In the 1960‟s, following independence, the Pan-African vision for developing the continent was envisioned to be possible through the instrumentality of the developmental state. Development became the passion of African leaders and the expectation of the people. After independence, in the 1980‟s, the post-independence nation state bolstered its apparatus, both structurally and ideologically to enable it to deliver on this mandate. Hardly two decades after independence, the African developmental state was heavily burdened with debt, failing in its developmental objectives. Once again African states found themselves at the mercy of its former colonial powers begging for financial aid. / Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2010. / A dissertation submitted to the Faculty of Law University of Pretoria, in partial fulfilment of the requirements for the degree Masters of Law (LLM in Human Rights and Democratisation in Africa). Prepared under the supervision of Dr. Girmachew Aneme of the Faculty of Law, University of Addis- Ababa, Ethiopia. 2010. / http://www.chr.up.ac.za/ / Centre for Human Rights / LLM

No / Arts Council England

No description available.

No

This study sought to better understand the learning of leaders who undertake the task of organizational transformation. This inquiry, designed as a qualitative case study of two leaders and informed by a constructivist-interpretivist paradigm, was guided by the following research question: When leaders undertake the task of organizational transformation, what can be discovered about what they learn and the process of how they learn? The leaders learned about themselves and about how to transform their organizations. The leaders confirmed knowledge they already had about themselves (what motivates them) and they developed new understanding of themselves (their leadership style). In addition, they developed new strategies and tactics for transforming their organizations (for example, ways to deal with troublesome staff members). The study also found that the leaders operated from a work-oriented mental model that dominated their thinking. The leaders' learning was embedded in and inextricably linked to their work; it was accidental, incidental, and tacit. The leaders' learning was heavily influenced by four factors: organizational context, the use of intuition to generate options and solutions, the use of daily prayer by both leaders (an unexpected finding), and consultation with a network of professional colleagues. The data were collected throughout one year in which the leaders, who served as co-researchers, were observed six full days each (distributed across the year) and interviewed more than eight hours each. Interviews were also conducted with several staff members from each leader's organization. The data were analyzed during several iterative stages that included the researcher working independently as well as collaborating with each of the two leaders. Further, one long-time colleague of each leader from outside each of the organizations provided an additional perspective on the data. This study also demonstrates the complex, rich, and dynamic nature of qualitative research by distinctively portraying the data, its analysis, and the research experience. Parallel (side-by-side) columns simultaneously present descriptions of the research experience and the analysis of the data. In addition, there are two sets of internal links encouraging the reader to alternate between the research experience and the analysis (in Chapter Four) and between the research method (in Chapter Three) and the researcher's reflections (in the Appendices). Practitioners and scholars may want to examine further the extent to which the factors identified in this study (the leaders' mental model, organizational context, prayer, intuition, and consultation with colleagues) influence leaders transforming organizations. / Ph. D.

Thesis (Ph. D.)--University of New Mexico, 2004. / Includes bibliographical references (leaves 75-82). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (Ph. D.)--University of New Mexico, 2004. / Includes bibliographical references (leaves 75-82).

Leadership is a challenging task. Vibrant enduring leadership over time is a greater challenge. Cultivating "leaders that lasts" is the desire of this study. The purpose of this research was to determine the resiliency of leaders in Central Florida. Additionally, this study examined the resilience of educational leaders in Central Florida along with leaders from the business community. The analysis and comparison of the results revealed beneficial information regarding the factors that are substantial in resilient leaders and how these factors might be further cultivated. Educational leaders were randomly selected from school administrators in the Central Florida region, as well as department leaders at two primary local universities. Participants from business were selected from a list of business leaders from the Rollins College Crummer Graduate School of Business MBA Alumni, as well as participants in the Palm Beach Atlantic University Executive Leadership series. The study utilized the Resilience Factor Inventory (RFI) from Adaptive Learning Systems. The RFI is a valid 60-question on-line questionnaire that evaluates the four resilience factors identified in the Review of Literature: (a) realistic optimism, (b) emotional intelligence, (c) relational abilities, and (d) problem-solving abilities. Participants were invited to complete the RFI through a series of four emails explaining the study and the Resilience Factor Inventory with a sufficient response rate (83 leaders). Analysis of the data revealed the following findings: (a) all three of the sampled leader populations were significantly above the national norm in resilience, with those in education the highest; (b) educational leaders, both Pre K - 12 and university leaders, were statistically higher in several resilience components, with emotional intelligence being a strong component in both educational groups; (c) leaders from the business realm were significantly higher in several resilience factors with their distinguish component being problem-solving; (d) while education leaders were strong in emotional intelligence, this population could develop their problem-solving capabilities; (e) in direct contrast, the business were strong in problem-solving, but could enhance their emotional competence; and (f) an examination of leaders who have served the longest have a statistically significantly higher relational abilities and realistic optimism suggesting that these two resilience factors would be important for longevity.

In the past, South Africa had a structure that dealt separately with matters relating to curriculum development and the problems of management and control determined from the hierarchical authority. Since 1994, the curriculum reform and the various transformational needs and because of experiences of global change demands as well as the various nationalist priorities, principals have adopted instructional leadership and principalship as leading learners, critical reflection and understanding that circumstances determine leadership or better management. In this context, principals initiated what has proved to be the determinants of the principal‟s role, problematic perspective and orientation. The study was qualitative in nature and interviews were used as the main source of data collection. Ten principals of primary, middle and secondary schools were interviewed using open ended questions. It was important to interact with the interviewees to facilitate a more probing investigation that not only broadened knowledge and fostered understanding, but also provided the interviewees with freedom to talk about anything they felt like, as long as it was within the framework or research questions., secondly, it allowed for critical reflection on the dominant discourse and also gave a voice to the dominated discourse. To arrive at the findings, data was analysed and interpreted using analysis strategies applicable to qualitative designs. These strategies of analysis allowed the researcher to look at the text and interviewees‟ practices. The following findings emerged from the data analysis: The findings from the principals were that there is integrated circumstance which makes it impossible to achieve success and the process of development was always constrained by severe time pressures. Since the principals‟ involvement in curriculum reform is a good sign of positive change in educators and school community‟s thinking, conduct, feelings and behaviour in their daily way of living. Principals have changed their leadership or management of democratic and collaborative participation to include parents, educators, learners and external stakeholders in curriculum reform. The interviews from the principals indicated that undemocratic procedures and social disorder no longer exist within the school, but it is visible within the district and the hierarchy. While this is the case, it is also clear that the primary and secondary respondents view this differently. The primary school principal, generates ample possibilities and opportunities for curriculum reform and the desired nation building. On the other hand, the secondary school principal is pressurized, sometimes undemocratically by the hierarchy to achieve beyond expectation in national examinations. But all are in agreement that they provide useful knowledge to ascertain whether curriculum reform can be a tool driving social cohesion and provide self-renewal in the condition of practice. They also facilitate changes in the lives of community members such as educators, learners‟ parents and all stakeholders by teaching and carrying out actual practice. I have taken care not to generalize from the findings, since this was never the intention of the study. I nevertheless drew the conclusion that problems and challenges faced by the principals determine and define their role. There will never be any absence of external demands. In fact principals in their schools must continue to monitor conceptually complex tasks and accumulate evidence of different levels of complexity of their roles. From the findings the study recommends that principal should control the determinants of their roles, they should standardise and supervise the quality of the learning programme. This is to allow principals to include the needs of the communities which vary from area to area. This way development of learner-centred strategies are encouraged. The control by the hierarchy would extinguish community-initiative in service delivery. Political control seems to be slowly coming back to schools through quality monitoring. Furthermore, suggestions for the Department of Education to understand the different pressure points principal experience imposed by the district and the circuit to principals to follow incompatible activities and forcing schools to pursue incompatible goals. / PhD (Education Management), North-West University, Potchefstroom Campus, 2014

In the past, South Africa had a structure that dealt separately with matters relating to curriculum development and the problems of management and control determined from the hierarchical authority. Since 1994, the curriculum reform and the various transformational needs and because of experiences of global change demands as well as the various nationalist priorities, principals have adopted instructional leadership and principalship as leading learners, critical reflection and understanding that circumstances determine leadership or better management. In this context, principals initiated what has proved to be the determinants of the principal‟s role, problematic perspective and orientation. The study was qualitative in nature and interviews were used as the main source of data collection. Ten principals of primary, middle and secondary schools were interviewed using open ended questions. It was important to interact with the interviewees to facilitate a more probing investigation that not only broadened knowledge and fostered understanding, but also provided the interviewees with freedom to talk about anything they felt like, as long as it was within the framework or research questions., secondly, it allowed for critical reflection on the dominant discourse and also gave a voice to the dominated discourse. To arrive at the findings, data was analysed and interpreted using analysis strategies applicable to qualitative designs. These strategies of analysis allowed the researcher to look at the text and interviewees‟ practices. The following findings emerged from the data analysis: The findings from the principals were that there is integrated circumstance which makes it impossible to achieve success and the process of development was always constrained by severe time pressures. Since the principals‟ involvement in curriculum reform is a good sign of positive change in educators and school community‟s thinking, conduct, feelings and behaviour in their daily way of living. Principals have changed their leadership or management of democratic and collaborative participation to include parents, educators, learners and external stakeholders in curriculum reform. The interviews from the principals indicated that undemocratic procedures and social disorder no longer exist within the school, but it is visible within the district and the hierarchy. While this is the case, it is also clear that the primary and secondary respondents view this differently. The primary school principal, generates ample possibilities and opportunities for curriculum reform and the desired nation building. On the other hand, the secondary school principal is pressurized, sometimes undemocratically by the hierarchy to achieve beyond expectation in national examinations. But all are in agreement that they provide useful knowledge to ascertain whether curriculum reform can be a tool driving social cohesion and provide self-renewal in the condition of practice. They also facilitate changes in the lives of community members such as educators, learners‟ parents and all stakeholders by teaching and carrying out actual practice. I have taken care not to generalize from the findings, since this was never the intention of the study. I nevertheless drew the conclusion that problems and challenges faced by the principals determine and define their role. There will never be any absence of external demands. In fact principals in their schools must continue to monitor conceptually complex tasks and accumulate evidence of different levels of complexity of their roles. From the findings the study recommends that principal should control the determinants of their roles, they should standardise and supervise the quality of the learning programme. This is to allow principals to include the needs of the communities which vary from area to area. This way development of learner-centred strategies are encouraged. The control by the hierarchy would extinguish community-initiative in service delivery. Political control seems to be slowly coming back to schools through quality monitoring. Furthermore, suggestions for the Department of Education to understand the different pressure points principal experience imposed by the district and the circuit to principals to follow incompatible activities and forcing schools to pursue incompatible goals. / PhD (Education Management), North-West University, Potchefstroom Campus, 2014