The success of an organisation in what is now a dynamic and increasingly competitive business environment relies on an engaged workforce, achieved through internal communication. Engaged employees are generally more productive, resulting in better-performing organisations. This indicates that engaged employees do not only provide organisations with substantial benefits but can also be valuable assets to their organisations. Additionally, internal communication, which influences employee engagement behaviours, has been shown to provide numerous benefits to organisations, namely advocacy, ambassadorship, commitment, competitive advantage, decreased turnover, innovation, satisfaction, and trust. Therefore, it can be argued that a crucial link exists between internal communication and employee engagement. The purpose of this study was to develop an internal communication conceptual framework that contributes to employee engagement. This conceptual framework was customised for the South African banking sector. Qualitative data was collected through a review of available literature in the internal communication and employee engagement fields, and face-to-face interviews with four senior internal communications managers. Quantitative data was collected through a web-based self-administered survey questionnaire hosted on SurveyMonkey. Therefore, a mixed-methods research approach was used for this study. The findings of the study confirmed the link between internal communication and employee engagement. Thus, internal communication is an important determinant of employee engagement. It was also found that South Africa’s “big four” banks use traditional and innovative internal communication channels to effectively communicate with their targeted audience. Lastly, the internal communication elements that make up the conceptual framework of employee engagement were developed, namely Collaboration/ Cross-Functional Planning, Partner with Human Resources Function, Communication Channels, Two-Way Communication with Leaders, Counsel, and Measure Internal Communication Effectiveness. It is argued that the proposed v conceptual framework adequately addresses the role of internal communication and its key function within an organisation. The study is particularly significant because it extends current literature on internal communication and employee engagement in the South African banking sector and confirms that internal communication is indeed important for employee engagement. Academically, the study added to the current body of knowledge in the field of communication. The findings of this study can be used by South African banks and other businesses as a guide to conduct their internal communication to achieve employee engagement. / Communication Science / D. Lit. Phil. ( Communication)

This study originally emanated from the debate on value creation through projects, which has become more prevalent in project management literature in recent times. Earned value analysis, which is widely used to measure and report the performance of project value, does not include the occurrence of value leaks in its calculations and reporting. Although there is a scarcity of literature on the issue of value leaks during project deployment, it is considered to be a big issue which can make or break a project’s value success. This lack of research is more pronounced in network expansion projects in the Ghanaian telecommunication industry, however, considering the level of investment by these network operators, and their contribution to economic growth, the occurrence of value leaks can be suspected. Therefore, the overall aim of the study was to develop a diagnostic model that aids in the easy identification of value leaks, so that they can be controlled, and remedied to minimise the forgone unrealised project value. In view of this, the study adopted an exploratory sequential mixed research design. The qualitative phase employed a multiple-case study approach to explore the concept of value leaks and the extent to which it becomes problematic in delivering overall project value. The quantitative phase, through a survey study, adopted factor analysis to test and validate the findings from the case study, and analyses were also performed to test the conceptual model fit to the retained dataset. The findings culminated in the development of the “Value Leaks-Flashlight”, with an add-on called the “Tolerable Nut” to theorise the concept of value leaks. This practical establishment of the value leak concept cemented the development of the value leaks diagnostic model through the application of the “CIIR” acronym, which fulfils the overall aim of the study. The study contributes to the contemporary literature in the field of project management, as the concept of project value leaks is still gaining prominence, and only a few empirical studies have thus far been conducted. The concept of value leaks enlightens the perspective of project management practitioners in their quest to achieve value through projects. / Business Management / D. Phil. (Management Studies)

Die vorliegende kumulative Dissertationsschrift befasst sich mit den konzeptionellen Grundlagen und der historischen Entstehung verschiedener Aspekte der Rechnungslegung. Der erste Artikel setzt sich mit den konzeptionellen Grundlagen des amerikanischen Standardsetzers FASB auseinander und zeigt, dass die Entstehung des amerikanischen Rahmenkonzepts in den 1970er und 1980er Jahren stark von Umweltfaktoren abhing. Im zweiten Beitrag wird dargelegt, dass das vom internationalen und amerikanischen Standardsetzer im Jahr 2010 überarbeitete Rahmenkonzept, mithin die qualitativen Anforderungen an nützliche Finanzinformationen, im konditional-normativen Sinne keine ausreichende Basis für die Entwicklung von Rechnungslegungsnormen ist. Der dritte Artikel fokussiert auf die regulatorische Entwicklung der Bewertung von Vermögenswerten in Deutschland und stellt regulatorische Änderungen sozioökonomischen und politischen Umweltfaktoren gegenüber. Der abschließende vierte Beitrag enthält eine historisch-kritische Analyse des der Rechnungslegung zugrunde liegenden Rechenschaftskonzepts, welches zur Zeit des Nationalsozialismus an einer deutschen Hochschule untersucht wird. Dabei werden insbesondere die Grenzen von Rechnungsanforderungen analysiert und dargelegt.:I. Conceptual and Historical Underpinnings of Accounting – An Overview of the Cumulative Dissertation … 7 1 Introduction to the Research Context … 9 2 Overview and Findings of the Manuscripts … 13 II. Inflation, Exchange Rates and the Conceptual Framework – The FASB’s Debates from 1973 to 1984 … 21 1 Introduction … 24 2 The Early Debates: Considering Change … 28 3 Challenging the Existing Accounting Model … 38 4 Implementing Change in the Conceptual Framework? … 52 5 Conclusions ... 65 III. The Conceptual Framework’s (In-)Adequacy for Standard Setting … 77 1 Introduction … 80 2 Analytical Framework … 84 3 Evaluation Method … 93 4 Analysis … 110 5 Conclusions … 125 IV. The Regulation of Asset Valuation in Germany … 133 1 Introduction … 136 2 The Corporate Environment in Germany … 140 3 Up to 1870: Germany Diverts from Historical Cost Accounting … 142 4 1870 – 1884: The Gründerkrise Reveals Regulatory Deficiencies … 152 5 1884 – 1937: Principles-Based Accounting Emerges and Reacts to Crises … 160 6 1937 – 1986: Historical Cost Accounting Spreads … 174 7 Conclusion … 177 V. On the Ubiquity of Accountability – The Handelshochschule Leipzig in the Claws of Nazism … 187 1 Introduction … 190 2 Germany’s Business Schools and HHL from 1898 to 1933 … 195 3 Gleichschaltung of Charters and Regulations: 1933 to 1935 … 203 4 Dispersion of Accountability: 1935 to 1945 … 218 5 Conclusions … 234 / This cumulative dissertation covers the conceptual foundations and historical evolution of various aspects in accounting. The first article discusses the conceptual framework of the U.S. standard setter FASB and shows that the evolution of the U.S. GAAP conceptual framework in the 1970s and 1980s was considerably influenced by economic factors. The second manuscript employs a conditional-normative approach to analyze the 2010 joint conceptual framework of the international and the U.S. standard setter, in particular the qualitative characteristics of useful financial information. The paper shows that the qualitative characteristics are not a sufficient basis for developing accounting standards. The third article focuses on the regulatory history of asset valuation in Germany and explains regulatory changes by socio-economic and political events. The fourth and final article contains a historical-critical analysis of the concept of accountability, which forms the basis of accounting. The article analyzes accountability at a German university during the Nazi regime and illustrates the limits of the concept.:I. Conceptual and Historical Underpinnings of Accounting – An Overview of the Cumulative Dissertation … 7 1 Introduction to the Research Context … 9 2 Overview and Findings of the Manuscripts … 13 II. Inflation, Exchange Rates and the Conceptual Framework – The FASB’s Debates from 1973 to 1984 … 21 1 Introduction … 24 2 The Early Debates: Considering Change … 28 3 Challenging the Existing Accounting Model … 38 4 Implementing Change in the Conceptual Framework? … 52 5 Conclusions ... 65 III. The Conceptual Framework’s (In-)Adequacy for Standard Setting … 77 1 Introduction … 80 2 Analytical Framework … 84 3 Evaluation Method … 93 4 Analysis … 110 5 Conclusions … 125 IV. The Regulation of Asset Valuation in Germany … 133 1 Introduction … 136 2 The Corporate Environment in Germany … 140 3 Up to 1870: Germany Diverts from Historical Cost Accounting … 142 4 1870 – 1884: The Gründerkrise Reveals Regulatory Deficiencies … 152 5 1884 – 1937: Principles-Based Accounting Emerges and Reacts to Crises … 160 6 1937 – 1986: Historical Cost Accounting Spreads … 174 7 Conclusion … 177 V. On the Ubiquity of Accountability – The Handelshochschule Leipzig in the Claws of Nazism … 187 1 Introduction … 190 2 Germany’s Business Schools and HHL from 1898 to 1933 … 195 3 Gleichschaltung of Charters and Regulations: 1933 to 1935 … 203 4 Dispersion of Accountability: 1935 to 1945 … 218 5 Conclusions … 234

Hypertension, a medical condition, predisposes to other cardiovascular diseases, and can be impacted by the social determinants of health (SDOH). Self-measured blood pressure monitoring (SMBP) is an evidence-based approach to hypertension control, but not much is known about the influence of SDOH on SMBP. This dissertation aims to: 1) highlight the SDOH factors whose relationship with SMBP have been explored in research studies; 2) examine the relationship between SDOH and SMBP among United States (U.S.) adults with high blood pressure; and 3) examine the current state of SMBP in the U.S., highlight policy implications from the empirical study and provide recommendations. Aims 1 and 2 were informed by an adapted SDOH framework, which comprised of upstream structural determinants, and downstream intermediary determinants. Aim 1 was achieved via a scoping review of studies across three databases following the PRISMA-SCR checklist. Aim 2 was achieved via a cross-sectional analysis of data from adult respondents to the 2019 Behavioral Risk Factor Surveillance System, with self-reported hypertension. Bivariate and Multiple Logistic regression analyses were conducted. Aim 3 involved a literature scan on policy concerning SMBP, highlighting the policy implications of findings from the empirical study, and providing recommendations for policy/practice. For aim 1, findings suggest that research studies examined the relationship of relatively more structural determinants, than the few, but highly significant intermediary determinants, with SMBP. For aim 2, looking at the structural determinants, males and those who identify as Black and other minority racial groups were more likely to report SMBP. For intermediary determinants, respondents who consumed fruits, vegetables, and exercised were likely to report SMBP, while those who smoke, who drink, and those with poor mental health days were less likely to report SMBP. Respondents with health coverage and whose provider recommended SMBP were likely to report SMBP use. Those ≥65 years were more likely to report SMBP. For aim 3, I recommend that the Centers for Medicare and Medicaid Services lead policy efforts on SMBP reimbursements. Also, healthcare practices should strengthen their technological infrastructure e.g., telehealth to promote access, and Electronic Health Records to promote efficient data collection and tracking.

Ce mémoire met en lumière les différentes trajectoires en emploi de réfugiés établis à Sherbrooke. Peu discuté dans la littérature scientifique québécoise, le sujet est exploré à l’aide du cadre conceptuel pour l’étude de facteurs de migration et d’intégration de Victor Piché (2013). Les entrevues avec les participants ont mis en lumière que l’intégration en emploi ne repose pas sur un seul facteur, tel que la maitrise de la langue du pays d’accueil, ou encore l’obtention d’un diplôme du pays d’accueil. Au contraire, les participants ont fait sens de leur trajectoire en emploi en mobilisant une multitude de facteurs qui n’étaient pas toujours directement associés à l’intégration économique. L’ouverture de la communauté d’accueil, l’implication citoyenne, l’attachement à la ville d’accueil ou encore la présence d’un réseau social fort sont tous des facteurs ayant été identifiés comme ayant eu un impact positif sur l’intégration économique et l’intégration à la nouvelle communauté. Ainsi, nous constatons l’importance de chercher à comprendre l’intégration en emploi de manière multidimensionnelle, c’est-à-dire mettant de l’avant l’implication de facteurs micro, méso et macrosociaux. / This master thesis explores how refugees established in Sherbrooke perceive their work trajectories. This subject, which has not been research on a great extent by the scientific literature in Quebec, is analyzed through the factors of migration and integration within the conceptual framework of Victor Piché (2013). The interviews conducted with participants have demonstrated that the economic integration cannot be achieved with only one component, as for example, the mastering the language of the country of arrival, or the obtention of a degree in the country of arrival. In fact, the participants have mentioned that some other components can have an important impact on their work trajectories, as for instance: a positive climate toward refugees in their new community, their involvement in the community, the creation of a strong social network as well as their attachment to their city. Therefore, it is possible to conclude that economic integration should be studied through multiple lens, with the help of macrostructural, microstructural, mesostructural and even the temporal components.

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Accounting transactions are becoming more complex, and more extensive accounting guidance is provided on a continuous basis in the accounting standards. In addition, accounting guidance changes often and additional guidance is added to the standards regularly. In view of this immense amount of accounting knowledge that an accountant can be expected to have, exacerbated by often multifaceted structures in accounting problems, it can be challenging and onerous to solve certain accounting problems. The premise of this study is that accounting problems can also be solved in a less complex manner with reference to the foundational accounting concepts included in the Conceptual Framework for Financial Reporting (CF). The solution to the accounting problem using the CF should result in a similar answer had the detailed, complex accounting guidance been consulted. This is based on the understanding that the detailed guidance is consistent with the CF and that the CF is not underdeveloped. In the experience of the author of this dissertation, however, the CF is rarely used to consider the accounting treatment of specific transactions and the first point of reference is usually the detailed, specific guidance. In order to impart a practice of incorporating the CF in problem-solving, the study in this dissertation is underpinned by educational philosophies rooted mainly in constructivism, and specifically in Ausubel’s subsumption theory. Applied to accounting education, this theory suggests a frameworkbased approach whereby educators first instil a detailed knowledge of the CF in an Accounting course and thereafter present details of specific accounting transactions by building and crossreferencing to the foundational concepts in the CF. In addition, the paradigm in Accounting courses should also incorporate problems and experiments through which students can construct their own knowledge, rather than being passive recipients of an educator’s teaching style. Recent literature on framework-based teaching suggests that such an approach is beneficial as it enhances lifelong learning. This study reported on a framework-based approach incorporated in an Accounting course and aimed to determine students’ ability to solve complex accounting problems by referring only to the CF, as well as to determine the factors that could influence their ability to solve the problems and the preferred problem-solving approach of students in facing future accounting problems. In order to address the broad aim of this study, it was divided into two sections, each to identify and analyse a different aspect of accounting problem-solving that incorporated the CF. The study in this dissertation focused mainly on an interpretive research paradigm. The first project had the primary objective of determining whether students have the ability to solve complex accounting problems by using only the CF and determining which factors could influence their ability. This was established by analysing the content and results of an assignment administered to third-year Accounting students at a South African university in which students were required to solve problems using only the CF. The second project had the objective of determining the preferred future approach students will take in solving accounting problems after they have been exposed to a framework-based assignment. This was established through qualitative measures and augmented by a questionnaire to analyse the students’ perceptions. The contributions of this dissertation are manifold and include, but are not limited to, the realisation that a conceptual approach to accounting education is beneficial in Accounting courses. The results in this study indicate that the ability of students to solve complex accounting problems by referring only to the CF may depend on the complexity of the scenario and the students’ familiarity with the problem. In addition, after being exposed to a framework-based assignment, students may tend to prefer a mixed approach in solving accounting problems, which entails a combination of the concepts in the CF and specific accounting guidance governing a particular transaction. The author also believes that this study makes a practical contribution by providing an actual framework-based assignment which can be used or adapted by other Accounting educators to use in similar courses, or to help them develop similar assignments or case studies or to replicate the study. From an educational perspective, it is recommended that Accounting educators incorporate an emphasis on the CF in their teaching approach. As students are exposed to opportunities to exercise their judgement using the concepts included in the CF, they will gain experience in this and be able to exercise better judgement in future. Each time a student is exposed to a problem requiring to be solved using the CF, or is required to make necessary judgements with regard to the CF, it will lead to the creation of new knowledge which the student can constantly link and cross-reference to existing knowledge and experiences. It also appears that, when students are exposed to problem-solving using the CF, it may lead to accountants adopting a more balanced approach by considering more CF constructs in solving future accounting problems. Although the study in this dissertation was conducted at only one university, its implications are by no means limited to this institution. Extrapolation of results cannot be attempted due to the nature of the research design, but the results in this study are valuable and enhance accounting education literature in better understanding students’ problem-solving abilities and their preferred problemsolving approach. The research is therefore valuable to any Accounting educator, as well as the institutional bodies guiding accounting education and its syllabi. It is hoped also that some of the findings will inspire other educational institutions to promote a framework-based approach in an innovative manner. / MCom (Accountancy), North-West University, Potchefstroom Campus, 2015

Accounting transactions are becoming more complex, and more extensive accounting guidance is provided on a continuous basis in the accounting standards. In addition, accounting guidance changes often and additional guidance is added to the standards regularly. In view of this immense amount of accounting knowledge that an accountant can be expected to have, exacerbated by often multifaceted structures in accounting problems, it can be challenging and onerous to solve certain accounting problems. The premise of this study is that accounting problems can also be solved in a less complex manner with reference to the foundational accounting concepts included in the Conceptual Framework for Financial Reporting (CF). The solution to the accounting problem using the CF should result in a similar answer had the detailed, complex accounting guidance been consulted. This is based on the understanding that the detailed guidance is consistent with the CF and that the CF is not underdeveloped. In the experience of the author of this dissertation, however, the CF is rarely used to consider the accounting treatment of specific transactions and the first point of reference is usually the detailed, specific guidance. In order to impart a practice of incorporating the CF in problem-solving, the study in this dissertation is underpinned by educational philosophies rooted mainly in constructivism, and specifically in Ausubel’s subsumption theory. Applied to accounting education, this theory suggests a frameworkbased approach whereby educators first instil a detailed knowledge of the CF in an Accounting course and thereafter present details of specific accounting transactions by building and crossreferencing to the foundational concepts in the CF. In addition, the paradigm in Accounting courses should also incorporate problems and experiments through which students can construct their own knowledge, rather than being passive recipients of an educator’s teaching style. Recent literature on framework-based teaching suggests that such an approach is beneficial as it enhances lifelong learning. This study reported on a framework-based approach incorporated in an Accounting course and aimed to determine students’ ability to solve complex accounting problems by referring only to the CF, as well as to determine the factors that could influence their ability to solve the problems and the preferred problem-solving approach of students in facing future accounting problems. In order to address the broad aim of this study, it was divided into two sections, each to identify and analyse a different aspect of accounting problem-solving that incorporated the CF. The study in this dissertation focused mainly on an interpretive research paradigm. The first project had the primary objective of determining whether students have the ability to solve complex accounting problems by using only the CF and determining which factors could influence their ability. This was established by analysing the content and results of an assignment administered to third-year Accounting students at a South African university in which students were required to solve problems using only the CF. The second project had the objective of determining the preferred future approach students will take in solving accounting problems after they have been exposed to a framework-based assignment. This was established through qualitative measures and augmented by a questionnaire to analyse the students’ perceptions. The contributions of this dissertation are manifold and include, but are not limited to, the realisation that a conceptual approach to accounting education is beneficial in Accounting courses. The results in this study indicate that the ability of students to solve complex accounting problems by referring only to the CF may depend on the complexity of the scenario and the students’ familiarity with the problem. In addition, after being exposed to a framework-based assignment, students may tend to prefer a mixed approach in solving accounting problems, which entails a combination of the concepts in the CF and specific accounting guidance governing a particular transaction. The author also believes that this study makes a practical contribution by providing an actual framework-based assignment which can be used or adapted by other Accounting educators to use in similar courses, or to help them develop similar assignments or case studies or to replicate the study. From an educational perspective, it is recommended that Accounting educators incorporate an emphasis on the CF in their teaching approach. As students are exposed to opportunities to exercise their judgement using the concepts included in the CF, they will gain experience in this and be able to exercise better judgement in future. Each time a student is exposed to a problem requiring to be solved using the CF, or is required to make necessary judgements with regard to the CF, it will lead to the creation of new knowledge which the student can constantly link and cross-reference to existing knowledge and experiences. It also appears that, when students are exposed to problem-solving using the CF, it may lead to accountants adopting a more balanced approach by considering more CF constructs in solving future accounting problems. Although the study in this dissertation was conducted at only one university, its implications are by no means limited to this institution. Extrapolation of results cannot be attempted due to the nature of the research design, but the results in this study are valuable and enhance accounting education literature in better understanding students’ problem-solving abilities and their preferred problemsolving approach. The research is therefore valuable to any Accounting educator, as well as the institutional bodies guiding accounting education and its syllabi. It is hoped also that some of the findings will inspire other educational institutions to promote a framework-based approach in an innovative manner. / MCom (Accountancy), North-West University, Potchefstroom Campus, 2015

Alternative Dispute Resolution was developed as an alternative to the traditional dispute resolution mechanism, litigation, which had become costly, time-consuming, did not give the parties control over the outcome of their disputes and was generally cumbersome. ADR refers to a variety of techniques for resolving disputes without resort to litigation in the courts. The concept behind the introduction of ADR methods was, inter alia, to reduce the delays and costs associated with litigation; to introduce relatively less formal methods of dispute resolution; to introduce consensual problem solving and empower individuals by enabling them to control the outcome of their dispute and develop dispute resolution mechanisms that would preserve personal and business relationships. ADR processes were thus intended to produce better outcomes all round. From the time ADR appeared on the scene, its usage has gained international recognition with both common law and civil law countries following the trend. Being faced with similar problems associated with litigation, Zambia has followed the trend and adopted some ADR mechanisms. Most commonly used ADR mechanisms in Zambia are mediation/conciliation, arbitration and negotiation. The legal and institutional frameworks for ADR in Zambia are firmly in place. It is thus, not far fetched to predict a successful future for ADR in which it will enjoy the support of the major stakeholders and play a vital role in justice delivery in Zambia. This thesis has a section on the conceptual framework for ADR and discusses the development of ADR internationally and some processes in use. It examines selected institutions of justice delivery in Zambia with a view to evaluating their operations and contribution to justice delivery in Zambia. It traces the development of institutions of justice delivery in Zambia from colonial times up to the present and assesses their performance. ADR processes currently in use in Zambia are critically examined and their shortcomings reviewed. The legal and institutional frameworks for ADR and the role they play of providing the supporting structure for ADR in the country are evaluated. Future prospects for ADR are indicated and recommendations for successful implementation of ADR in Zambia are given. / Jurisprudence / LL.D.

Gauteng, one of the nine provinces of South Africa, has a high number of households as compared to the other provinces. Geographically the province has the smallest land size, however it forms the central part of the South African economy. From the total value of credit granted in all provinces, Gauteng has the highest. The province has a high number of registered debt counsellors and an increasing number of consumers who apply for debt counselling because of over-indebtedness. The high number of the registered debt counsellors and consumers seeking debt counselling service gave rise to the purpose of the study. The purpose of the study was to assess the role of debt counselling services provided by debt counsellors to consumers on the one hand, and to also assess whether debt counselling has had a positive effect on the personal financial well-being of consumers who participated in the debt counselling process on the other hand. Furthermore, the study aimed at developing a framework that will empower consumers to be self-sufficient with their finances. From the purpose of the study, two research questions were proposed: (1) How does the debt counselling service provided by debt counsellors assist consumers to manage their finances effectively? (2) Which role does the debt counselling service provided by debt counsellors play in terms of the personal financial well-being of consumers? In an attempt to answer research questions, the theoretical framework of both personal finance and debt counselling were studied. The importance of personal finance, personal financial planning, the evolution of debt counselling, the effectiveness and the ineffectiveness of debt counselling services were identified. A two-phased sequential design (qualitative and quantitative) was used. Fifteen debt counsellors were selected (for the first phase of the study) by making use of a purposeful sampling. These debt counsellors were interviewed and further requested to identify and send questionnaires to consumers whom they have rendered debt counselling service between the years 2007 and 2013. In the second phase of the study, 300 over-indebted consumers were surveyed through a snowball non-probability sampling technique and a response rate of 61% was realised. Data was analysed using ATLAS.ti and the Statistical Package for Social Science (SPSS) for the first and the second data collected respectively. Furthermore, the exploratory factor analysis was used to analyse the data, and the factorability of the data was assessed by means of two statistical measures, namely Bartlett’s test of sphericity and Kaizer Meyer-Olkin. It was observed that most debt counsellors lack financial management knowledge and do not have mechanisms to verify their clients’ financial well-being after debt counselling service had been completed. In addition, there was no evidence that consumers who received debt counselling improved in their financial well-being and that consumers also lacked personal financial management skills. The study concluded that, although debt counselling is essential, it does not necessarily assist consumers to effectively manage their finances. The study purports to suggest the following: Debt counsellors should be subjected to formal financial management training prior to their registration, debt counsellors should provide personal financial management education to their clients, and assess the financial management conduct of their clients once debt counselling process is complete, and debt counsellors should establish debt counsellors’ forums. The South African government (in conjunction with the Department of Education and Training) should introduce and implement personal financial management education in both primary and high schools’ curricula. Personal financial management should continue to be offered at adult learning centres as well as other institutions of higher learning. Employers should appoint employee wellness officers who will provide personal finance training to employees. Credit providers should take the responsibility of educating their clients on how to manage their accounts and the importance of paying debts on time. The South African media should also be used by the government and the NCR to educate and inform consumers about finance-related matters. Finally consumers should seek guidance and advice before making financial commitments. The study concluded by suggesting a framework that should help consumers to manage and sustain their financial well-being. / Business Management / DCOM (Business Management)