The purpose of this study was to establish challenges associated with leadership and management in transforming township schools into learning organisations. The study examined the leadership and management styles that promote schools into learning organisations. Post apartheid South Africa heralded changes in society and the educational system as a whole. Both transition from the apartheid era and the advent of a democratic government in 1994 resulted in the restructuring of education in this country. School managers and leaders are faced with situations in which effective and efficient school management requires new demands and challenges. During the apartheid era educational managers were subjected to many forms of suppression, which favoured the previous government. The education system was characterized as being authoritarian, non-consultative and non-participatory. Educational leadership focused on technical and bureaucratic functions of the school, and greater emphasis was placed on vertical structures. Leadership and management in South Africa today calls for a different mindset. The challenge is for leaders to recreate schools as learning organisations that focus on results and accountability. Real transformation will depend upon the nature and quality of internal management and how principals execute, delegate, consult and participate with all stakeholders. Self-management is accomplished by an internal distribution of power within the school and in transformational leadership. School principals need to adopt a new paradigm of leadership in which leaders are intuitive and visionary. Democratic South Africa places emphasis on transformational leadership. The study recommends that principals need to align themselves with the values of the constitution of the country bearing in mind democracy, equality, human dignity, freedom and justice. The challenges and need for leadership and management are great if education is to be uplifted and transformed. One of the main findings of the research in the researched schools was that there was an understanding of transformational leadership and learning organisations. The study also showed that the understanding of these concepts help to translate school activities into better performance. / Thesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2012.

Submitted in accordance with the partial requirements for the degree of Master of Education at the University of the Witwatersrand February 2016 / This study sought to explore successful instructional leadership practices in challenging circumstances. One township secondary school located in QwaQwa, Free State province, was used as the case study. The purpose of this study was to understand how the school has managed to consistently produce meritorious academic performances over the years despite facing multiple deprivations such as poverty, high crime rates and dilapidated learning infrastructure, among others. To better understand the instructional leadership approach, the study identified three key characteristics of successful instructional leaders and used them to form the basis for understanding whether the identified school principal applied them in responding to their learners‘ socio-economic challenges. This study was located within qualitative methodological approach with interpretivism as the research paradigm. The main data source was the in-depth interviews. The participants included the principal, head of department and two senior teachers. The study found the following to be key to the school‘s consistent plausible academic performance: (a) the main focus of the school was on ensuring the availability and efficient use of the instructional materials (b) the school principal took professional development of his academic staff seriously (c) there was a strong focus on managing teaching and learning (d) goal setting was seen as a driver towards achieving the academic goals of the school and (e) the effective use of the school‘s allocated instructional time was of great importance. / MT2017

Thesis (DTech. in Public Management)

This study examines how well the Mgwalana Traditional Authority (MTA) is performing its role of governing and developing its area and the municipal area of Nkonkobe in the Province of the Eastern Cape. The Chief of the MTA is one of the 2400 traditional leaders in South Africa who are responsible for giving leadership and development services to approximately 16 million people living in the rural areas. This study tries to find answers to two research questions: 1) What role does the Mgwalana traditional council play in governance and development? 2) Has the South African government managed to add traditional leadership to the local government structures? The study shows that the MTA is finding it difficult to do much socio-economic development because the Nkonkobe Local Municipality considers governance and development as its own role, and the traditional leadership is supposed to join only in customary and cultural activities. The research concludes that these two bodies could move out of the cross-road if they were to follow the Traditional Leadership and Governance Framework Act, 2003 (Act 41 of 2003), and if the municipality were to work with local stakeholders, including the MTA, to achieve the goals for local government laid down in section 152 of the Constitution of the Republic of South Africa, 1996.

South African schools especially those situated in previously disadvantaged communities, are faced with a myriad of challenges that school leaders have to deal with on a daily basis. School leaders are inter alia required to improve the running and functioning of their schools. A prerequisite for good schools is strong leadership. Transformational leadership seemed an appropriate focus for this research study, in which an action research approach was followed to deal with issues that impact negatively on the functioning of schools. The aim was to explore the potential benefits of this approach in terms of improving school functioning. A qualitative approach was adopted, as the experiences of the school leaders regarding action research as a tool to enhance the functioning of their schools were described. The aim was also to describe not only school leaders‟ experiences of action research, but also to interpret these so as to make recommendations based on the findings of the qualitative investigation, as to how best action research can be used as a tool for helping school leaders address issues that impinge on school functioning. This study was informed by phenomenology, and an interpretive as well as a critical paradigm. Multiple data gathering, such as field notes, observation and interviews were employed. In line with the qualitative approach, purposive sampling was used. The results of the research study appear to suggest that the benefits of an action research approach in improving school functioning relate to the transformation of the school climate, and that school leaders experience personal as well as professional transformation. This study recommends that action research as a model be incorporated into preparation programmes as well as professional development programmes for school leaders.

MCom (Human Resource Management) / Department of Human Resource Management and Labour Relations / The study investigated the relationship between leadership styles and organisational commitment in two selected higher education institutions in South Africa. Transformation is a topical issue in the South African higher education institutions. The slow progress in attempts to transform the sector can be attributed to leadership styles and commitment. The study employed a quantitative research design and made use of a self-administered questionnaire to gather data. The Multifactor-Leadership and Organisational Commitment questionnaires were used for data collection. The researcher used stratified sampling by grouping employees from each institution into academic and non-academic strata. In this study, descriptive statistics, Pearson correlation, multiple regression analysis were performed. The study indicated that transformational leadership and transactional leadership styles are significantly correlated with some of the organisational commitment constructs. The results further revealed that transformational leadership style explained the variance on organisational commitment better than transactional and laissez faire. Therefore, the study concludes that there is no one size fit all and recommended that each institution should diagnose its own situation for better pictorial view of what will work for that organisation. It is further recommended that leaders in higher education institutions should embrace more of transformational leadership as it has potential of transforming these institutions.

The present study commences with an exposition of the problem statement with reference to the influence that school principals' perceptions have on outcomes based education and the implementation there off. A study of the relevant literature in connection to outcomes based education as well as "tutor leadership" is conducted. This literature study will show the change that outcomes based education has on the role and tasks of educators and principals. The qualitative research method as well as a detailed background of the study will be described. An analysis of data accumulated during focus group interviews and semi-structured interviews lead to the compilation of definitive categories and sub-categories in the research. Finally a specific conclusion is reached regarding the influence that school principals' perceptions have on outcomes based education and certain recommendations are made for further research. / Educational Studies / M. Ed. (Education Management)

The motive for conducting this study was to determine the extent in which aspects of transformational leadership identified during literature study are practiced in the sampled primary schools in Limpopo. The study was divided into seven interlinked chapters. Chapter one introduced the investigation. Chapter two presented the definition and description of the notion transformational leadership and its five constituting elements, namely shared vision, commitment, motivation, job satisfaction and participative decision-making. A transformational leadership model was also presented in chapter two. Chapter three focused on the primary education systems of Republic of South Africa and the three selected Southern African Development Community member states, namely Malawi, Lesotho and Namibia. The discussion focused on the structure, organization, objectives and the challenges facing each SADC member state. Chapter three further identified the challenges facing primary schools in Limpopo and compared these to the challenges of the three selected SADC member states. The details of the research design and methodology were presented in chapter four. The empirical study took a two-pronged approach. Phase one of the empirical study was conducted through the administration of questionnaires to sampled principals and educators. In the second phase, sampled principals, educators and circuit managers were interviewed. The empirical study was intended to give answers to the following research questions:  To what extent are primary school principals as leaders involved in: • initiating visions that are shared and owned by other role players? • making sure that educators remain committed to their profession? • ensuring that educators are kept motivated? • ensuring that educators remain satisfied in their profession?  To what extent do principals involve other role players in the decision-making processes? iv In addition to that, the following research hypothesis was tested: • There is a significant relationship (in terms of descriptive statistics) between identified leadership emphasis in Limpopo primary schools and the key features of transformational leadership. And conversely the null hypothesis tested was: • There is no significant relationship (in terms of descriptive statistics) between identified leadership emphasis in Limpopo primary schools and the key features of transformational leadership. In phase one, data was quantitatively collected through questionnaires (principals and educators). Data was further gathered through semi-structured interviews and observation in phase two. To give a clear and a logical presentation of the data analysis and interpretation, both quantitative and qualitative data were presented separately in chapters five and six. This study produced the following findings: The majority of primary school principals do: • involve other role players in the development of their school visions. • ensure that educators are committed to their responsibilities. • ensure that educators remain motivated. • ensure that educators are job satisfied. • create opportunities wherein role players are involved in decision-making processes. The views of respondents from the survey data (both principals and educators) indicated that there is a significant relationship (in terms of descriptive statistics) between identified leadership emphasis in Limpopo primary schools and the key features of transformational leadership. Based on the findings above, the conclusion deduced was that the majority of primary school principals exhibit transformational leadership attributes. / Education Studies / D. Ed. (Education Managment)

Thesis (PhD)--Stellenbosch University, 2004 / ENGLISH ABSTRACT: To the world community at large globalisation has been a gradual process, whereas its impact in South Africa was more intensive and concentrated over a shorter period of time - in particular since South Africa's return to the international community in the early to middle 1990s, its economy, inter alia, has had to adjust to this phenomenon. It is within this environment that all enterprises constituting the South African economy also had to adapt and adjust to a new world environment. From the middle 1980s a new discourse in the literature on the effect of a "new" style of leadership (based on continuous learning, renewal, innovation and entrepreneurship) was reported on in which these leaders brought about significant change in organisations. These leaders recognise the need for change in their organisations. They create a new vision. They bring about change in their organisations to meet the challenges from the changing environment and have been accordingly recognised as transformational leaders. This leadership style has been extensively reported on in large organisations, in both the private and the public sectors. For example, literature and research abound on the impact of transformational leaders in large business enterprises (e.g. Lee lacocca of Chrysler, Jack Welch of General Electric) and government institutions, such as education, the military and health (e.g. Nelson Mandela of South Africa, Mahatma Ghandi of India). A review of the literature on the impact of transformational leadership in large organisations, without fail, reports significant manifestations of success in those organisations' growth, cohesion and development into' more successful and competitive units. Concomitantly, it is generally acknowledged by the World Bank, the International Monetary Fund, the European Union, the Asian Development Bank and other organisations of similar position, that small to medium-sized enterprises (SMEs) shape the very foundation of the majority of successful economies. The impact of transformational leadership in small and medium-sized enterprises (SMEs) has not been measured and reported on in an empirical appraisal and surprisingly little has been forthcoming on the role and impact of transformational leadership in SMEs globally. However, from an entrepreneurial perspective, much has been researched and written on the qualities that support risk-taking, innovation and competition in SMEs. It is within this context that it was decided to investigate the concept of transformational leadership in entrepreneurs, i.e. that group of people who are generally referred to as the drivers of the economy. This dissertation reviews the literature on leadership practices and styles in organisations as a basis to specifically identify the co-producers of leadership in entrepreneurs in SMEs. It is within this context that an empirical study on aspects of transformational leadership in SMEs in a South African context was conducted. This empirical survey verifies the relationship between characteristics of these entrepreneurs and characteristics typically associated with transformational leaders, as manifested in large organisations. Therefore, given the above empirical evidence, the model developed for this study defines the qualities of a transformational leader which will enable those leaders/entrepreneurs (in SMEs with growth potential) to take their organisations from average performance levels to levels comparable to world-class leadership and competitiveness. / AFRIKAANSE OPSOMMING: Vir die wêreldgemeenskap in sy geheel was globalisering 'n geleidelike proses, terwyl die impak daarvan op Suid-Afrika meer intensief en gekonsentreerd oor 'n korter tydperk plaasgevind het - meer spesifiek sedert Suid-Afrika se terugkeer gedurende die vroeë tot middel 1990s tot die internasionale gemeenskap waartydens die ekonomie, onder andere, tot hierdie verskynsel moes aanpas. Dit is binne hierdie omgewing waarbinne alle ondernemings wat die basis van die ekonomie vorm, tot die nuwe wêreldomgewing moes aanpas. Vanaf die middel 1980s is daar redevoering in die literatuur oor die invloed van 'n "nuwe" leierskapstyl (met die uitgangspunte van verandering, innovering en entrepreneurskap) waarvolgens hierdie leiers aansienlike verandering in hul organisasies teweegbring. Hierdie leiers begryp die noodsaaklikheid van verandering en skep sodoende 'n nuwe visie binne hulorganisasies. Hulle bring verandering binne hierdie organisasies teweeg en aanvaar die uitdagings vanuit die omgewing - hierdie leiers word as transformasieleiers uitgeken. Vanuit die oogpunt van beide groot, privaat- en openbare organisasies, word hierdie leierskapstyl omvattend vermeld; byvoorbeeld, in navorsing en literatuur is voldoende verwysings oor die invloed van transformasieleierskap in groot ondernemings (bv. Lee lacocca van Chrysler, Jack Welch van General Electric) en in staatorganisasies, soos in opvoeding, die militêre asook gesondheid (bv. Nelson Mandela van Suid-Afrika, Mahatma Ghandi van Indië). 'n Literatuuroorsig oor die invloed van transformasieleierskap op groot organisasies dui sonder uitsondering op 'n beduidende invloed van sukses in die groei van hierdie ondernemings aan, asook beter spanwerk en die ontplooiing van meer suksesvolle en mededingengde eenhede binne hierdie organisasies. Insgelyks, word dit algemeen deur die Wêreldbank, die Internasionale Monetêre Fonds, die Europese Gemeenskap, die Asiese Ontwikkelingsbank en ander soortgelyke organisasies aanvaar dat klein tot middelgroot-ondernemings (KMOs) die onderbou van die meerderheid van susksesvolle ekonomië vorm. Vanuit 'n entrepreneuriese perspektief is 'n aansienlike hoeveelheid navorsing en publikasies reeds oor die faktore gedoen wat entrepreneurskap in KMOs ondersteun, naamlik risikoneming, innovering en mededining. Dog, vanuit 'n empiriese benadering, is daar nog nie navorsing oor die invloed van transformasieleierskap in KMOs gelewer nie. Dit is binne hierdie konteks dat die besluit geneem is om die konsep van transformasieleierskap in entrepreneurs te ondersoek, m.a.w. daardie groep mense waarna oor die algemeen as die dryfkrag van die ekonomie verwys word. As vertrekpunt ondersoek hierdie verhandeling die literatuur met betrekking tot leierskapgebruike en -style in organisasies, om sodoende meer spesifiek die medeprodusente van leierskap in entrepreneurs in KMOs te bepaal. Vanaf hierdie vertrekpunt word die empiriese ondersoek geloods en voltooi om die teenwoordigheid van transformasieleierskap in KMOs in Suid-Afrika te bepaal. Die empiriese navorsing bevestig die verwantskap tussen die eienskappe van hierdie entrepreneurs en die eienskappe wat tipies aan transformasieleiers in groot organisasies toegeskryf word. Gegewe die bogenoemde empiriese bevindinge omskryf die model (wat gevolglik vir hierdie studie ontwikkel is) die eienskappe van transformasieleiers wat vir leiers/entrepreneurs (in KMOs met groeimoontlikhede) van nut sal wees om sodoende hulondernemings tot prestasievlakke te neem wat met wêreldleierskap en mededingingheid vergelyk kan word.

Thesis (MA)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: The 1990s were characterised by a process of rapid political change in South Africa, which resulted in a period of transition in the economic and social spheres of this society. South Africans need to adapt to the shift in political leadership as well the rapid rate of technological innovation globally. Leadership theory has evolved from more traditional approaches such as the trait approach and behavioural approach to more recent theories such as situational leadership theories, leader-follower exchange theories and leadership decision-making theories. The recent trends in the field of Industrial Psychology lead to a more comprehensive and all-inclusive theory of leadership, namely transformational leadership. South Africa needs transformational leaders to drive and manage the change process. From the literature study it is evident that there is a need for transformational leadership training and development in South Africa. Therefore the main goal of this study was to determine the feasibility of transformational leadership training and development in South Africa. The main problem is divided into four sub-problems. In order to develop South African managers into transformational leaders, it is important that a need for transformational leadership training exists. Therefore the first subproblem is concerned with the need for the development of transformational leadership skills in South African leaders. The data of all South African leaders (7,563 cases) that were rated on Form 5X of the Multi-factor-Leadership Questionnaire (instrument measuring transformational leadership) was obtained from Productivity Development Pty. (Ltd.). This data was generated from March 1995 to June 1999. Firstly, the Ideal Theoretical Leadership Profile is compared to the total South African sample (N=7563). Secondly, leaders who performed effectively in the world of work were extracted from the total South African sample and were compared to the rest of the South African sample. Thus the Ideal Effectiveness Leadership Profile (N=657) is compared to the rest of the South African sample (N=6906). In both instances the profiles of the South African sample resembles the two ideal leadership profiles. The fact that the South African leaders scored well below the norms of the two ideal profiles on transformational leadership dimensions indicates that there is a need for the development of transformational leaders in South Africa. Thirdly, the t-test is utilised in order to compare the total South African sample (N=7,443) to an international sample (N=2080). The South African sample scored significantly higher on transformational leadership scales than their international counterparts. This indicates that South African leaders compare well to international standards regarding transformational leadership Once it was assessed that there is a need for South African leaders to be developed as transformational leaders, it was important to determine whether the Multi-factor Leadership Questionnaire (MLQ) is a valid instrument for measuring transformational leadership in South Africa. Transformational leadership training and development can not be managed in South Africa unless it can be measured. Therefore the second subproblem was concerned with the construct validity of the MLQ in South Africa. Confirmatory factor analysis was utilised in order to assess the construct validity of the MLQ on 7563 cases. The final first-order analysis indicated that there is not conclusive evidence for the 8-factor structure in the South African context. More comprehensive research is needed in order to prove the validity of the MLQ beyond reasonable doubt in the South African context. After the conclusion was reached that transformational leadership training is needed in South Africa, it was decided to investigate the practical implementation of transformational leadership training in South Africa. In order to investigate the practical implementation of transformational leadership training, high-level managers trained at the Graduate School of Business, University of Stellenbosch (USB) were assessed as a microcosm of the larger South African sample. The USB group (N=120) was compared by means of t-tests to two other groups, namely the rest of the South African sample (N=7443) and an international sample (N=2080). The third sub-problem was thus concerned whether the USB group was a select group. The USB group scored significantly higher on all of the individual transformational factors than the two other groups. The results suggest that the USB is a select group. Once it was concluded that the USB group was a select group, they were tested on Kirkpatrick's reaction level of evaluation in order to determine whether they benefited from the course, although their MLQ scores reflected that they were already acting in a transformational manner. The fourth sub-problem was thus concerned with evaluating the reactions of the USB group towards the Full Range Leadership Programme. Overall the participants (N=46) gave a positive reaction towards the programme. Although the USB group can be classified as a select group, participants believed that the programme was of practical use. This substantiates the argument that there is a need for developing transformational leaders. The results indicate that transformational leadership training and development is feasible in South Africa. Finally, on the basis of the results of this study, conclusions and recommendations are made for future research. / AFRIKAANSE OPSOMMING: Die negentigerjare word gekenmerk deur 'n proses van snelle politieke verandering in die Suid-Afrikaanse samelewing, wat In oorgangsperiode in die ekonomiese en sosiale sektore ingewy het. Dit is noodsaaklik dat Suid-Afrikaners aanpas by die veranderinge in politieke leierskap, asook by tegnologiese vooruitgang. Die leierskapsteorie, wat vroeër bestaan het uit die meer tradisionele benaderings soos die karaktertrek- en die gedragsbenadering, het gestalte gekry in meer onlangse teorieë. Hierdie teorieë sluit in die gebeurlikheids-, leier-volgeling-uitruilings- asook die leierskapsbesluitnemingsbenaderings. Die huidige neiging binne die wêreld van die Bedryfsielkunde is In meer omvattende en alles-inklusiewe benadering ten opsigte van die leierskapsteorie, naamlik transformasieleierskap. Suid-Afrika benodig transformasieleiers om die proses van verandering aan te dryf en te bestuur. Uit die literatuurstudie is dit duidelik dat daar 'n behoefte is aan transformasieleierskap-opleiding en -ontwikkeling in Suid-Afrika. Vervolgens is ~die hoofdoel van hierdie studie om die praktiese uitvoerbaarheid van transformasieleierskap-opleiding en -ontwikkeling in Suid-Afrika te bepaal. Die hoofprobleem word in vier sub-probleme verdeel. Daar word van die standpunt uitgegaan dat dit belangrik is om die transformasieleierskapsvaardighede van Suid-Afrikaanse bestuurders te ontwikkel. Die eerste sub-probleem fokus op die behoefte van Suid-Afrikaanse bestuurders aan opleiding in transformasieleierskap. Die data is ingesamel van alle Suid-Afrikaanse leiers (7,563 proefpersone) wat op die Multi-faktor Leierskapsvraelysvorm 5X (instrument wat transformasieleierskap meet) beoordeel is. Hierdie data is deur Productivity Development (Pty) Ltd beskikbaar gestel, en is vanaf Maart 1995 tot Junie 1999 ingesamel. Eerstens is die Ideale Teoretiese Leierskapsprofiel vergelyk met die leierskapsprofiel van die totale Suid-Afrikaanse steekproef (N=7,563). Tweedens is leiers wat effektief in die praktyk funksioneer, die Ideale Effektiwiteit Leierskapsprofiel (N=657), onttrek van die totale Suid-Afrikaanse steekproef en vergelyk met die res van die Suid-Afrikaanse steekproef (N=6,906). In beide gevalle is daar 'n verwantskap gevind tussen die Suid-Afrikaanse steekproef en die twee ideale leierskapsprofiele. Derdens is daar van 'n t-toets gebruik gemaak om die res van die Suid-Afrikaanse steekproef (N=7,443) met In internasionale steekproef te vergelyk. Die Suid-Afrikaanse steekproef het beduidend hoër tellings as die internasionale steekproef op alle transformasieskale behaal. Hiervolgens voldoen die Suid-Afrikaanse steekproef aan internasionale standaarde ten opsigte van transformasievaardighede. Nadat vasgestel is dat daar 'n behoefte bestaan aan transformasieleierskap-opleiding in Suid-Afrika, is daar ook besluit om die geldigheid van die Multi-faktor Leierskapsvraelys (MLO) onder Suid-Afrikaanse omstandighede te ondersoek. Transformasieleierskapopleiding en -ontwikkeling in Suid-Afrika kan nie bestuur word tensy dit akkuraat gemeet word nie. Daarom fokus die tweede sub-probleem op die konstrukgeldigheid van die MLO onder Suid-Afrikaanse omstandighede. Daar is van bevestigende faktor-ontleding gebruik gemaak om die konstrukgeldigheid van die MLO by 7,563 proefpersone te bepaal. Die 8-faktorpatroon lewer nie voldoende bewys dat die MLO weloor 'n mate van konstrukgeldigheid onder Suid-Afrikaanse omstandighede beskik nie. Nog in-diepte navorsing word benodig om bo redelike twyfel die geldigheid van die MLO onder Suid-Afrikaanse omstandighede te bevestig. Nadat tot die gevolgtrekking gekom is dat daar 'n behoefte aan opleiding in tranformasievaardighede bestaan, is die praktiese implementering van transformasieleierskap-opleiding in Suid-Afrika ondersoek. Vir hierdie doel is hoëvlakbestuurders, wat opgelei is by die Nagraadse Bestuurskool aan die Universiteit van Stellenbosch (USB), ondersoek as 'n mikrokosmos van die groter Suid-Afrikaanse steekproef. Die USB-groep (N=120) is deur middel van t-toetse met die res van die Suid-Afrikaanse groep (N=7,443) en 'n internasionale steekproef (N=2,080) vergelyk. By die derde sub-probleem moes bepaal word of die USB-groep 'n uitgelese groep is. Dié groep het beduidend hoër tellings by al die afsonderlike transformasiefaktore as die ander twee groepe behaal. Die gevolgtrekking kan dus gemaak word dat die USB-groep wel uitgelese is. Hierna is die groep gemeet aan Kirkpatrick se reaksievlak. By die vierde sub-probleem is die USB-groep se reaksie ten opsigte van die "Full Range Leadership Programme" geëvalueer. Oor die algemeen het respondente (N=46) 'n positiewe reaksie teenoor die program getoon. Die USB-groep het die program as betekenisvol beskou, en alhoewel hulle 'n geselekteerde groep is, dui dit aan dat daar tog onder hulle 'n behoefte is aan opleiding in transformasievaardighede van Suid- Afrikaanse bestuurders. Die resultate dui aan dat daar onder bestuurslui in die algemeen 'n behoefte aan transformasieleierskap-opleiding en -ontwikkeling in Suid-Afrika is. Ten slotte is gevolgtrekkings en aanbevelings wat op die resultate van die studie gebaseer is, vir toekomstige navorsing gemaak.