalaba ngobuchule, ngengcingane nangomsebenzi ophathekayo. Okufunyaniswe apha kunakho ukudala impumelelo kwintsebenziswano yokuntu namaziko endalo, sincede ulondolozo lwendalo nentlalontle yoluntu. / Izindawo ezivikelekile eNingizimu Afrika kaningi zihaqwe yimiphakathi entulayo. Izinto ezahlukahlukene eziphilayo kufanele zilondolozwe kanti ngakolunye uhlangothi sibe sesifafaza ivangeli lempilo ephephile emiphakathini. Ulwazi oluningi lwemithelela esemqoka emayelana nommoya kanye nemikhuba yokulondoloza kwemvelo kubalulekile kwikusasa lokwakha uhlelo olluyimpumelelo lokulondoloza kwemvelo kanye nokwakha amasu empilo yangempela okusiza imiphakathi edla imbuya ngothi. Kukhona ukwedlulana okumayelana nezinzuzo ezingabonakali ngamehlo kanye nokulahlekelwa, kanye nobudlelwano obuphakathi kwezinzuzo, kokulahlekelwa kanye nemmoya kanye nemikhuba ehlose ukulondoloza imvelo. Ngaphezu kwalokho, kunezifundo ezincane zocwaningo olugxile kwizingxoxo kulo mkhakha, uma seziqhathaniswa nezifundo zocwaningo olugxile kumanani, kanti kunjalo-nje izifundo zocwaningo eziningi azixubi umqondo wabasebenzi. Lolu cwaningo luye lwalandela indlela embaxaningi yokuqhathanisa egxile kwizingxoxo, ngokusebenzisa izifundo zocwaningolotho eziphikisanayo futhi ziye zaqhubeka nokuboleka amasu kwimiqondo egxilile. . Kuye kwakhethwa iziqiwu zokulonda izilwane ezintathu, esinye nesinye isiqiwu sinezakhamuzi zendawo – (i) umphakathi oyizakhamuzi kanye (ii) nendawo evikelekile yabasebenzi. Kuye kwasetshenziswa izinhlelo zenhlolovo yomuntu ngamunye, ukumepha, kanye nezindlela zemibuzo eshicilelwe zemibono yamaqembu, konke lokhu kuye kwasetshenziswa ukuqoqa idatha. Okokuqala idatha iye yahlaziywa ngokwemibuzo ngamunye kolunye nolunye ucwaningolotho, okuye kwalandelwa yindlela yokuhlaziya eyaziwa phecelezi ngecross-case analysis okuyindlela edale ukuba kube nezindikimba ezibizwa ngemeta-themes zenhloso enye nenye yocwaningo. Kolunye nolunye ucwaningo, izinzuzo kanye nokulahlekelwa kuye kwabekwa ngokulandelana ukuze kuvezwe amazing okubaluleka. Izinzuzo ezisemqoka eziphathekayo kuye kwaba ukusebenza, ukwazi ukuthola imithombo yemvelo kanye nokuxhaswa kwezikole. Izinzuzo ezingaphathekiyo akugxilwanga kakhulu kuzo, kodwa nazo ziqukethe imithelela esemqoka, enjengokuvakashela izindawo zokungcebeleka, ukuhlinzekwa ngemfundo yezemvelo, ukusakazwa kolwazi kanye nokubandakanyeka. Lezi zinzuzo ziye zavela futhi njengezinto ezizothuthukisa ikusasa eliqhakazile uma ngabe konke lokhu kuyalandelwa. Ukulahlekelwa okuphawulekayo kuye kwaba ukusweleka/ukufinyeleleka kancane kwezivakashi esiqiwini sezilwane, ukuqashwa kwabasebenzi benani eliphansi, ukwesaba izilwane zasendle kanye nezinga lokusweleka kokubandakanyeka/nokungahlangani. Ulwazi olutholakele luveza ukuthi imiphakathi inezindima eziningi okufanele iziidlale kwiziqiwu ezilondoloza imvelo (ezinye izindima yilezo ezizibeke phezu kwamahlombe omphakathi) kanye nokuba nesasasa lokunakekela imvelo. Kanti ukungabandakanywa komphakathi kuye kwaholela ekutheni umphakathi ube nommoya ongemuhle kulezi ziqiwu. Ubudlelwano obuhle buye baholela ekutheni kube nenani eliphansi lezehlakalo zokubulawa kwezilwane, yize abantu bezindawo ezisondelene neziqiwu beba nokuthandabuza uma kufanele babike izehlakalo zokubulawa kwezilwane. Ukungasebenzisani phakathi kwezinhlanga ezimbili, izakhamuzi kanye namalungu eziqiwu zezilwane kuveza amaphutha okufanele alungiswe, anjengokuthi iziqiwu lezi zibe nolwazi ngokulahlekelwa komphakathi; zazi ukuthi ngiziphi izinzuzo ezibalulekile emphakathini; futhi ziveze izinzuzo ezingavezwanga wumphakathi. Izinhlaka phecelezi ezingama meta-themes zisetshenzisiwe ukwakha ithiyori esuselwe kwidatha, phecelezi ‘Theory of Influences on Pro-conservation Attitudes and Behaviour’, okuveza indlela ubudlelwano obakhiwa ngayo yizinzuzo, ukulahlekelwa, yizihibhe kanye nabancedisi; kanti lokhu kuxuba izixazululo eziqonde ukwengeza ummoya omuhle. Ukuze kusetshenziswe imiqondo ngendlela ebonakalayo , kuye kwalandelwa izincomo zabaphathi beziqiwi kanye nezakhamuzi eziseduze neziqiwu. Okokugcina, lolu cwaningo luye lwahlanganiswa nombhalo wobuciko obevele ukhona ukwakha phecelezi ‘People-Parks Win-Win Framework’ – uhlelo olubanzi oluxuba zonke izinhlaka olunemithelela yemibono yezinhlelo zobudlelwano babantu kanye neziqiwu zezilwane – okuyinto engakaze yenziwe ngaphambilini. Ucwaningo luye lwaba negalelo kwindlela yokucwaningo (methodological), kwimiqondo kanye namagalelo abonakalayo. Okutholwe wucwaningo kunganceda ukuhlela uhlelo lapho kuzuza abantu kanye neziqiwu, lokhu kunganceda zombili izinhlaka ukulondolozwa ephilayo ehlukahlukene kanti futhi kungadala inhlalakahle emphakathini. / Environmental Sciences / Ph. D. (Environmental Management)

This thesis presents a case study of Canada’s first Black owned radio station, FLOW 93.5 FM, to demonstrate how official multiculturalism, in its formulation and implementation, negates Canada’s history of slavery and racial inequality. As a response to diversity, multiculturalism shifts the focus away from racial inequality to cultural difference. Consequently, Black self-determination is unauthorized. By investigating FLOW’s radio license applications, programming and advertisements, this thesis reveals just how the vision of a Black focus radio station dissolved in order to fit the practical and ideological framework of multiculturalism so that Blackness could be easily commodified. This thesis concludes that FLOW is not a Black radio station but instead is a multicultural radio station – one that specifically markets a de-politicized Blackness. As a result, multiculturalism poses serious consequences for imagining and engaging with Blackness as a politics that may address the needs of Black communities in Canada.

This thesis presents a case study of Canada’s first Black owned radio station, FLOW 93.5 FM, to demonstrate how official multiculturalism, in its formulation and implementation, negates Canada’s history of slavery and racial inequality. As a response to diversity, multiculturalism shifts the focus away from racial inequality to cultural difference. Consequently, Black self-determination is unauthorized. By investigating FLOW’s radio license applications, programming and advertisements, this thesis reveals just how the vision of a Black focus radio station dissolved in order to fit the practical and ideological framework of multiculturalism so that Blackness could be easily commodified. This thesis concludes that FLOW is not a Black radio station but instead is a multicultural radio station – one that specifically markets a de-politicized Blackness. As a result, multiculturalism poses serious consequences for imagining and engaging with Blackness as a politics that may address the needs of Black communities in Canada.

This research seeks to establish how e-learning may contribute towards knowledge construction for Management Accounting students at the University of South Africa. More specifically, the research is designed to investigate how educational technologies like e-learning may benefit and improve the teaching and learning of Management Accounting at Unisa. Educators need to understand how students learn so that they can establish suitable learning strategies. Studies have shown that generally, e-learning applications are little used, sometimes because of inappropriate content and technologies. Other prohibitive factors are costs, poor or inadequate technology infrastructure and a shortage of human resources. On the strength of a comprehensive literature survey, a framework to address and manage challenging aspects of teaching and e-learning were developed. Problem areas and critical success factors were considered. The said framework ought to assist with organising complex issues and reveal parts that need further work. The utility of the framework was evaluated through a staged process. First, it was tested and evaluated through the model of a lecture. Secondly, both qualitative and quantitative surveys among university lectures and students were conducted to further confirm the applicability of the framework. Though the outcome of the validations were satisfactory, more research needs to be carried out over a longer period of time in order to determine the scalability of the framework and to remove any inconsistencies. Aspects of the framework could be used to incorporate ICTs, e.g. the use of spreadsheets and the Learning Village into communities of practice. / Hierdie navorsing poog om vas te stel hoe e-leer kan bydra tot kenniskonstruksie vir Bestuursrekeningkunde-studente aan die Universiteit van Suid-Afrika. Die navorsing is meer spesifiek ontwerp om vas te stel hoe opvoedkundetegnologieë soos e-leer die onderrig en leer van Bestuursrekeningkunde by Unisa kan bevorder en verbeter. Opvoeders moet verstaan hoe studente leer sodat hulle geskikte leerstrategieë kan ontwikkel. Studies toon dat e-leertoepassings normaalweg min gebruik word, soms omdat die inhoud en tegnologieë nie toepaslik is nie. Ander faktore wat dit belemmer, sluit in onkoste, swak of onvoldoende tegnologie-infrastruktuur en ’n tekort aan mensehulpbronne. ’n Raamwerk om die uitdagings van onderrig en e-leer te bestuur, is op grond van ’n omvattende literatuurstudie ontwikkel. Probleemareas en kritiese suksesfaktore is in gedagte gehou. Die genoemde raamwerk behoort van nut te wees vir die organisering van ingewikkelde kwessies en toon watter dele verdere werk vereis. Die bruikbaarheid van die raamwerk is deur middel van ’n stapsgewyse proses geëvalueer. Eerstens is dit getoets en geëvalueer op grond van ’n lesingsmodel. Tweedens is kwalitatiewe en kwantitatiewe meningspeilings geloods; sowel universiteitsdosente as -studente is versoek om die toepaslikheid van die raamwerk te bevestig. Alhoewel die uitkoms van die validasies bevredigend was, moet verdere navorsing oor ’n langer tydperk gedoen word om die skaleerbaarheid van die raamwerk te bepaal en enige teenstrydighede uit die weg te ruim. Aspekte van die raamwerk kan gebruik word om IKT’s, bv die gebruik van sigblaaie en die Learning Village, by praktyksgemeenskappe te inkorporeer. / Ucwaningo lufuna ukuthola ukuthi ngabe ukufunda nge-e-learning noma ngendlela yeelektroniki kungafaka kanjani esivivaneni ekwakheni ulwazi kubafundi be- Management Accounting eYunivesithi yeNingizimu Afrika noma i-University of South Africa. Ngokuqonde ngqo, ucwaningo ludizayinwe ukuthi luphenyisise ngkouthi amatheknoloji emfundo afana ne-e-learning angaba nenzuzo kanjani kanye nokuthuthukisa ukufunda nokufundisa kwi-Management Accounting eUnisa. Abafundisi kudingeke baqondisise ukuthi izitshudeni zifunda kanjani ukuze bakwazi ukuthola amasu afanele okufunda. Izinhlaka eziningi zocwaningo ezenziwe zibonise ukuthi ngokunabile, ama-application amaningi e-e-learning asetshenziswa kancane, kodwa ngesinye isikhathi lokhu kubangelwa wukuthi kusuke kunengqikithi engahambisani kahle ngokufanele kanye namatheknoloji angafanele. Ezinye izinto eziyizihibe, zindleko, ingqalasizinda ye-theknoloji yezinga eliphansi noma engenele kahle kanye nokusweleka kwabantu abawusizo. Ngokulandela imibhalo efundwe ngokujulile, kwenziwe uhlaka lokubhekana nokuphatha izinselele maqondana nokufunda nokufundisa kwase kwenziwa nge-e-learning. Kubonelelwe nemikhakhe enezinkinga kanye nokubhekana nezindawo ezinomphumela obambekayo nobalulekile. Uhlaka okukhulunywa ngalo kumele lusize ekuhleleni izinto eziyisixakaxaka kanye nokuveza izingxenye ezisadinga ukuthi kubhekwane nazo ukuzixazulula. Ukusetshenziswa kohlaka kuye kwahlolwa ngezinqubo ezinezigaba. Esokuqala isigaba, siye sathestwa kanye nokuhlolwa ngokusebenzisa imodela yesifundo. Esesibili isigaba, besingesokwenza ama-qualitative nama-quantitative survey kubafundisi baseyunivesithi kanye nabafundi, ukuqinisekisa ukusebenza kahle kohlaka. Ngisho noma ukubheka imiphumela yokuqinisekisa uhlolo ibiyenelisa, kusadingeka ukuthi kwenziwe olunye ucwaningo, esikhathini eside ukuze ukusetshenziswa kohlaka kuye ngokungezeleka ukubandakanya iningi (scalability), kanye nokuqeda izinto ezenza ukuthi kube nokwehluka-hluka nokungahambelani kahle ekusetshenzisweni (inconsistencies). Izingxenye zohlaka zingasetshenziswa ukwengamela ama-ICTs, isib. ukusetshenziswa kwama-spreadsheets kanye ne- Learning Village kulawo maqembu asebenzisa uhlaka. / Management Accounting / Ph. D. (Accounting Science)

The lack of scientific research covering the factors contributing to the growth and regulation of the private security industry (PSI) in India and South Africa gave rise to the study. The study used qualitative research methods, a case study design and documentary analysis techniques, including personal interviews supported by a qualitative questionnaire and e-mailing the questionnaires to participants, to achieve the purpose and objectives of the study. The researcher interviewed seven participants from India personally and eight responded to the qualitative questionnaire sent by e-mail. The researcher conducted eight one-on-one interviews with South African participants and eleven members responded to the qualitative questionnaire sent by e-mail. The researcher carried out a pilot study to identify any shortcomings in the qualitative questionnaire. The study examined various theories on regulations and regulatory frameworks and considered the theoretical aspects of regulating the private security industry. This study confirmed that private security is growing at a rapid pace in India and South Africa, and the common factors encouraging growth include socio-economic factors like rapid growth and infrastructure, increasing urbanisation, growth of the middle class, poverty and unemployment, illegal immigration, growth in private property and increase in personal wealth. Indian participants especially, felt strongly that an increase in terror attacks is a key factor contributing to the rapid growth of the PSI, whilst South African participants confirmed, a fear of political violence and being scared of civil unrest were reasons for the increased presence of the PSI in the country. The participants corroborated that statutory-based legislation imposed by the Private Security Agencies (Regulation) Act 2005 and the Private Security Industry Regulation Act 2001 is not wholly effective in regulating the PSI in India. / Ukusweleka kocwaningo lwesisayense olwengamela izinto ezinomthelela ekukhuleni kanye nemitheshwana yolawulo kwimboni yonogada bezokuvikeleka yangasese i-private security industry (PSI) eNdiya naseNingizimu Afrika kwenze ukuthi kube nalolu cwaningo. Ucwaningo lusebenzise izindlela ze-qualitative research methods, i-case study kanye nethekniki yohlaziyo lwamadokhumende, okubandakanya nama-interview nabantu ziqu, ngokusekelwa wuhla lwemibuzo ebhaliwe ye-qualitative kanye nohla lwemibuzo ebhaliwe (questionnaires) ethunyelwe nge-email kulabo ababambe iqhaza, ukufezekisa izinhloso nezinjongo zocwaningo. Umcwaningi wenze ama-interview nababambi qhaza abayisikhombisa ziqu baseNdiya kanti abayisishagalombili baphendule imibuzo yohla ebhaliwe ye-qualitative oluthunyelwe nge-email. Umcwaningi ubuye waba nama-interview okubhekana ubusu nobuso nababambi qhaza baseNingizimu Afrika abayisishagalombili, kwathi abayishumi nanye baphendula uhla lwemibuzo ebhaliwe ye-qualitative ethunyelwe nge-email. Kwenziwe ucwaningo lokulinga (pilot study) ukubheka ukuntengantenga kohla lwemibuzo ebhaliwe ye-qualitative. Lolu cwaningo luhlole amathiyori ahlukahlukene ngokwenziwa kwemithetho yolawulo kanye nohlaka lwemitheshwana yolawulo, kanye nokubonelela izingxenye zethiyori yemitheshwana yolawulo lwemboni yonogada bezokuvikeleka yangasese. Ucwaningo luqinisekise ukuthi imboni yonogada bangasese bezokuvikeleka ikhula ngokuyisimanga eNdiya kanye naseNingizimu Afrika, kanti okuyixhumanisayo nokufanayo, kubandakanya ukukhula kwezinto eziphathelene nabantu nezomnotho njengokukhula ngesivinini kwezingqalasizinda, ukuya kakhulu kwabantu ezindaweni zamadolobha, ukukhula kwe-middle class, inhlupheko nokusweleka kwemisebenzi, ukungena kakhulu kwabantu ababuya kwezinye izindawo ngokungemthetho (illegal migration), ukukhula kwempahla yangasese kanye nokwanda kokunotha kubantu. Ababambi qhaza baseNdiya bona banemizwa eqinile yokuthi uhlaselo lwamaphekulazikhuni (terror attacks) yinto enomthelela kakhulu ukukhuleni kwemboni ye-PSI. Ababambi qhaza baseNingizimu Afrika bona baqinise ukwesaba udlame lwezepolitiki kanye nokwesaba izivungu-vungu zovukelwano lwabantu, yikho okube yizizathu zokukhula kobukhona be-PSI ezweni. Ababambi qhaza baqinise ukuthi imithetho efakelwe ye-Private Security Agencies (Regulation) Act 2005 kanye nomthetho we-Private Security Industry Regulation Act 2001 ayisebenzi ngokufanele ukulawula kahle imboni ye-PSI eNdiya. / Esi sifundo sibe ngunozala wokunqongophala kophando lobunzululwazi malunga nezinto ezincedisa ekukhuleni nasekulawulweni korhwebo lokhuselo lwabucala, iprivate security industry (PSI), kwilizwe laseIndia naseMzantsi Afrika. Isifundo sisebenzise indlela yophando lomgangatho, uyilo lwenkqubo engumzekelo, uhlalutyo lwemibhalo, udliwano ndlebe lobuso ngobuso nabantu ngabantu, oku kuxhaswa luluhlu lwemibuzo olubhaliweyo noluthunyelwe kubathathi nxaxheba ngeimeyile ukuze kuphunyezwe iinjongo zesi sifundo. Umphandi udlane indlebe nabathathi nxaxheba abasixhenxe abavela eIndia kanti abasibhozo baphendule uluhlu lwemibuzo yomgangatho kwi-imeyile. Umphandi uqhube udliwano ndlebe ubuso ngobuso nabathathi nxaxheba abasibhozo eMzantsi Afrika kanti abalishumi elinanye bona baphendule uluhlu lwemibuzo yomgangatho kwi-imeyile. Kwaqhutywa isifundo sokutshayelela ngenjongo yokuqonda ukuba akukho zikhwasilima na kuluhlu lwemibuzo yomgangatho. Isifundo siphonononge iingcingane okanye iithiyori ezingemigaqo nezakhelo zemigaqo yolawulo kwaza kwaqatshelwa imiba yeengcingane emalunga nokulawulwa norhwebo lokhuseleko lwabucala. Esi sifundo singqine ukuba ukhuselo lwabucala lukhula ngesantya esikhawulezayo eIndia naseMzantsi Afrika, kwaye izinto ezikhuthaza oku kukhula ziquka imiba yezentlalo noqoqosho njengokwanda okukhawulezayo nezibonelelo, ukwanda kweendlela zokuphila budolophu, ukukhula kwezinga loluntu eliphakathi (middle class), ubuhlwempu nentswela ngqesho, ukufudukela kwamanye amazwe ngokungekho mthethweni, ukwanda kokufumaneka komhlaba wabucala nokwanda kobutyebi babantu. Abathathi nxaxheba baseIndia bathi bacinga ukuba ukwanda kohlaselo ngabagrogrisi kuphambili ekuncediseni ukukhula korhwebo lokhuselo lwabucala. AbaseMzantsi Afrika bona bangqina ukuba uloyiko lobundlobogela bezopolitiko nokoyika uvukelo mbuso zizizathu zokwanda kobukho borhwebo lokhuselo lwabucala kweli lizwe. Abathathi nxaxheba bavuma ukuba imigaqo esekelwe emthethweni nebethelelwa nguMthetho Wokhuselo Lwabucala wama-2005, iPrivate Security Agencies (Regulation) Act 2005 kunye nePrivate Security Industry Regulation Act 2001 ayisebenzi ngokufezekileyo ekulawuleni urhwebo lokhuselo lwabucala eIndia. / Criminology and Security Science / Ph. D. (Criminal Justice)

Abstracts in English, Zulu and Sotho / The provision of education through an open and distance learning (ODL) mode calls for institutions of higher learning to provide support services that can respond to students’ needs and expectations, and impact positively on their learning experiences. Tutorial support is one of the pillars of student support services which contribute to the academic success of students in this academic context. The use of technology has led institutions of higher learning to change the way support is provided to students by integrating online learning to reach students who cannot attend traditional face-to-face (F2F) tutorials at a specified time and venue. The University of South Africa (Unisa) responds to these global changes by integrating F2F and online services to support its students through the integrated tutor model (ITM) which seeks to address the learning needs and expectations of students. The study aimed to evaluate the effectiveness of this ITM. The study was guided by a social constructivist theory of learning supported by connectivism, empathy theory and Salmon’s five stage model of e-learning. The fundamental theory of social constructivism is based on the assumption that learning is constructed in a social setting before individuals engage with knowledge. The experiences of individuals play a big role in the construction of knowledge hence it is crucial to acknowledge their prior knowledge. Students who are supported through the ITM in the six Unisa regional service centres and the Unisa staff involved in the implementation of the ITM participated in the study. A purposive sampling technique was used to select these participants. A random sampling technique was also used to sample students to complete a questionnaire. Qualitative data were collected through individual and focus group interviews and documents analysis. The findings of this study reveal that the ITM is not quite ffective as it partly meets the students’ needs and does not meet students’ expectations. This is because Unisa offers students’ needs such as F2F and online tutor support for some modules. However, students’ expectations in terms of receiving teaching by tutors, provision of assignment aswers to students, fully fledged resource provision in the learning centres and receiving technical support from tutors are not met. In light of the findings, the study contributes to the ITM by identifying and filling its gaps using the Context, Input, Process and Product (CIPP) model of evaluation. The improvements will assist Unisa to relook at the ITM to intensify its support for students to fully meet their needs and expectations. / Uhlelo lokuhlinzeka ngemfundo olusebenzisa uhlelo oluvulekile nohlelo lokufunda ukude (ODL) linxusa amaziko emfundo aphakeme ukuthi anikeze anikeze izinsiza ezixhasayo ezingabhekana nezidingo nezinhloso ezilindelwe kubafundi kanti futhi zinomthelela omuhle ohlelweni lwabo lokufunda. Uxhaso lweThuthoriyali ngolunye lwezinsika zemisebenzi yokuxhasa abafundi olunegalelo kwimpumelelo yabafundi kwezemfundo kulesi sizinda sezemfundo. Ukusetshenziswa kobuchepheshe sekuholele amaziko emfundo ephakeme ukuba aguqule indlela abafundi abaxhaswa ngayo – ngokuhlanganisa uhlelo lokufunda nge-inthanedi ukufinyelela abafundi abangeke bakwazi ukuya kumathuthoriyali okuhlangana nabafundi ngobuso nobuso (F2F) ngesikhathi kanye nendaweni enqunyiwe.. INyuvesi yaseNingizimu Afrika (Unisa) ibhekene nalezi zinguquko zomhlaba ngokuhlanganisa uhlelo lwe-F2F kanye nezinsiza zohlelo lwe-inthanedi ukuxhasa abafundi bayo ngokusebenzisa imodeli ehlanganisiwe yamatjhutha (ITM) efuna ukwanelisa izidingo zokufunda kanye nezinhloso ezilindwe abafundi. Ucwaningo beluqonde ukuhlola ukusebenza kahle kohlelo lwa le ITM. Ucwaningo belulandela ithoyori ebizwa nge-social constructivist theory of learning ngokuxhaswa ukuxhumana (connectivism), i-empathy theory kanye nemodeli yokufunda kaSalmon yezigaba ezinhlanu. Ithiyori yokuqala yokwakhiwa komphakathi isuselwa phezu komqondo wokuthi ukufunda kwakheka ngaphansi kwesizinda sabantu ngaphambi kokuthi abantu bahlangane nolwazi. Ulwazi abantu abahlangabezana nalo ezimpilweni zabo ludlala indima esemqoka ekwakhiweni kolwazi, kanti-ke kubalulekile ukwamukela ulwazi lwabo lwangaphambilini. Abafundi abaxhaswa ngohlelo lwe-ITM ezikhungweni ezisebenzayo eziyisithupha zezifunda kanye nabasebenzi ababandakanyeka ekusetshenzisweni kwe-ITM bazibandakaye kulolu cwaningo. Indlela yesampuli enezinhloso isetshenziselwe ukukhetha labadlalindima, kanti ngakwenye ingxenye indlela yokuksampula yinoma ngubani isetshenzisiwe ukusampula abafundi ukuba baqede umbhalo wemibuzo. Idatha eyencike kwingxoxo iqoqwe ngokusebenzisa izinhlolovo zabantu kanye namaqembu aqondiwe kanye nokuhlaziywa kwemibhalo. Ulwazi olutholakele lwalolu cwaningo luveza ukuthi i-ITM ayisebenzi kahle njengoba yanelisa izidingo zabantu ngokwesigamu, kodwa lolu hlelo lwe-ITM alufinyeleli izinhloso zabo ezilindelwe. Lokhu kungenxa yokuthi i-Unisa ifeza izidingo ngokuhlinzeka, isibonelo, ngohlelo lokufundisa lwe-F2F kanye nohlelo lwe-inthanedi lwamatshutha uma kunesidingo sabanye omojuli. Yize-kunjalo, izimpokophelo ezilindelwe ngabafundi mayelana nokuhlinzekwa ngemfundo eyethulwa ngamatshutha, ngokunikezwa izimpendulo zama-asayimenti kubafundi, ngokusebenzisa imithombo eqotho ezikhungweni zokufunda kanye nokuthola uxhaso lwesithekinikhali oluvela kumatshutha akuyona imisebenzi efeza lokhu. Ngokolwazi olutholakele, ucwaningo lufaka igalelo kwi-ITM ngokwehlukanisa kanye nokuvala izikhala zalo ngokusebenzisa i-Context. I-Input, uHlelo kanye noMkhiqizo (CIPP) okuyimodeli yokuhlola. Izintuthuko zizonceda i-Unisa ukuba ibuyekeze i-ITM ukuqinisa uxhaso lwayo kubafundi ukuze kufezwe izidingo kanye nezinhloso zabo ezilindelwe. / Kabo ya thuto ka mokgwa wa go ithuta ga phatlalatša le ga kgole (ODL) o ipiletša go dihlongwa tša thuto ya godimo go fana ka ditirelo tša thekgo tšeo di ka kgonago go arabela dinyakwa le dikemelo tša baithuti le go ama gabotse maitemogelo a bona a go ithuta. Thekgo ya dithutišo ke ye nngwe ya dikokwane tša ditirelo tša thekgo ya baithuti tšeo di tsenyago letsogo go katlego ya baithuti ka mo seemong se sa thuto. Tšhomišo ya theknolotši e dirile gore dihlongwa tša thuto ya godingwana go fetoša ka fao thekgo e fiwago ka gona go baithuti – ka go kopanya go ithuta inthaneteng gore go fihlelele baithuti bao ba sa kgonego go tsenela dithutišo tša setlwaedi tšeo baithuti ba kopanago le bafahloši (F2F) ka phapošing ya bofahloši. Yunibesithi ya Afrika Borwa (Unisa) e arabela ditlhohlo tše tša lefase ka bophara ka go kopanya F2F le ditirelo tša inthaneteng go thekga baithuti ba yona ka go diriša mokgwa wa go ruta wo o kopantšwego (ITM) wo o nyakago go rarolla dinyakwa le dikemelo tša go ithuta tša baithuti. Dinyakišišo di ikemišeditše go sekaseka go šoma gabotse ga ITM ye. Dinyakišišo di hlahlilwe ke teori ya kago ya setšhaba mabapi le go ithuta yeo e thekgwago ke tirišo ya theknolotši thutong, teori ya go naganela ba bangwe le mokgwa wa Salmon wa dikgato tše hlano tša go ithuta. Teori ya motheo ya kago ya setšhaba e theilwe go kwešišo ya gore go ithuta go agwa ka seemong sa setšhaba pele ga ge batho ba ka hwetša tsebo. Maitemogelo a batho a raloka tema ye bohlokwa ka go kago ya tsebo, ke ka lebaka leo go le bohlokwa go lemoga tsebo ya bona ya peleng. Baithuti bao ba thekgwago ka ITM ka disenthareng tša Unisa tše tshela tša ka dileteng le baithuti bao ba kgathago tema ka phethagatšong ya ITM ba tšere karolo ka mo dinyakišišong. Mokgwa wa go dira sampole ka maikemišetšo o šomišitšwe go kgetha bakgathatema ba, mola mokgwa wa go dira sampole ka sewelo o šomišitšwe go dira sampole ya baithuti go tlatša dipotšišo tša dinyakišišo. Tshedimošo ya boleng e kgobokeditšwe ka go botšiša batho ba nnoši le dihlopha dipotšišo gomme gwa dirwa le tshekatsheko ya dingwalwa. Dikutollo tša dinyakišišo tše di utolla gore ITM ga e šome gabotse kudu go fihlelela dinyakwa tša baithuti ebile ga e fihlelele dikemelo tša bona. Se ke ka lebaka la gore Unisa e hlokometše dinyakwa tša baithuti ka go fana ka, go fa mohlala, F2F le thekgo ya baithuti ya inthaneteng go dimotšule tše dingwe. Le ge go lebjale, dikemelo tša baithuti mabapi le go amogela go rutwa ke bafahloši, go fa baithuti dikarabo tša diasaenemente ke bafahloši, kabo ya methopo ka botlalo ka disenthareng tša thuto le go amogela thekgo ya sethekniki go tšwa go bafahloši ga di fihlelelwe. Go lebeletšwe dikkutollo tše, dinyakišišo di tsenya letsogo go ITM ka go tseba le go tlatša dikgoba ka go diriša mokgwa wa tshekatsheko wa Seemo, Tšweletšo, Tshepedišo le Setšweletšwa (CIPP). Dikaonafatšo tše di tla thuša Unisa go lekodišiša ITM go maatlafatša thekgo ya yona go baithuti gore e fihlelele dinyakwa le dikemelo tša bona ka botlalo. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)