This thesis investigates what it means to view disruptive innovation as a political problem. I take my point of departure in the tendency for controversial disruptions in heavily regulated sectors, such as electronic cigarettes or hydraulic fracturing, to open regulatory spaces by challenging established expectations about how they ought to be governed. In the wake of such disruption, policy actors with a stake in the matter engage in sensemaking and discursive contests to control the meaning of the innovations in order to close the regulatory spaces by aligning them with one set of laws instead of another. I study these contests in two recent legislative initiatives of the European Union to address the disruptive potential of e-cigarettes and fracking: the 2014 revision of the Tobacco Products Directive and the 2014 Commission recommendations on unconventional fossil fuels. The research draws on 51 interviews carried out with key policy actors during and after the policy debates. I bolster this with an analysis of policy documents, press releases and scientific studies, as well as a content and network analysis of position statements in newspaper articles. I find that the strategic use of rhetoric and framing plays an important part in creating, maintaining, and entrenching opposed coalitions in both policy debates. In both case studies, the policy solution is accompanied by deteriorating levels of trust among participants, leading coalitions to engage in strategies of venue-shopping to circumvent their opponents. This underscores the significant challenges there are for policymakers to address disruptions while maintaining legitimacy. The original contribution of the thesis lies in its novel conceptualization of disruptive innovation as a political problem, its application of micro-sociological approaches to the politics of expertise and European public policy, and its practical and theoretical suggestions for how to better study periods of disruption and govern through them. / Doctorat en Sciences politiques et sociales / info:eu-repo/semantics/nonPublished

DEd (Educational Management) / Department of Educational Management / The study aims to compare the role of the principal in implementing the culture of learning, teaching and service (COLTS) in the effective, ineffective and schools experiencing fluctuating NSC results for the past five years. The study explores why secondary schools located within the same socio-economic environment, with the same resources, uniformly funded and controlled by the same government and ultimately there are commitment variation, hence effective schools, ineffective schools and schools with fluctuating results. Therefore, in an attempt to attempt to answer the main research question for this thesis: What role should be played by the secondary school principals in implementing the culture of learning, teaching and service? Other identified sub-questions were raised. Furthermore, a review of relevant literature was conducted and uncovered what makes a good and good school leadership, management and provision of quality service on international scale, that is, in developed, developing and under-developed countries. The Situational Leadership Theory (SLT) of Hersey and Blanchard was regarded as the most suitable theory since the theory proposes that individuals can change their leadership style (behaviour) depending on the situation and the readiness of the followers. Mopani District consists of 24 circuits and 6 circuits were purposively sampled and data was collected from these 6 circuits which have effective, ineffective and secondary schools experiencing fluctuating NSC results for the past five years. Quantitatively, a total number of 38 secondary school principals as key-informants subjects were given a questionnaire to respond on the set questions which was later analysed through the SPSS version 17.1 programme and empirical deduction was made. Additionally, qualitative method of data collection was used on 20 participants, on-site observation and document analysis. The researcher utilised the focus group (semi-structured) interview on 7 secondary school principals and 7 SGB members and one-on-one semi-structured interview on 3 Curriculum advisors and 3 Governance officers in order to gather rich qualitative data. The principle of anonymity was utilised on which codes were used in order to conceal the identity of the participants so that they could participate freely in data collection. The researcher analysed data collected from focus group interview and visited vi schools (on-site observation) of the principals who participated in the interview in order to verify the authenticity of data and also checked school records to validate collected data. All the collected qualitative data (from interviews) and confirmed through site-observation and school records. Collected data was analysed and themes were developed linked to the objectives of the study. A number of findings emanated from this study. The principals were found to be the final authority and accounting officer for the school on which teaching, learning and service is the primary duty. The study revealed that the principals play a substantial impact for the implementation of the culture of learning, teaching and service. The study recommends that principals must ensure that planning, monitoring and support of teaching and learning must be a priority duty of the principal. Furthermore, basic policies that are necessary for the school to be effective must be compulsory to all schools and the DBE must ensure that its implementation is strictly monitored, for instance school starting and departure time and school uniform. The researcher developed a model which contributes to the new body of knowledge which emphasises the support from different stake-holders that can contribute extensively towards the implementation of the culture of learning, teaching and service in schools. / NRF