D.Tech. Organisational Leadership. Business School. / The development of a quality framework for services in a shared services environment was the focus of the study. The shared services model has recently become an attractive organisational structure with many conglomerate multinational corporates. Shared services can be defined as a concentration of internal support services, professionally managed as an internal services business unit rendering the necessary services to the organisation’s business units. The shared services concept is not about centralisation. It is based on the existence of an internal supplier-customer relationship, where the power of the demand and nature of the services rest with the various business units. The literature has shown that the benefits of the shared services model include a reduction in the operating costs, improvements in efficiency of the corporate and in a higher level of internal customer satisfaction. Many practitioners have documented the fact that a reduction of operating costs stems from the elimination of duplicated services and providing service offerings at a greater economy of scale. In addition, business units can concentrate their efforts on the improvement of sales, thus lowering the percentage of the cost of sales. Efficiencies are improved by acquiring better technologies made possible by proportioning the costs to the various business units. The customer satisfaction levels of services from shared services centres have not materialised as per the literature. In recent research, shared services customers reported that they were dissatisfied with the quality of services and felt that there is a need for intervention to improve the quality of the services. One of the popular interventions for improving quality is a quality model.

Policy documents such as The National Policy on Whole-School Evaluation (Department of Education, 2001), A Policy Framework for Quality Assurance and Training System in South Africa (Department of Education, 1998) and Integration Quality Management System (Department of Education, 2003) propose broad participation of major stakeholders, in particular educators, in the process of evaluating and monitoring school performance. This represents a major shift from the inspectorate system of the past that had limited transparency and openness between the evaluators (inspectors) and evaluees (educators) and had little to do with assuring the quality of education provision. Nevertheless many teachers have resisted the introduction of these policies designed to improve schools and their performance. The system known as Whole-School Evaluation focuses on the whole school rather than on individual staff members of the school, with the aim to develop schools in achieving their context-related goals and intended outcomes. Reasons for teachers‟ resistance to such a well intended framework of policies is not well understood. Thus, this study sought to investigate perceptions of educators about Whole-School Evaluation, which is the component of Integrated Quality Management System. To do this a case study was conducted at one KwaZulu-Natal Primary School in the Phumelela Circuit of Umlazi District. The focus of the study is on educators‟ experiences of Whole-School Evaluation, their understanding of their roles in the implementation process as well as their perceptions about the intention of Whole-School Evaluation, an interpretive approach was appropriate. The study uses two methods, interviews and questionnaires, for generating data. The major finding of this study is that, contrary to their initial resistance, educators are more positive about the Whole-School Evaluation system than the previous inspection system, because they perceive it to be developmental for themselves and their schools. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2008.

Total Quality management (TQM) is a different way to organize the efforts of people. The objective is to harmonize their efforts in such a way that not only do people approach their assigned tasks with enthusiasm, but they also participate in the improvement of how the work gets done. Quality management introduces a significant change in the relationship between those who manage and those who actually do the work. TQM has had a significant influence on contemporary management practices. It is in this regard therefore, that the purpose of this research was to examine the feasibility of TQM implementation in Kigali Institute of Science, Technology and Management (KIST) to improve the quality of education. The main objectives ofthis study included: • Determining whether TQM can be effectively implemented for quality improvement in KIST. • Finding out any limitations to the implementation of TQM for quality improvement in KIST. • Establishing any benefits ofTQM in KIST. Both qualitative and quantitative methods of research were used to carry out this research and the literature reviewed on TQM was a major guide in the analysis process. The results revealed that with major improvements in areas of staff commitment, encouraging teamwork and participation of all staff coupled with staff education and development, TQM implementation in KIST could be realised. Various limitations of the implementation of this system in KIST include: lack of resources in terms of finance, insufficient academic facilities, shortage of academic staff, to mention but a few. The benefits of this system include: helping the institution to focus on the needs of its customers, achieving top quality performance, better communication methods and achieving commitment of all the staff Due to the limitation of the short time frame allocated to this research, the study could not go in detail consequently recommendations for further research were made. / Thesis (MBA)-University of KwaZulu-Natal, 2005.

The South African Liquid Fuels Industry is currently in a state of flux. A new fuel pricing mechanism has been rolled out and new legislation has been enacted within the past few years that have significantly impacted on the business environment. The Main Supply Agreement which governed the marketing and distribution of Sasol's liquid fuel products also came to an end on the 1 st of January 2004. All these drivers have had a major impact on the business environment that the Sasol Liquid Fuels Business operated in. The government has also stated its policy to further deregulate the industry including the pricing structure of liquid fuel. The United States Liquid Fuels Industry is the largest in the world and is based on an unregulated fuel price thus leading to price competition among competing retailers. It therefore serves as a good basis with which to compare and evaluate the South African industry. A comprehensive industry analysis is performed in order to explore, understand and describe the nature of the liquid fuels business environments in the USA and South Africa. The Delphi technique was used to gather primary data on the state of the South African Liquid Fuels industry. Thereafter a benchmarking of the South African Liquid Fuels Industry is carried out using primary data from the Delphi study and secondary data from the literature review. The techniques used include PEST analysis and Porter's Five Forces. Aspects of the United States industry that are similar to the South African industry are identified. A scenario for a future deregulated South African Liquid Fuels Industry is described and a marketing and distribution strategy for Sasol is proposed. / Thesis (MBA)-University of KwaZulu-Natal, Westville, 2006.

This study is an investigation into how systems thinking was used in a school improvement initiative, which involved the implementation of the Integrated Quality Management System (IQMS) in a ward with twenty-two schools. The Superintendent of Education Management (SEM), as the practitioner, initiated the study in the form of an action research, using the soft systems methodology (SSM). The preference of the SSM was justified for its suitability to explore problem contexts of a pluralist complex nature. The School Development Team (SDT) Chairpersons were the participants that went through the learning process and provided insights from their worldviews and experiences as the leaders tasked with bringing about the requisite transformation and guidance aimed at the professional development of educators, their performance measurement and whole school evaluation. The reflective study interrogates the worldviews, perspectives, attitudes and values of the participants, promotes the use of systems tools and techniques and leads to the development of conceptual models which might constructively enhance school reform. The findings of this study highlight educators’ ability to engage in reflective activities and self-directed explorations, shared experience of educators learning to learn together and continuous professional development. The reflective educators learn to recall, consider and evaluate experiences in relation to a broader educational purpose. The study explores the possibility of using the IQMS systemically in action as leverage to enhance school improvement and bring about positive change in educator accountability. / Thesis (M.Com.)-University of KwaZulu-Natal, Westville, 2009.

This study utilized the principles of Total Quality Management and Q Methodology to determine the attitudes of 18 junior and senior students in the music business program at Anderson University.The concourse for this study was developed using Schmidt's four principles of Total Quality Management: customer satisfaction, continuous improvement, empowerment, and teamwork. The Q sample included a total of 54 statements related to personal beliefs regarding the Music Business program.The subjects completed a Q sort, which included positive and negative statements about the Music Business program based on Schmidt's four principles.The subjects of the study were 50 percent male, 50 percent female, 50 percent junior class status, and 50 percent senior class status. Each student had completed the introductory courses within the department, and was taking upper-class level specialized music business classes.PQMethod software was used to tabulate the Q sorts, and two factors were found. Attitude types were named "Contented" and "Discontented." The two factors were not closely correlated. The "Contented" group felt their experience as a Music Business major was positive, and had a positive outlook on the future of the program. The "Discontented" group felt the program did not meet their expectations, and they had little expectation for future improvements. / Department of Journalism

Thesis (Ph.D.) - University of KwaZulu-Natal, 2007.

Total Quality Management (TQM) is an industrial or manufacturing theory that has greatly assisted business to transform to become more competitive in the global market. The South African public education system is currently facing various challenges and obstacles that must be overcome in order to cater for the demands of the 21 51 century. Much of the focus thus far has been on addressing the imbalances and inequities of the past. Now that the battle for equality is slowly being won, the focus is changing to quality in education provision. Total Quality Management offers an opportunity to attain quality in the education sector. Many writers abroad have adapted the principles of TQM to the education environment. Case studies in the United States of America and United Kingdom in particular, point to the success of TQM. Given the South African education scenario, this study explores the scope and applicability of Total Quality Management to the South African public schooling system. In February 2000, President Thabo Mbeki expressed the need to pay special attention to the improvement of the quality of management of our schools. The practice of TQM offers an opportunity to improve the quality of management in our schools. In addition, there has been much discussion and debate around whether schools are preparing learners for the real world. It is the express desire of the Minister of Education, Professor Kader Asmal, to create an education system for the 21 51 century. One of the cardinal principles of TQM is giving the customer what the customer needs- the customer in this case being the learner, the parent, tertiary institutions, commerce and industry and society at large. Currently there is ample evidence to suggest that there is a huge gap between what society expects and what schools and tertiary institutions are providing. Today, it is becoming increasingly evident that customer choice and customer perception of quality is of paramount importance. Therefore, schools that can offer quality in terms of product and customer service will survive and prosper. TQM is about meeting and exceeding customer expectations of service. There is ample evidence to suggest that TQM has carried the burden of being responsible in many cases for improving quality and productivity. Schools are constantly faced with rising costs. Parents are being called upon to pay increasingly more for the education of their children. Schools are constantly searching for innovative ways of cutting costs without compromising quality. TQM helps to systematically identify sources of error, and eradicate costly waste. This study explores whether TQM can do for the public schooling system what it has done for business. The scope and applicability of TQM to the public schooling system is investigated through carefully structured questionnaires administered to school-based personnel at different ranks, working in rural and urban schools, as well as ' advantaged' and 'disadvantaged' schools. In addition, chairpersons of school governing bodies/members and departmental officials are interviewed. The research carefully examines the many concerns around implementing TQM in public schools. There is concern that the principles of industry would not find favour in an education environment. A business-like approach to education may result in many meaningful aspects of schools and schooling being compromised or lost. The study ascertains whether some of the basic ingredients for quality management are present in our schools. Despite certain concerns, the majority were optimistic that TQM can be implemented. The conclusions arrived at and the recommendations made indicate that the theory, principles and practices of TQM can be adapted and applied to the South African schooling system. The argument that the vast backlogs in education do not favour the application of quality management in education is challenged. It is concluded that TQM offers the best possible opportunity to address inferior quality learning in certain quarters. Based on the success stories, a carefully structured implementation plan for TQM is suggested. Applying TQM will ensure a high quality public education. / Thesis (Ph.D.)-University of Durban-Westville, 2003.

The number of doctoral programmes in nursing has rapidly multiplied in many countries of the world, with each doctoral programme varying not only between countries, but also between higher education institutions within countries. This has led to a concern about the quality of doctoral education in nursing and the development of quality criteria, standards and indicators (QCSI) for doctoral education in nursing that can be applied globally. This study is part of an international collaborative study to compare the quality of doctoral education in nursing among Australia, Japan, Korea, South Africa, Thailand, United Kingdom (UK) and the United States of America (USA) using the QCSI criteria, i.e. the nature of the mission, the quality of academic personnel, doctoral students, curriculum, programme administration and infrastructure, the availability of institutional resources and evaluation of the programme. In South Africa, no study has ever been conducted at a national level to evaluate the quality of doctoral education in nursing. Linking to the global need, this research aimed to explore and describe the quality of doctoral education in nursing in South Africa and to develop a strategy to improve the quality of doctoral education in nursing in South Africa. The aim was achieved through five objectives: exploring and describing the quality of doctoral education in nursing in South Africa from the perspectives of nursing deans, academic personnel, doctoral graduates and doctoral students with regard to the nature of the mission, the quality of academic personnel, doctoral students, curriculum, programme administration and infrastructure, availability of institutional resources, and evaluation of the programme. A further objective was to develop a strategy to improve the quality of doctoral education in nursing in South Africa. The design of the study was quantitative, with exploratory, descriptive and contextual research strategies. The research followed specific steps that consisted of two phases. Phase one consisted of the first four objectives of the study and entailed a comprehensive literature review and empirical research using four structured (Likert-type) internet-mediated (by v email) questionnaires to explore and describe the quality of doctoral education in nursing in South Africa from the perspectives of nursing deans, academic personnel, doctoral graduates and doctoral students. Sixty-two (62) problems were identified from the literature review and the empirical research, which served as the evidence base towards developing a strategy for improving the quality of doctoral education in nursing in South Africa in phase two, which consisted of objective five of the study. The strategy for improving the quality of doctoral education in nursing in South Africa was developed using a strategic process to develop a vision, mission, values, principles, assumptions, strategy objectives, and functional tactics, based on Total Quality Management (TQM) philosophy_ Finally, the research was evaluated, limitations were identified and recommendations were formulated for practice, education, research and policy. / Thesis (Ph.D. (Nursing))--North-West University, Potchefstroom Campus, 2010.

The number of doctoral programmes in nursing has rapidly multiplied in many countries of the world, with each doctoral programme varying not only between countries, but also between higher education institutions within countries. This has led to a concern about the quality of doctoral education in nursing and the development of quality criteria, standards and indicators (QCSI) for doctoral education in nursing that can be applied globally. This study is part of an international collaborative study to compare the quality of doctoral education in nursing among Australia, Japan, Korea, South Africa, Thailand, United Kingdom (UK) and the United States of America (USA) using the QCSI criteria, i.e. the nature of the mission, the quality of academic personnel, doctoral students, curriculum, programme administration and infrastructure, the availability of institutional resources and evaluation of the programme. In South Africa, no study has ever been conducted at a national level to evaluate the quality of doctoral education in nursing. Linking to the global need, this research aimed to explore and describe the quality of doctoral education in nursing in South Africa and to develop a strategy to improve the quality of doctoral education in nursing in South Africa. The aim was achieved through five objectives: exploring and describing the quality of doctoral education in nursing in South Africa from the perspectives of nursing deans, academic personnel, doctoral graduates and doctoral students with regard to the nature of the mission, the quality of academic personnel, doctoral students, curriculum, programme administration and infrastructure, availability of institutional resources, and evaluation of the programme. A further objective was to develop a strategy to improve the quality of doctoral education in nursing in South Africa. The design of the study was quantitative, with exploratory, descriptive and contextual research strategies. The research followed specific steps that consisted of two phases. Phase one consisted of the first four objectives of the study and entailed a comprehensive literature review and empirical research using four structured (Likert-type) internet-mediated (by v email) questionnaires to explore and describe the quality of doctoral education in nursing in South Africa from the perspectives of nursing deans, academic personnel, doctoral graduates and doctoral students. Sixty-two (62) problems were identified from the literature review and the empirical research, which served as the evidence base towards developing a strategy for improving the quality of doctoral education in nursing in South Africa in phase two, which consisted of objective five of the study. The strategy for improving the quality of doctoral education in nursing in South Africa was developed using a strategic process to develop a vision, mission, values, principles, assumptions, strategy objectives, and functional tactics, based on Total Quality Management (TQM) philosophy_ Finally, the research was evaluated, limitations were identified and recommendations were formulated for practice, education, research and policy. / Thesis (Ph.D. (Nursing))--North-West University, Potchefstroom Campus, 2010.