D.Phil. (Psychology) / In the first part of the thesis the need for theory development in psychology is sketched by a review of the relevant literature, thus justifying the necessity of theoretical research in psychology. The appropriate method for theory development - comparative metatheoretical analysis - is delineated, and situated against the background of two major approaches to theory development in psychology: the transcendental and the empirical. The key terms that form the basis of most of the analyses are defined, and the aim and scope of the thesis is briefly stated. The second part consists of a review of the competing philosophical views regarding theorizing and scientific inquiry in the social sciences, with the goal of developing an adequate metatheory for psychology. It starts with a historical overview of developments in the philosophy of science, emphasizing issues that are relevant to psychology. The development of scientific realism is reviewed, with a specific focus upon McMullin's empirical argument in favour of realism, and Bhaskar's transcendental justification of realism. It is also shown how realism was adapted by Bhaskar in order to suit the social sciences. Social constructionism the diametric opposite of realism - is then reviewed, as well as the intermediate positions of Manicas and Rosenberg, and Layder. These positions are all critically evaluated, and a choice in favour of a realism as the most appropriate metatheory for social science and psychology is made. In the third part of the thesis the principles of the realist position are developed further and applied to psychology. In this regard, a framework is developed to assess the epistemic status of psychology as a distinctive and legitimate social science, when seen in relation to the other social sciences. The implications of a stratified reality for psychological explanation is examined, and these implications are also linked to psychology' 5 distinctive subject matter and domain of investigation. The epistemic status of psychological explanation in relation to ordinary language accounts is examined, and the influence of stratification in psychological explanation is analyzed. A substantive realist position for psychology is then developed, which starts with a brief review of Manicas and Secord's realist position. The realist position developed has some differences in emphasis when compared to that of Bhaskar, most notably as far as the notion of structural explanation is concerned. Four theoretical case studies the theoretical debate between Guilford and Eysenck, Gustaffson 's structure-of-intellect theory, Campbell and Fiske's validational model,and cross-cultural ability research in Africa - are used to illustrate the thesis that psychological theories are in fact realist explanations aimed at approximating the causes of observed effects. This development of a substantive realist position is followed by a comprehensive analysis of the epistemic power of psychological theories. This analysis is initiated by distinguishing between various levels of causal explanation in psychology, and a framework of levels of causal explanation is developed and linked to the notion of explanatory power. The realist view of psychological theories also entails that psychological theories are seen as having certain epistemic characteristics, and these characteristics can also be seen as evaluative criteria. A model for theory evaluation in psychology is developed in which these criteria are subsumed, whereby theories can be evaluated according to two major axes of evaluation: an axis assessing the epistemic gains effected by any given theory; and an axis which assesses the influence of external factors (or the social domain) upon the epistemic status of a theory. The utility of the model is demonstrated by two applications: a preliminary assessment of Sternberg's theory of human reasoning, and an extended case study which charts the development of Festinger' s theory of cognitive dissonance, and which culminates in the evaluation of the theory. The epistemic gains achieved by the model for theory evaluation are discussed, and the thesis concludes with an afterword where the benefits and limitations of the investigation are discussed.

M.Com. (Business Management) / The knowledge economy developed out of the need for more complex products and services. The workers who are able to create such complex products and services are called knowledge workers. The term knowledge worker refers to the fact that the worker needs to be able to deal with large amounts of information, analyse and then generate knowledge out of this vast wealth of data and then be able to use this knowledge to create the necessary products and services to provide a competitive advantage for the organisation. Organisations have also become more streamlined, getting rid of hierarchical layers of managers in an effort to become agile, more responsive to market demands. As a result, traditional careers that were hierarchical in nature were abandoned. Organisations now rely on each individual to take responsibility for their own career development. The issues and factors associated with such a boundaryless career system needs to be investigated to ensure that the career needs of knowledge workers are understood if they are to contribute to the sustainable competitive advantage of their organisations. The demand for knowledge workers are on the increase, yet little is known with regards to their career perceptions and attitudes. This research study focused on exploring the issues and factors affecting the career development of knowledge workers. The reliance on knowledge workers creates interesting problems for organisations as management is no longer the only career option available. Specialisation and dual career ladders are required to ensure that the knowledge residing in the minds of knowledge workers are not lost. The first part of the research focused on a qualitative approach, focusing on a literature review of knowledge, knowledge workers and lastly, the career development of knowledge workers. A questionnaire was developed based on issues and factors that the literature review uncovered. The survey was administered in the form of an online Internet survey...

From introduction: A popular misconception regarding Aristotle's views on modality is that Aristotle adhered to the doctrine of no unrealized possibilities. According to this doctrine, all possibilities are realized in time; in other words, if it is possible that something could happen, then at some time it is the case that that happens. For example, if it is possible for Socrates to escape from prison, then there will be a time at which Socrates will actually escape from prison. On this view, the possible and the actual co-incide; whereas there is abundant evidence that Aristotle was careful to maintain a distinction between the possible and the actual.

Background: This thesis is about knowledge transfer and diversity at Nordic trading floors. The research is focusing on knowledge transfer and how it is influenced by diversity and the ties between homogenous people. Purpose: The purpose of this study is to understand how the knowledge transfer could be more efficient at Nordic trading floors and whether employees prefer to share knowledge with employees to whom they either have a weak or strong social tie to. We also want to see how homogenous people impact the flow of knowledge transfer. Methodology: This research is conducted through a case study of respondents working at trading floors at two different banks in the Nordic countries. The data is mainly collected through quantitative surveys and qualitative interviews. Conclusions: Knowledge transfer at Nordic trading floors is implemented through different types of training and mentoring and by keeping up with strong social ties which is feeding the sociocultural arena. Homogenous people are contributing to knowledge transfer by spreading tacit knowledge while networking and socializing with each other. Wearing suits and playing golf might therefore help employees at Nordic trading floors to learn more.

Class of 2015 Abstract / Objectives: The purpose of this study was to measure and compare basic nutritional knowledge in first year health professional students. Authors hypothesized that nursing students would have more nutritional knowledge since a nutrition prerequisite was required. Methods: In fall 2013 authors’ surveyed 244 subjects at a University, comprising of first-year medicine, pharmacy, and nursing students. A descriptive, cross-sectional study was performed utilizing a print-based questionnaire containing 3 descriptive and 14 multiple-choice questions (21 total points). Each college’s average score was compared using chi-square analysis. The a priori alpha was 0.05 (Bonferroni correction = 0.016). Results: The overall response rate was 93%; 91%, 97%, and 92% for Medicine, Pharmacy, and Nursing, respectively. Average scores per college were: 6.50±1.76, 5.88±2.00, and 5.72±2.08, respectively. Analyses showed no significant difference between groups (p>0.016). Conclusions: Although no difference in nutritional knowledge was identified between groups, the low scores reflect insufficient knowledge and suggest the need to re-evaluate curricula.

M.A. (Clinical Psychology) / The point of view followed in this study is that people create, through dialogue, contexts of consensus in terms of their ideas. These cognitive contexts, of which they were co-creators, comprise their realities. Various, divergent theories exist within the field of psychology. In this study an' attempt was made to illustrate how, by means if the recommended point of view, it becomes possible to comprehend the simultaneous existence of different theories. By first dividing theories into two groups, namely linear- and circular epistemology, it was demonstrated that each epistemology has ideas of its own, as well as a language of its own, for conveying these ideas. Thereafter, it was suggested that epistemologists co-create their own contexts of reality with their ideas through the process of languaging about these ideas. In the light of this it was suggested that the idea of any epistemology or theory being regarded as a domain of cognitive consensus, which was co-created by the epistemologist/s, becomes viable.

M.A. / This research paper sets out to explore the possibility that a knowledge audit methodology could be successfully implemented within a professional services enterprise in order to establish what core knowledge content requirements exist. By identifying this core knowledge, the researcher asserts that sales and professional staff should be enabled to enhance their ability to win business and improve the process of client service delivery. Using the knowledge economy as a backdrop, the researcher examines the impact this has had on the knowledge and information needs of the enterprise. The value of purely technology-based solutions to resolve the knowledge deficit within an enterprise is examined following on from which, the process of implementing a knowledge audit is discussed. Thereafter, the proposed knowledge audit methodology is developed and subsequently applied at an enterprise-wide level for a large professional services enterprise. The researcher explores the business case for implementing a knowledge management initiative. An analysis is then made of the results gathered from the knowledge audit. The existing infrastructure and resources are evaluated against any resultant knowledge management requirements. This is followed by an assessment of the current status of knowledge management within the enterprise. The researcher then provides a framework for the management of content that was identified during the knowledge audit. The importance of processes and policies in supporting the management of identified content is emphasised. This is followed by an assessment of any suitable opportunities for “quick win” projects. The researcher then examines whether the key research objectives were achieved. In closing, some additional suggestions are made regarding the future of the initiative and potential steps that might be taken to further entrench KM within the enterprise.

M.Ed. / South Africa is one of the global hotspots of both biological and ethnic diversity. Southern Africa is rich in angiosperm species, and the angiosperm species count is considered to be 21,817. The traditional medicinal systems of different cultural groups and their herbal, animal and mineral materia medica have ancient origins which may date back to Palaeolithic times. Indigenous knowledge (IK) and cultural practices in many areas of the country provide learners with a good “entry” into the scientific world. A true constructivist teacher will realise the importance of building new knowledge on learners’ existing knowledge. This will show the learners how relevant science is to our daily lives. It might also open future career opportunities, and develop learners’ entrepreneurial skills. This fact is acknowledged by the new curriculum (the National Curriculum Statement), and Life Sciences teachers are expected to infuse their teaching with indigenous knowledge. When these new policies were created, policy makers focused on the what of desired educational change, and unfortunately neglected the how (Rogan & Aldous, 2009). Teachers often have limited understanding of the curriculum changes. The textbooks used in class give little or even no proper information about indigenous knowledge. Whereas some textbooks still provide information on IK in the form of examples, hardly any attention is given to teaching strategies and practical work that can be done in the classroom. My study highlights the problem that many teachers simply ignore IK, due to their lack of Pedagogical Content Knowledge (PCK) in this regard, and the lack of guidance and support from the Department of Education. As many teachers were trained in the “old method” of teaching and not in the pedagogy prescribed by the National Curriculum Statement (NCS), many of them do not have specific knowledge about the indigenous knowledge that they need to impart to learners. Those who are fortunate enough to have sufficient knowledge of indigenous knowledge systems (IKS), often lack the pedagogy. Once again, we need to go back in history to understand why teachers find it so difficult to teach IK. In the apartheid era it was a taboo to mention traditional medicine in the classroom. Our traditional medicine was often replaced by Western medicine. Black South Africans were robbed of their identity. Under the Suppression of Witchcraft Act, indigenous belief systems were undermined and in most cases referred to as pagan (heathen) belief systems. As a result, indigenous belief systems were viewed as something that derails society.

This study is on the concept of knowledge management and how it can be applied in the organisation as a management tool. Although various organisations are implementing the concept, many managers are very uncertain what the concept entails. The research problem is the misconception that exists about the term knowledge management and how knowledge management can be used as a management tool in the organisation. The research problem is further divided into three sub-problems: what does the concept knowledge management entail, various misconceptions that exist between the concepts information management and knowledge management and what is the contribution of knowledge management to managing a business. The overall research objective that forms the basis of the study is whether knowledge management is a beneficial tool for management in an organisation. The research objective is divided into four objectives. The first objective is to distinguish between related concepts, namely data, information, knowledge and wisdom. The second research objective is to explore the essence of knowledge management. The third research objective is to examine the role, essential character traits and skills of a chief knowledge officer. The fourth research objective is to evaluate knowledge management. The research methodology that was utilised for this research was literature from books and academic journals. The Internet was utilised as major source to obtain papers written by researchers and theorists on the subject of knowledge and knowledge management. Interviews were obtained online from consultants who interviewed managers from around the world on knowledge management and their view were incorporated into the research. The research was able to meet the overall objective that knowledge management can be a beneficial tool for management. However, it has to be utilised following a certain strategy to be successful in an organisation. This strategy will vary for each organisation as each organisation has different goals and objectives and a different manner in which it utilises knowledge. / Prof. N. Lessing

M.Comm. (Business Management) / Research and Development (R&D) facilities have been used to develop new or better products and services for a long time. Organisations utilise knowledge gained from their R&D facilities to gain access to new markets and to improve the organisation’s competitiveness in the market. R&D facilities are referred to as learning organisations that employ people who specialise in specific technologies. These employees are referred to as ‘knowledge employees’. Sasol R&D was formed in 1955 to assist the organisation to develop and improve the Fischer-Tropch (F-T) technology that was adopted by the organisation to produce synthetic fuels from coal. At the time the technology had not been sufficiently proven on a commercial scale and this necessitated that research be conducted to ensure that the processes related to (F-T) technology are efficiently operated. The use of the knowledge generated by Sasol R&D has resulted in Sasol being recognised as the world leader in F-T technology and has led to joint ventures with other organisations around the world. The management of acquired knowledge has been critical in the development of Sasol and the successes that the organisation has enjoyed. It is therefore important that the employees of Sasol and those of Sasol R&D are well equipped to utilise the knowledge that was generated by previous employees to continuously improve and develop technologies. The objective of this study was to establish the perception that knowledge employees have of Knowledge Management (KM) and what Sasol R&D can improve on in this regard, i.e. business performance and individual employees’ career development. Respondents generally agree with the importance of KM in Sasol R&D and also indicated that a successful KM strategy can help improve individuals’ careers. The respondents also indicated that they were familiar with the concept of KM and the advantages for the organisation in the successful implementation of such a KM strategy. The main recommendations from the study are: 1. Employees should be involved in current the future KM strategies that the management of Sasol R&D wants to implement. 2. The adopted KM strategy’s objectives and benefits should be made clear and understandable to all employees. In addition, all relevant documentation should be made available to the employees.