Architecture has a dualistic social responsibility. To provide relevant buildings with appropriate function and planning that will accommodate user needs, as well as providing habitable environments and spaces that will have positive influence on peoples daily routines. This will allow users to freely dwell within their environments and create a positive community atmosphere. It is the aim of this dissertation to investigate the social responsibility of architecture and how ordinary spaces and buildings that call for pragmatic design solutions can also enter into the realm of the metaphysical spatial experience and to find cohesion between the two. The selected project is a glasshouse complex and plant containment research facility within the Botanical gardens at the University of Pretoria, South Africa. GERMAN: Die Architektur trägt gesellschaftlich dualistische Verantwortung: es ist eine Schaffung von Gebäuden, die räumliche Bedürfnisse von Benutzern erfüllen, sowie auch einer qualitätsvollen Umgebung, die tägliche Routine von einer Gemeinde positiv beeinflussen wird. Es handelt sich um eine freundliche, gemeinde Atmosphäre zu schaffen. Dieses Projekt hat zum Ziel die Gesellschaftsverantwortung von der Architektur überprüfen. Es wird untersucht, wie vernünftige Räume, die eine Antwort für die funktionelle Bedürfnisse sind, gleichzeitig eine metaphysische Erfahrung kreieren können. Die Idee ist ein Zusammenhang zwischen diesen zwei Ansätze zu identifizieren. Das ausgewählte Projekt ist eine gegenwärtige Gewächshäuseranlage, Forschungsanstalt und botanischer Garten auf dem Gelände der Universität Pretoria, Südafrika. / Dissertation (MArch(Prof))--University of Pretoria, 2008. / Architecture / MArch (Prof) / unrestricted

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Au delà des principes généraux de la responsabilité sociétale, comme application des principes du développement durable, ses enjeux managériaux auxquels font face les entreprises demeurent rarement étudiés. La présente recherche s'intéresse précisément à cette question, en mobilisant le courant de la Corporate Social Responsiveness qui propose de porter une attention particulière aux changements organisationnels. Une réponse à ces problématiques managériales semble passer par les stratégies de coopération. Au regard de la littérature, les stratégies de coopération sont un moyen d'obtenir des ressources, des compétences complémentaires et de développer des capacités dynamiques. L'objet de cette thèse porte sur l'étude les stratégies de coopération comme réponse aux enjeux du développement durable, au travers de l'analyse des associations thématiques d'entreprises, dans une perspective fondée sur les ressources. La méthodologie est qualitative et vise à décrire de la manière la plus fine possible les phénomènes et processus à l'œuvre dans les associations thématiques d'entreprises, à travers deux phases d'étude. L'étude exploratoire, basée sur l'analyse des dix-sept associations thématiques recensées sur le territoire français, permet d'identifier différents profils de stratégies de coopération et d'en dresser une typologie. Ils sont définis à partir des représentations du développement durable et du rôle que se donne l'association d'entreprises. Par ailleurs, l'étude de cas explore les mécanismes de coordination à l'œuvre dans ces associations thématiques et permet d'identifier les besoins des entreprises et la nature de la réponse collective.La recherche montre en particulier une diversité d'enjeux vis-à-vis du développement durable, qui va conditionner les besoins des entreprises en termes de ressources et de compétences. Le contexte révèle une complexité de management du fait que le Développement Durable invite à considérer des valeurs et des convictions liées aux personnes qui peuvent entrer en contradiction. Une analyse précise des ressources et des compétences nécessaires aux entreprises pour opérationnaliser une démarche responsable est envisagée. Les principaux résultats sont discutés au regard des recherches antérieures. / There is a relative paucity of studies on the managerial challenges encountered by firms when achieving corporate social responsibility. The present work seeks to fill this void by mobilizing literature on Corporate Social Responsiveness (CSR) and exploring propositions that help explain the organizational changes brought about by the application of CSR. Cooperation strategy seems to be a solution for firms to overcome their managerial challenges. According to the literature, cooperation strategies constitute a “mean” to obtain resources, skills and to develop dynamic capabilities. Hence, the aim of this research is to study strategies of cooperation as a response to the managerial challenges given by the stakes of sustainable development. This is done by analyzing theme-based corporate associations, using a resource-based view. The exploratory nature of the study entails a qualitative methodology which prioritizes the description of an ongoing phenomena and processes. The present work develops in two research stages : First an exploratory phase and subsequently an in-depth case study. The exploratory phase was based on the analysis of seventeen theme-based associations identified throughout France. This initial work allowed identifying a variety of cooperation strategies, which was used to define a typology of theme-based associations. Hereafter distinctive profiles within this typology were drawn and based on : The particular representations of “sustainable development” hold by the members of these associations and on the role assumed by each firm within it. In addition, the in-depth case study allowed us to explore the mechanisms of coordination within these associations, the different motivations for firms to take part in these particular forms and the nature of the collective response. The findings show a wide range of views on “sustainable development” which will determine the needs of any given firm in terms of resources and skills. In addition, the results show that in this particular context, the management of cooperative corporate strategies proves to be a complex and challenging process. As the sustainable development principle, around which these corporative associations are formed, may reveal conflictive values and personal beliefs. The present work contributes with a detailed analysis on the resources and skills required for firms when operationalizing their social responsibility. The results are subsequently discussed in light of existing literature.

<p>Bakgrund: Företagens sociala ansvar, eller CSR, är ett begrepp som används allt oftare i det svenska näringslivet. Men vad är egentligen företagens sociala ansvar? </p><p>Syfte: Syftet med uppsatsen är att genom en empirisk belysning av företagens sociala ansvar bidra till kunskapen om det sociala ansvaret ur ett företagsetiskt perspektiv. </p><p>Genomförande: Vi har genomfört tretton intervjuer med representanter för svenska företag och deras intressenter. </p><p>Slutsatser: Vi har funnit en i många avseenden homogen syn bland svenska företag samt deras intressenter på vad företagens sociala ansvar är. Denna syn kännetecknas främst av att det sociala ansvaret är knutet till företagens verksamhet samt till de intressenter som företaget interagerar med. Det främsta skälet till att ta ett socialt ansvar är att företag är beroende av goda relationer med de för dem viktigaste intressenterna. Företagens (sociala) ansvar är enligt oss att bedriva en sund verksamhet med ett långsiktigt och ekonomiskt hållbart perspektiv, samt att i denna process eftersträva och söka efter möjligheter att kombinera ekonomiskt framgång med allmännytta. Detta ansvar uppfylls genom att företagsledare tar ett ansvar för att åstadkomma moraliska strukturer i företag, som främjar det allmänna bästa och möjliggör ett individuellt ansvarstagande.</p>

Bakgrund: Företagens sociala ansvar, eller CSR, är ett begrepp som används allt oftare i det svenska näringslivet. Men vad är egentligen företagens sociala ansvar? Syfte: Syftet med uppsatsen är att genom en empirisk belysning av företagens sociala ansvar bidra till kunskapen om det sociala ansvaret ur ett företagsetiskt perspektiv. Genomförande: Vi har genomfört tretton intervjuer med representanter för svenska företag och deras intressenter. Slutsatser: Vi har funnit en i många avseenden homogen syn bland svenska företag samt deras intressenter på vad företagens sociala ansvar är. Denna syn kännetecknas främst av att det sociala ansvaret är knutet till företagens verksamhet samt till de intressenter som företaget interagerar med. Det främsta skälet till att ta ett socialt ansvar är att företag är beroende av goda relationer med de för dem viktigaste intressenterna. Företagens (sociala) ansvar är enligt oss att bedriva en sund verksamhet med ett långsiktigt och ekonomiskt hållbart perspektiv, samt att i denna process eftersträva och söka efter möjligheter att kombinera ekonomiskt framgång med allmännytta. Detta ansvar uppfylls genom att företagsledare tar ett ansvar för att åstadkomma moraliska strukturer i företag, som främjar det allmänna bästa och möjliggör ett individuellt ansvarstagande.

Au delà des principes généraux de la responsabilité sociétale, comme application des principes du développement durable, ses enjeux managériaux auxquels font face les entreprises demeurent rarement étudiés. La présente recherche s'intéresse précisément à cette question, en mobilisant le courant de la Corporate Social Responsiveness qui propose de porter une attention particulière aux changements organisationnels. Une réponse à ces problématiques managériales semble passer par les stratégies de coopération. Au regard de la littérature, les stratégies de coopération sont un moyen d'obtenir des ressources, des compétences complémentaires et de développer des capacités dynamiques. L'objet de cette thèse porte sur l'étude les stratégies de coopération comme réponse aux enjeux du développement durable, au travers de l'analyse des associations thématiques d'entreprises, dans une perspective fondée sur les ressources. La méthodologie est qualitative et vise à décrire de la manière la plus fine possible les phénomènes et processus à l'œuvre dans les associations thématiques d'entreprises, à travers deux phases d'étude. L'étude exploratoire, basée sur l'analyse des dix-sept associations thématiques recensées sur le territoire français, permet d'identifier différents profils de stratégies de coopération et d'en dresser une typologie. Ils sont définis à partir des représentations du développement durable et du rôle que se donne l'association d'entreprises. Par ailleurs, l'étude de cas explore les mécanismes de coordination à l'œuvre dans ces associations thématiques et permet d'identifier les besoins des entreprises et la nature de la réponse collective. La recherche montre en particulier une diversité d'enjeux vis-à-vis du développement durable, qui va conditionner les besoins des entreprises en termes de ressources et de compétences. Le contexte révèle une complexité de management du fait que le Développement Durable invite à considérer des valeurs et des convictions liées aux personnes qui peuvent entrer en contradiction. Une analyse précise des ressources et des compétences nécessaires aux entreprises pour opérationnaliser une démarche responsable est envisagée. Les principaux résultats sont discutés au regard des recherches antérieures.

Doctor Educationis / Health professionals worldwide are currently inadequately trained to address the health issues of communities, particularly in developing countries where there are major health disparities. This study argues for an alternative and more appropriate education, one which would better prepare future health professionals to address these needs. The study draws attention to how the University of the Western Cape (UWC) responded to preparing its health professional graduates to better meet the needs of South African society. The thesis explores the rationale for a shift in health professions education to one which supports service-learning, locating the study within the broader developments in higher education within South Africa. The specific aim of this thesis was to evaluate a community-based interdisciplinary health promotion course offered to the undergraduate health sciences students from the faculties of Community and Health Sciences and Dentistry at the University of the Western Cape (UWC). It focused on evaluating the perceived effectiveness and the impact on the stakeholders of the Interdisciplinary Health Promotion course, with the aim of developing an appropriate framework to guide the teaching of health promotion at higher education institutions in South Africa. Ten primary schools in three disadvantaged communities in the Western Cape were used as the health promotion settings for the Interdisciplinary Health Promotion course. The study design was a program evaluation that used the explanatory sequential mixed-methods design. An evaluation matrix was developed, consisting of three core concepts (curriculum, community-based learning, and university-school collaboration) against which the course was evaluated. Indicators and criteria were developed for each core concept. Questionnaires were distributed to all the stakeholders, that is, the university students, the lecturers, the supervisors, and the school educators, involved in the Interdisciplinary Health Promotion Course during 2006. Focus group discussions with the stakeholders were also conducted at the UWC campus and in the Delft community. There was a good response from all the stakeholders who participated in the study (students (72.4%), lecturers (85%), supervisors (100%), and school educators (71.5%)). A main finding of the study was that the Interdisciplinary Health Promotion course was relevant and up-to-date with developments in the field of health promotion. Course topics were dealt with in sufficient depth and the assignments were clear, specific, and related to the course outcomes. The interdisciplinary teaching and learning approach allowed the university students to learn and develop a better understanding of the roles and contributions that the various professions played in health promotion in a community. The course was perceived as having been of value to all the stakeholders and having a positive impact on the schools. The findings revealed that the health promotion projects implemented in the schools helped the university students to learn how to plan, implement and evaluate a project in a community setting. Furthermore, the findings suggest that the schools offered an ideal placement for university students to learn about health promotion and its application. In addressing a concern about the course not making any meaningful long-term impact on the schools and the surrounding communities, the study showed that it is important to revisit the current teaching and learning approach of the Interdisciplinary Health Promotion course. It revealed that service-learning as an alternative to the field education approach would facilitate a closer relationship between theoretical and practical knowledge, where the practical application was translated into a service that met the needs of a community. The study further revealed that the collaboration model between the university and the school also needed to be reconceptualized, to include all the stakeholders as well as their needs concerning health promotion in the schools. It was recommended that the Health Promoting School framework should be seen as the overarching framework for the sustainability of school-based health promotion. In conclusion, this study showed that the recognition and establishment of university-community partnerships and reliance upon them in the educational process would provide many new opportunities for relevant and meaningful health professional education and training. These efforts would contribute to improving the quality of higher education delivered to students, thereby ensuring their competency to better meet the needs of the communities they will serve.

Debates concerning the concept of 'engaged scholarship’ (ES) in terms of university-society connectivity have become part of the discourse within the shifting South African higher education landscape after 1994. Given the legacy of historical inequalities continuing to permeate all spheres of South African society including higher education, the idea of social-justice-centred engaged scholarship forms the main thrust of the narrative in this thesis. Furthermore, with music inherently geared towards societal engagement, and 'engaged scholarship’ included in UCT’s latest Social Responsiveness Policy Framework, this thesis critically examines the ES responses - in terms of their perceptions and practices - of music academics at the SACM in post-1994 South Africa. The opening chapter outlines the largely two-pronged research methodology approach pertaining to the analysis and findings of: (1) literature and documents, and (2) in-depth interviews of a representative sample of full-time SACM music academics. Chapter 2 provides a historical sociology unpacking the ES concept as part of an emergent University Third Mission. With developments largely unfolding at American universities, the first part of Chapter 2 shows the development of ES as essentially following two routes. Firstly the Triple Helix notion of university-industry-government (U-I-G) relations since the mid-20th century, identified by Etzkowitz as a 'Second Academic Transformation’ grafted on an earlier 19th century 'First Academic Transformation’ which began in Germany. Then secondly, in the 1990s a broadened view of scholarship aimed at making universities more relevant to the needs of society (i.e. via U-CS or university-civil society links) proposed by Boyer. With the issue of an emergent University Third Mission also entering the South African higher education discourse after 1994, the second part of Chapter 2 highlights conceptual confusion by considering policy and conference debates on 'community engagement’ (CE), the preferred expression for university-society relations in South Africa. Unfolding developments at UCT however have resulted in a discourse of ES becoming integral to this university’s Social Responsiveness Policy Framework after 2012. Moreover with social justice largely absent from CE discourse and the Triple Helix, Cooper has proposed a Quadruple Helix whereby civil society is added as fourth helix (i.e. resulting in U-I-G-CS). The approach of this study, therefore, explores the concept of a social-justice-centred engagement (outlined in part three of Chapter 2) with which it strongly resonates. Chapter 3 focuses attention on the milieu and ethos of UCT and the SACM, putting SACM music academics, part of an elite historically 'white’ university, in perspective. This highlights the entrenched hegemony of the historically 'white’ European settler institutional culture and 'orphan’ status of music indigenous to Africa at the SACM. Against this backdrop Chapter 4 provides a snapshot of the ES perceptions and practices of SACM music academics derived from the in-depth interviews. Importantly, with music largely absent from ES discourse, including at UCT, the critical analysis of the narratives of music academics form the basis for this thesis creating four music-specific ES categories in this chapter, and a proposed typology of music-specific ES in Chapter 5. In addition, a particularly important finding in Chapter 5 depicts the SACM as probably the most engaged UCT department, mainly displaying elements of the Quadruple Helix (U-I-G-CS), but with this engagement significantly skewed towards largely 'white’ civil society. Moreover, given the historically Eurocentric ethos of the SACM, western classical music has retained its uncontested hegemony (including within the SACM student curriculum) despite the introduction in the 1980s of new streams of non-western classical music, including music indigenous to Africa. With reference to ES, the engagement of the majority of SACM music academics was, furthermore, found overwhelmingly to be with the elite social classes. However, 'black’ academics were significantly more engaged with the 'black’ working class than their 'white’ counterparts. Considering the core findings above, pathways enabling the development of more balanced SACM-society relationships, particularly with the 'black’ working class majority have been proposed in the concluding chapter. A crucial recommendation is the decolonisation of the institutional culture and curriculum of the SACM, thereby restoring the former 'Other’, to 'Self’. These being spaces outside the comfort-zone of most music academics, it is suggested that music-specific ES research, potentially able to shift embedded reasoning, should become integral to the decolonisation process.

Philosophiae Doctor - PhD / Health professionals worldwide are currently inadequately trained to address the health issues of communities, particularly in developing countries where there are major health disparities. This study argues for an alternative and more appropriate education, one which would better prepare future health professionals to address these needs. The study draws attention to how the University of the Western Cape (UWC) responded to preparing its health professional graduates to better meet the needs of South African society. The thesis explores the rationale for a shift in health professions education to one which supports service-learning, locating the study within the broader developments in higher education within South Africa. The specific aim of this thesis was to evaluate a community-based interdisciplinary health promotion course offered to the undergraduate health sciences students from the faculties of Community and Health Sciences and Dentistry at the University of the Western Cape (UWC). It focused on evaluating the perceived effectiveness and the impact on the stakeholders of the Interdisciplinary Health Promotion course, with the aim of developing an appropriate framework to guide the teaching of health promotion at higher education institutions in South Africa. Ten primary schools in three disadvantaged communities in the Western Cape were used as the health promotion settings for the Interdisciplinary Health Promotion course. The study design was a programme evaluation that used the explanatory sequential mixed-methods design. An evaluation matrix was developed, consisting of three core concepts (curriculum, community-based learning, and university-school collaboration) against which the course was evaluated. Indicators and criteria were developed for each core concept. Questionnaires were distributed to all the stakeholders, that is, the university students, the lecturers, the supervisors and the school educators, involved in the Interdisciplinary Health Promotion Course during 2006. Focus group discussions with the stakeholders were also conducted at the UWC campus and in the Delft community. There was a good response from all the stakeholders who participated in the study (students (72.4%), lecturers (85%), supervisors (100%) and school educators (71.5%)). A main finding of the study was that the Interdisciplinary Health Promotion course was relevant and up-to-date with developments in the field of health promotion. Course topics were dealt with in sufficient depth and the assignments were clear, specific and related to the course outcomes. The interdisciplinary teaching and learning approach allowed the university students to learn and develop a better understanding of the roles and contributions that the various professions played in health promotion in a community. The course was perceived as having been of value to all the stakeholders and having a positive impact on the schools. The findings revealed that the health promotion projects implemented in the schools helped the university students to learn how to plan, implement and evaluate a project in a community setting. Furthermore, the findings suggest that the schools offered an ideal placement for university students to learn about health promotion and its application. In addressing a concern about the course not making any meaningful long-term impact on the schools and the surrounding communities, the study showed that it is important to revisit the current teaching and learning approach of the Interdisciplinary Health Promotion course. It revealed that service-learning as an alternative to the field education approach would facilitate a closer relationship between theoretical and practical knowledge, where the practical application was translated into a service that met the needs of a community. The study further revealed that the collaboration model between the university and the school also needed to be reconceptualized, to include all the stakeholders as well as their needs in relation to health promotion in the schools. It was recommended that the Health Promoting School framework should be seen as the overarching framework for the sustainability of school-based health promotion. In conclusion, this study showed that the recognition and establishment of university community partnerships and reliance upon them in the educational process, would provide many new opportunities for relevant and meaningful health professional education and training. These efforts would contribute to improving the quality of higher education delivered to students, thereby ensuring their competency to better meet the needs of the communities they will serve.

Housing support is a service offered by municipalities in Sweden which aim to help people with psychiatric and/or neuropsychiatric disabilities to manage their daily lives, often in their own home. Housing support workers therefore have an important role in supporting people with psychiatric and/or neuropsychiatric disabilities. In certain municipalities in Sweden, housing support with a family-oriented approach has been implemented to help parents with parenthood and to structure their everyday lives with the family as a whole. This study aims to examine the possibilities and challenges that housing support workers face in their work with parents and families receiving family-oriented housing support. A further aim with this study is to understand the conditions that are created during interaction and in relations between the housing support workers and the parents, utilizing an analytical framework derived from concepts within the theory of social responsiveness. The method used in this study is based on semi-structured qualitative interviews with housing support workers working with a family-oriented approach. The empirical data has been analyzed through a thematic analysis, resulting in three main themes to present the result and analysis. The findings of this study show that there are both possibilities and challenges with their work taking place in the family's home environment, such as being where the everyday problems are being manifested, but also handling other family members. Results also show that housing support workers within a family-oriented approach deal with a bigger network as they have to manage the family as a whole. Other challenges were about keeping boundaries between their professional role and being seen as a friend or family member. The main result of this study is that social interaction and relation between the housing support worker and the parent that receives housing support is substantial and inevitable.