abstract: Over the last decade, scholars have become increasingly attentive to the role of procedural fairness in shaping police officer attitudes and behaviors. In Chapter 1, I review key developments within this research, and identify several theoretical and methodological issues present in the current literature. I then outline the issues I seek to address through the three studies presented in this dissertation. In Chapter 2, I explore a divergence in how scholars conceptualize and measure sources of internal procedural fairness (IPF) within police departments. I discuss the implications of these divergences, and then compare three conceptualizations of IPF sources. I find that officers appear to form separate IPF judgement for each source, and that each procedural fairness judgment has unique associations with several outcomes. In Chapter 3, I examine the relationship between internal procedural fairness and officer engagement in external procedural fairness (EPF). Drawing upon the group engagement model (GEM), I argue that the relationship between IPF and EPF is mediated by organizational identification. Comparing the GEM against the prevailing explanation for this relationship, I find that the GEM better accounts for the relationship between IPF and EPF. In Chapter 4, I explore the role of organizational emphasis in shaping police officer support for several different policing strategies. The GEM suggests that IPF will simply bond officers to organizational goals and norms; it is this bond that motivates officers to adopt the strategies emphasized by their department. Examining support for several policing strategies, I find that officers who are more committed to their agency are more sensitive to changes in the emphasis placed on specific strategies. In Chapter 5, I review the findings of the various studies presented in this dissertation and discuss the implications of this research. Collectively, these three studies offer several insights into how IPF shapes police officer attitudes and behaviors. They highlight the importance of officer identification with organizational norms and value in shaping police officer attitudes and behaviors and establish new avenues for IPF research within police organizations. / Dissertation/Thesis / Doctoral Dissertation Criminology and Criminal Justice 2020

Managing diversity has multiple meanings. Nevertheless, there is some agreement in the literature relating to its broad principles. In particular, there is agreement that there are business benefits to be gained from adopting a managing diversity approach. In other words, an organisation can achieve certain advantages by treating people differently, rather than the same. In this sense, managing diversity is an alternative approach to equal opportunities because the main thrust for adopting an equal opportunities approach arose from a moral imperative. The rhetoric also implies that implementing a managing diversity approach is straightforward. However, this study argues that there is a considerable difference between the persuasive rhetoric of managing diversity and the approach in practice. Adopting a qualitative case study strategy, this study has explored how managing diversity is understood and implemented by different organisational groups. In addition, the study has considered how perceptions of 'fairness' inform and interact with the application of managing diversity and it has considered how realistic, in practice, the business case for managing diversity is. Materials have been obtained from three separate organisations within a large UK based retailer. This study argues that managing diversity requires a stronger theoretical underpinning since there are a number of conceptual flaws that exist within the literature. The case analysis also indicates that the business case for managing diversity is based upon naïve assumptions that frequently fail to consider the 'costs' of managing diversity. The findings additionally suggest that treating people differently in an organisational environment that emphasises procedural justice and treating people the same is highly problematic. Furthermore, implementation is dependent on multiple interrelated internal and external organisational factors that are given little consideration in the literature. These factors have been identified in a map which can help organisations to make sense of managing diversity. Managing diversity, therefore, is an approach that is 'easy to talk about' but 'difficult to do'.

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Unfair labour practice formed part of South Africa's history throughout the years. There was not enough legislation to protect all races against unfair labour practice. The dramatic political, governmental and social changes over the last decade ensured that South Africa put new legislation in place to ensure fair labour practice for all races in South Africa. This legislation is also implemented in the South Africa education system to ensure fairness. The Employment of Educators Act and the South African Schools Act devised legislation to protects the rights of both the learner and the educator in the education system of South-Africa. The aim of this research was to determine whether there is sufficient legislation to protect the rights of the educator, in which manner unfair labour practice exists against educators, to what extent unfair labour practice influences motivation and productivity of educators and what the perceptions of educators are regarding unfair practice by the department. This has been done according to a literature study, as well as an analysis of legislation relevant to the educator, and any other legislation pertaining to the regulation of labour practice in South Africa. The essence of fair labour practice is discussed and validated by certain court cases which exposed unfair labour practice in South Africa. These court cases are analysed and discussed to explain the relevant aspects of the essence. Interviews were conducted with educators, and questionnaires were distributed to selected schools, then analysed to obtain their views on availability of relevant legislation, knowledge and perceptions on legislation, viewpoint on injustice, viewpoint of educator's motivation and productivity and possible solutions to limit injustice. It was then possible to compile certain recommendations and conclusions out of the information derived from the questionnaires and interviews. The general impression of the results was that there is a negative attitude from educators towards the department. Educators feel that the Department of Education does not protect them adequately. These educators belief that they are treated unfairly by the department. The majority of educators feel that the department does not have enough knowledge of the relevant legislation and this contributes to unfair action against educators. This unfair labour practice does influence the motivation and productivity of educators in the public schools of South Africa. A large number of educators feel that they are treated unfairly regarding the workload and the distribution of tasks in the schools. The unmanageable large classes and restriction of powers of the educator regarding discipline lead to negativity and a loss of productivity. When the Department of Education starts paying attention to the complaints by educators and liaise with schools timeously, it would ensure a fairer education system and educators would be more motivated and thus more productive. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.

Unfair labour practice formed part of South Africa's history throughout the years. There was not enough legislation to protect all races against unfair labour practice. The dramatic political, governmental and social changes over the last decade ensured that South Africa put new legislation in place to ensure fair labour practice for all races in South Africa. This legislation is also implemented in the South Africa education system to ensure fairness. The Employment of Educators Act and the South African Schools Act devised legislation to protects the rights of both the learner and the educator in the education system of South-Africa. The aim of this research was to determine whether there is sufficient legislation to protect the rights of the educator, in which manner unfair labour practice exists against educators, to what extent unfair labour practice influences motivation and productivity of educators and what the perceptions of educators are regarding unfair practice by the department. This has been done according to a literature study, as well as an analysis of legislation relevant to the educator, and any other legislation pertaining to the regulation of labour practice in South Africa. The essence of fair labour practice is discussed and validated by certain court cases which exposed unfair labour practice in South Africa. These court cases are analysed and discussed to explain the relevant aspects of the essence. Interviews were conducted with educators, and questionnaires were distributed to selected schools, then analysed to obtain their views on availability of relevant legislation, knowledge and perceptions on legislation, viewpoint on injustice, viewpoint of educator's motivation and productivity and possible solutions to limit injustice. It was then possible to compile certain recommendations and conclusions out of the information derived from the questionnaires and interviews. The general impression of the results was that there is a negative attitude from educators towards the department. Educators feel that the Department of Education does not protect them adequately. These educators belief that they are treated unfairly by the department. The majority of educators feel that the department does not have enough knowledge of the relevant legislation and this contributes to unfair action against educators. This unfair labour practice does influence the motivation and productivity of educators in the public schools of South Africa. A large number of educators feel that they are treated unfairly regarding the workload and the distribution of tasks in the schools. The unmanageable large classes and restriction of powers of the educator regarding discipline lead to negativity and a loss of productivity. When the Department of Education starts paying attention to the complaints by educators and liaise with schools timeously, it would ensure a fairer education system and educators would be more motivated and thus more productive. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.

Given the important role that trust plays in acceptance of water management schemes, the current research investigated the characteristics and determinants of trust by developing a social-psychological model of trust in the area of water management and reuse. The research advanced a theoretical understanding of trust by using social identity theory and the relational model of trust as a framework and providing a systematic examination of the relationships between the variables in the hypothesised trust model. The proposed trust model was tested across three potentially different perceived risk contexts; low, medium and high. Analysis through path modelling provided strong support for the hypothesised model. In all three contexts trust in the water authority was a significant predictor of acceptance of the water management scheme, and risk perceptions mediated the relationship between trust and acceptance. In other words higher levels of trust in the authority were associated with lower perceptions of risk, which were in turn associated with higher levels of acceptance. In Study 4, which was set in the high perceived risk context of the proposed indirect potable reuse scheme in Toowoomba, perceptions of risk had the strongest direct effect on acceptance of the scheme, and the trust, risk and acceptance relationship was stronger than it was in the other studies. The relational variables of procedural fairness, identification with one’s community, ingroup membership of the water authority and a social bond (shared values) with the water authority were all found to impact on trust, either directly or indirectly. In addition, the instrumental variable of the credibility of the authority (measured as technical competence and a lack of vested interests) was found to have a significant impact on trust. Taken together, the results provide support for social identity theory and the relational model of trust as a framework for understanding trust in authorities. The results are also consistent with literature that suggests that the relational and instrumental models of trust are not incompatible (e.g., Edwards & Kidd, 2003; Tyler & Kramer, 1996). The findings from this research program clearly have a practical application for improving acceptance of water management schemes. The combined results demonstrate the importance of trust in the water authority in reducing perceived risk and thus increasing acceptance of schemes. The results highlight the need for water authorities and policy makers to build public trust through procedural fairness, building a sense of the water authority as a member of the community, and through demonstrating technical competence and concern for the interests of the public.

Given the important role that trust plays in acceptance of water management schemes, the current research investigated the characteristics and determinants of trust by developing a social-psychological model of trust in the area of water management and reuse. The research advanced a theoretical understanding of trust by using social identity theory and the relational model of trust as a framework and providing a systematic examination of the relationships between the variables in the hypothesised trust model. The proposed trust model was tested across three potentially different perceived risk contexts; low, medium and high. Analysis through path modelling provided strong support for the hypothesised model. In all three contexts trust in the water authority was a significant predictor of acceptance of the water management scheme, and risk perceptions mediated the relationship between trust and acceptance. In other words higher levels of trust in the authority were associated with lower perceptions of risk, which were in turn associated with higher levels of acceptance. In Study 4, which was set in the high perceived risk context of the proposed indirect potable reuse scheme in Toowoomba, perceptions of risk had the strongest direct effect on acceptance of the scheme, and the trust, risk and acceptance relationship was stronger than it was in the other studies. The relational variables of procedural fairness, identification with one’s community, ingroup membership of the water authority and a social bond (shared values) with the water authority were all found to impact on trust, either directly or indirectly. In addition, the instrumental variable of the credibility of the authority (measured as technical competence and a lack of vested interests) was found to have a significant impact on trust. Taken together, the results provide support for social identity theory and the relational model of trust as a framework for understanding trust in authorities. The results are also consistent with literature that suggests that the relational and instrumental models of trust are not incompatible (e.g., Edwards & Kidd, 2003; Tyler & Kramer, 1996). The findings from this research program clearly have a practical application for improving acceptance of water management schemes. The combined results demonstrate the importance of trust in the water authority in reducing perceived risk and thus increasing acceptance of schemes. The results highlight the need for water authorities and policy makers to build public trust through procedural fairness, building a sense of the water authority as a member of the community, and through demonstrating technical competence and concern for the interests of the public.

Given the important role that trust plays in acceptance of water management schemes, the current research investigated the characteristics and determinants of trust by developing a social-psychological model of trust in the area of water management and reuse. The research advanced a theoretical understanding of trust by using social identity theory and the relational model of trust as a framework and providing a systematic examination of the relationships between the variables in the hypothesised trust model. The proposed trust model was tested across three potentially different perceived risk contexts; low, medium and high. Analysis through path modelling provided strong support for the hypothesised model. In all three contexts trust in the water authority was a significant predictor of acceptance of the water management scheme, and risk perceptions mediated the relationship between trust and acceptance. In other words higher levels of trust in the authority were associated with lower perceptions of risk, which were in turn associated with higher levels of acceptance. In Study 4, which was set in the high perceived risk context of the proposed indirect potable reuse scheme in Toowoomba, perceptions of risk had the strongest direct effect on acceptance of the scheme, and the trust, risk and acceptance relationship was stronger than it was in the other studies. The relational variables of procedural fairness, identification with one’s community, ingroup membership of the water authority and a social bond (shared values) with the water authority were all found to impact on trust, either directly or indirectly. In addition, the instrumental variable of the credibility of the authority (measured as technical competence and a lack of vested interests) was found to have a significant impact on trust. Taken together, the results provide support for social identity theory and the relational model of trust as a framework for understanding trust in authorities. The results are also consistent with literature that suggests that the relational and instrumental models of trust are not incompatible (e.g., Edwards & Kidd, 2003; Tyler & Kramer, 1996). The findings from this research program clearly have a practical application for improving acceptance of water management schemes. The combined results demonstrate the importance of trust in the water authority in reducing perceived risk and thus increasing acceptance of schemes. The results highlight the need for water authorities and policy makers to build public trust through procedural fairness, building a sense of the water authority as a member of the community, and through demonstrating technical competence and concern for the interests of the public.

No description available.

This research project is an attempt to determine how principals handle educator misconduct in public schools in a sample of both primary and secondary schools. Procedures on handling misconduct are still new to schools principals. The need to empower principals with knowledge and procedures to handle educator misconduct is the main concern of the study. The main aim of the study is to investigate how principals handle educator misconduct in public schools. It is revealed in the introductory orientation of this study that educator misconduct is one of major challenges in principals' management of schools. Educator misconduct is a continuous problem that principals experience in their management of schools. Principals being given legal authority to handle less serious misconduct at school level, have a mammoth task and responsibility to ensure that procedural requirements are met in such misconduct cases. The attempts to workshop train and educate principals on handling educator misconduct which all proved insufficient. Misconduct among educators is on the increase and principals seem to fall short of handling such misconduct cases properly. In this regard both the literature study and an empirical investigation through interviews are used in the study. Principals are involved because they have a duty to handle educator misconduct. Procedures handling misconduct also involve educators. These data collection methods are useful in providing insights into principals' handling of educator misconduct as well as getting educators' views on how principals handle misconduct cases. The findings and recommendations of this study are expected to improve principals' handling of educator misconduct. The findings are supposed to help principals to realise the need to follow procedural steps and to apply principles of handling misconduct fairly and consistently. Based on what the study will find, it is recommended that principals adhere to principles, rules and procedures of handling misconduct as they serve to empower principals in their management responsibilities. Principals support mechanisms in the form of workshops, seminars and training programme should be provided to ensure that principals are well trained and have clear knowledge in both theory and practice of handling educator misconduct. / Dissertation (MEd (Education Management and Policy Studies))--University of Pretoria, 2003. / Education Management and Policy Studies / unrestricted