The study takes as its problematic that parents are increasingly being viewed as consumers and that this conception of parents is too limiting. It goes on to argue that the notion of the consumer should, however, not be discarded altogether, and that the alternative notion of citizenship is in itself insufficient. Based on an appreciation of developments in consumer studies and consumerism, four models of consumer empowerment are outlined. Each model is associated with different types of consumer activity (see below). Building on this, an alternative concept of the consumer-citizen and its constituent dimensions is proposed as an ideal type. The thesis then explores how far a particular group of parents - parent governors - appears to resemble the ideal type: ie how far their views and actions accord with the expectations of the concept. Data from questionnaires completed by parent governors in 1988 and 1992 are used to do this. The study concludes that the consumer-citizen concept is a more accurate and useful analytical tool than the 'consumer' or the 'citizen'. Its empirical findings are generative, rather than firm conclusions. Attention is drawn to limitations in the data collected and to challenges that may be made to the validity of this data, including issues relating to the aggregation of data which was undertaken for the purposes of statistical analysis. The main findings are that the parent governors surveyed are more - likely to resemble a specific variant of the ideal type, le the Incorporated consumer-citizen. In terms of the consumer-citizen dimensions, they are most likely to approve of acting as a member of a political community (representing the school's interests to the local education authority) and checking (evaluating the school's performance), and less likely to see their role as making decisions (doing), though approval of this increased significantly since 1988. Avenues for further work are suggested.

Thesis (Ph. D.)--Open University. BLDSC no. DX186516.

The theme of this thesis is the involvement of employees from business/industry in the governance of state schools in England and Wales. Following a conceptual analysis and the identification of imprecision in the relevant legislation, the research was designed in two phases. The Phase 1 survey examined the extent of that involvement in 1994 and built up a profile of employee-governors, including their personal and company characteristics. A questionnaire was used to gather descriptive and enumerative data from the school governors employed by twelve national companies, with further qualitative data amassed through some open questions on the questionnaire a,!d from semi-structured interviews of company managers. From 1995 to 1997, Phase 2 assessed the purposes, functions and skills of governors from this sector, through a quasi-experimental design which gathered pre-test and post-test data from thirty-five co-opted business/industrial governors, their headteachers and their chairs of governors. A Likert-type scaling instrument and focus group discussions were used. The main findings from the 1994 survey were that there were few governors from business and industry and even fewer were in governance to represent that sector of the community; most were parent governors. These governors and their company managers felt, however, that there were appreciable benefits to be gained from company employees being school governors. Phase 2 showed that the sample of specifically co-opted business/industrial governors adopted the distinctive purposes of objectivity and non-executive judgement, and brought generic management skills to governance through their company experience at a strategic level. These skills were especially appreciated in inner city schools. The research was the first study of governors from across business and industry and advanced the first model of practice related to purpose for governors from this sector of the community. Aspects of this model have been used to inform the Labour Government's policy for recruiting business/industrial governors for inner city schools.

SASA (SA, 1996) caters for the participation of a wide range of stakeholders who have an interest in education. In terms of section 23 of SASA (SA, 1996) the membership of the School Governing Body (SGB) consists of representatives of parents, educators, learners, support staff and the principal as ex-officio member. Section 23 (6) of SASA (SA, 1996) states that SGBs may co-opt a member or members of the community to assist in discharging its duties. This implies that participation in school governance is extended to members of the community, who are referred to as external stakeholders in this study. Therefore the aim of this research study was to investigate the extent to which these external stakeholders participated in the activities of school governance. The research made use of a qualitative research design to determine the extent of participation by external stakeholders in school governance. The findings revealed a lack of participation by external stakeholders in activities of school governance. The study further highlighted some of the challenges that hindered participation by external stakeholders such as transport problems which resulted in non-attendance of meetings, poor communication of information, lack of trainings resulted in lack of knowledge of the roles and responsibilities of SGBs, language barrier, lack of time and lack of confidence from some stakeholders. A model is thus proposed as a solution to involve external stakeholders to participate in the activities of school governance. This model would assist SGBs to involve external stakeholders in school governance. / Thesis (PhD (Education Management))--North-West University, Potchefstroom Campus, 2013

SASA (SA, 1996) caters for the participation of a wide range of stakeholders who have an interest in education. In terms of section 23 of SASA (SA, 1996) the membership of the School Governing Body (SGB) consists of representatives of parents, educators, learners, support staff and the principal as ex-officio member. Section 23 (6) of SASA (SA, 1996) states that SGBs may co-opt a member or members of the community to assist in discharging its duties. This implies that participation in school governance is extended to members of the community, who are referred to as external stakeholders in this study. Therefore the aim of this research study was to investigate the extent to which these external stakeholders participated in the activities of school governance. The research made use of a qualitative research design to determine the extent of participation by external stakeholders in school governance. The findings revealed a lack of participation by external stakeholders in activities of school governance. The study further highlighted some of the challenges that hindered participation by external stakeholders such as transport problems which resulted in non-attendance of meetings, poor communication of information, lack of trainings resulted in lack of knowledge of the roles and responsibilities of SGBs, language barrier, lack of time and lack of confidence from some stakeholders. A model is thus proposed as a solution to involve external stakeholders to participate in the activities of school governance. This model would assist SGBs to involve external stakeholders in school governance. / Thesis (PhD (Education Management))--North-West University, Potchefstroom Campus, 2013

Parental involvement (PI) in school governance is an international acclaimed worldwide practice and is viewed as a major topic in current educational reforms. This study investigated the management of PI programmes in public schools within the jurisdiction of Bulawayo Metropolitan Province in Zimbabwe. The Total Quality Management (TQM) framework was employed as attempts were made to bring all stakeholders on board in the pursuit of quality education. To achieve this thrust, literature on the historical developments which obtained in the United States of America, China and South Africa on the phenomenon was reviewed. Further to that, the models of PI which influenced the adoption of what has obtained in Zimbabwean public schools were cited too. In the process the legal statutes which mandated PI programmes in operation were explored in detail. Data for this study was obtained by means of a quantitative approach involving questionnaires with precoded responses from a sample of 51 education managers and 47 school governors. The major findings of the empirical investigation was that PI is juridical and the bulk of the parents want to be engaged in both formal and informal academic issues of the school business as long as such engagement is well planned and organised. This collaboration of the minds and efforts does not only enhance the management style of the education manager but also the realisation of academic excellence in schools as both parties collectively embark on a quality conscious crusade. Generally, parents in this province were found to be less meddlesome when it comes to the professional governance of the school system, thus making the bulk of schools in this region “conflict free zones”. Disturbing though was the failure by parents to be engaged in the conception of the school vision and mission statement. Finally, the engagement of parents in the management of PI programmes has been recommended in this thesis as it has been found to be genuine, transparent, human resource oriented, dialogical and accountable if citizen participation in school governance is to be envisaged within a democratic framework. Orientation workshops and seminars can be manned for this purpose if home-brewed PI models meant to enhance ownership, commitment and motivation are to be realised. In that way, a customised educational menu may be approximated. / Teacher Education / D. Ed. (Education Management)

Parental involvement (PI) in school governance is an international acclaimed worldwide practice and is viewed as a major topic in current educational reforms. This study investigated the management of PI programmes in public schools within the jurisdiction of Bulawayo Metropolitan Province in Zimbabwe. The Total Quality Management (TQM) framework was employed as attempts were made to bring all stakeholders on board in the pursuit of quality education. To achieve this thrust, literature on the historical developments which obtained in the United States of America, China and South Africa on the phenomenon was reviewed. Further to that, the models of PI which influenced the adoption of what has obtained in Zimbabwean public schools were cited too. In the process the legal statutes which mandated PI programmes in operation were explored in detail. Data for this study was obtained by means of a quantitative approach involving questionnaires with precoded responses from a sample of 51 education managers and 47 school governors. The major findings of the empirical investigation was that PI is juridical and the bulk of the parents want to be engaged in both formal and informal academic issues of the school business as long as such engagement is well planned and organised. This collaboration of the minds and efforts does not only enhance the management style of the education manager but also the realisation of academic excellence in schools as both parties collectively embark on a quality conscious crusade. Generally, parents in this province were found to be less meddlesome when it comes to the professional governance of the school system, thus making the bulk of schools in this region “conflict free zones”. Disturbing though was the failure by parents to be engaged in the conception of the school vision and mission statement. Finally, the engagement of parents in the management of PI programmes has been recommended in this thesis as it has been found to be genuine, transparent, human resource oriented, dialogical and accountable if citizen participation in school governance is to be envisaged within a democratic framework. Orientation workshops and seminars can be manned for this purpose if home-brewed PI models meant to enhance ownership, commitment and motivation are to be realised. In that way, a customised educational menu may be approximated. / Teacher Education / D. Ed. (Education Management)