This thesis is an investigation into the university-level teaching of Buddhism in New Zealand, which has developed as part of the international spread of education about Buddhism for both Buddhists and non-Buddhists. The study was based on Interpretivism and accordingly sought to understand and interpret university teachers’ perceptions and experiences about their teaching of Buddhism; as they engage with the students' learning in this field. Semi-structured in-depth interviews were employed as the primary research method. All seven university teachers who teach Buddhism in New Zealand were invited to be the participants. Six university teachers participated in this research-study. Five of them were academic teachers, respectively teaching at Religious Studies of Massey, Victoria and Otago. Another one was a New Zealand-born Zen teacher who had been teaching a Zen meditation workshop at Auckland University of Technology for several years, and taught two Buddhism-related courses at the University of Auckland. These participants were chosen according to the information provided on official websites of New Zealand universities. The findings from the study showed that the university-level teaching of Buddhism in New Zealand, though growing, had been limited by the number of teachers and students. As fewer students were primarily interested in Buddhism, outward funding support appeared to be a very important factor for its future development. In terms of teachers’ role, objective-outsider remained the main position for scholars and scholar-practitioners in teaching Buddhism in university classroom. In addition to the pursuit of knowledge, there were also alternative educational opportunities, such as Zen workshop, for university staffs and students to learn Buddhism, outside university classroom. This thesis is significant in that it provided a bibliography and a set of data for the university-level teaching of Buddhism in the West, particularly New Zealand It established a space for future educational research into for the university-level teaching of Buddhism in the West, as part of the field of’ Buddhism and Education.’ In future studies, the limited approaches to teaching Buddhism in universities could be investigated on the basis of the literatures and findings of this study.

This interpretive consumer research study interrogates the idea that people turn to consumption as a means of self-determination. Proceeding from the understanding that the consumer enacts the development of their identity within the marketplace, it takes as its subject those in transition. Its context is a support group community of people brought together by an illness - multiple myeloma. Here, through a phenomenological approach designed to explore the lived experience of illness, the thesis discovers community to be the enabling context for the consumer’s negotiation of both selfhood and the market. Conclusions are drawn about the incremental, complex nature of identity work, and the collective practices that empower it. It is found that the marketplace requires significant mediation, but that the social resources of the community can equip the consumer to navigate its challenges. This transformation is manifested in the newly-diagnosed patient’s journey from dislocation and passivity to the empowered status of ‘skilled consumer’. The importance of the often-overlooked emotional texture of exchange within consumption communities is highlighted. In conclusion, it is offered that this study extends the concept of communities of practice into the field of consumption.

In this study, Interpretivist epistemology and abductive research strategy were used to examine transcripts of sixteen two-hour focused interviews. The research sample was a group of technical experts who assumed managerial responsibilities within their organisations (transitional managers). The subjectively perceived experiences of the transition were examined as well as the respondents' intersubjective interpretations of the transition from the organisational perspective. The aim was to explore the perceived characteristics of the transitional experience. The main findings of this study could be summarised as follows: firstly, it was found that there were three main types of transitional managers: the unwilling, the pragmatic and the eager managers. Secondly, the key motivations to take the manager role for all three categories were higher remuneration, technical peer respect and the respondent's new role as an organisational decision-maker. The third finding of this study was that there were two types of transitions, the complete transition which the majority of the eager managers went through and the technical transition which was experienced by the unwilling and the pragmatic managers. Related to that finding was the link between the type of organisation, its culture and the leadership skills required in that organisation. The fourth finding was that, irrespective of the amount of time in the manager role (six months to eleven years) or the type of transition (complete or technical), all respondents in this study continued to identify themselves as technical experts with the respondents who underwent a complete transition also seeing themselves as managers. Related to this finding was the respondents' continued identification as technical experts being largely due to their need to identify with their peers (other technical experts). The fifth major finding of this study related to a lack of career planning by the respondents and little or no succession and management development planning by the respondents' organisations. In a contribution to the theory of leadership studies, this study examined leadership as a social process, building on the existing leadership concepts and theories and putting them in a social context of subjective efforts by the researcher to interpret the respondents' transitional experiences through typification of the leadership characteristics into seven themes. The need to apply an individual contextualisation was seen as essential to understanding the transitional managers' response to their own transition. In doing so, the study has contributed towards narrowing the existing empirical literature gap on the transition processes. The contributions of this study need to be seen in the context that explorative research such as the one carried out here is not considered generalisable, as its aim was to explore and describe particular phenomena. Nevertheless, insights from this study were eight

This is a qualitative study which draws on the interpretivist tradition to research the processes by which Chartered Accountant (CA) students begin to develop their sense of professional identity. The thesis draws upon recent research on identity in early professional learning, in particular the aspects of becoming and belonging through which people enter into a community of practice. The purpose of the research is to understand the developing professional identity of students of the Institute of Chartered Accountants of Scotland (CA Students). In order to develop this understanding, data gathered at a number of focus groups at which CA Students were the participants, have been analysed. The transcripts from these focus groups are the primary source of data. This was analysed thematically and metaphorically in order to explore the senses that CA Students were making of their own entry into the accountancy profession. The analysis was used inductively to produce a resulting theory which has developed as a Professional Identity Map of the CA Student (PIMCAS). It elaborates the processes that impact on the developing professional identity of the CA Student. The findings of the research illuminate the processes by which CA Students become and belong, in particular marking the influence of the Training Firm and the Individual Values of the CA Student. The notions of becoming and belonging underpin the stories the CA Students tell of how they understand their developing professional identity. The practical implication of the results of this research for the future training of CAs is finally explored.

This research sought to examine the lived experiences and minds of entrepreneurs who had influenced society in ways beyond the domain of the private sector. An entrepreneur was defined as an individual who pursues opportunity or is driven by the perception of opportunity. It was proffered that a divide exists in our understanding of an entrepreneur—as person—and an entrepreneur—as business starter. To a great extent, this divide has limited exploration of the connections and benefits that entrepreneurial thinking might bring to education. This was a qualitative and interpretivist study based on interviews with a purposive sample of entrepreneurs who have had a major influence in private, public, and more generally in the plural sectors in and around Canada. Nine entrepreneurs were invited to tell their life stories, to provide their perceptions of how entrepreneurs think and to relate how they believed they had developed their skills. Using in-depth interviews, the researcher was able to discover, in part, the essence of how these entrepreneurs thought, how they made decisions, and how they viewed themselves and their world. The findings and insights add to the growing body of literature on entrepreneurship. The researcher argued that the dissertation had given light to the lived experience of entrepreneurs. Understanding how these persons had become entrepreneurial and how they had recognized opportunities for their own mentorship were addressed by the research. How these entrepreneurs thought, their motivations, and interests, as well as how they perceived their role in the world provided valuable insights, especially as one seeks to understand how to cultivate or develop, nurture and encourage entrepreneurs, and to foster entrepreneurial behaviour throughout the education sector. The exploratory insights from these rich interviews serve to further foster fruitful conversations on potential alignments between the ways and thinking of entrepreneurs and educational systems.

This study evaluates the adoption of Open Source Software (OSS) by IT Small to Medium-sized Enterprises (SMEs) in the UK. The growing popularity and acceptance of OSS continues to draw much attention in research and practice. However, researchers and IT practitioners within the UK SME sector still face challenges in understanding the issues that influence the acceptance, adoption, and diffusion of OSS. While previous research studies have focused mainly on the software development model and the unique characteristics of OSS, the area of OSS adoption by UK SMEs has largely been ignored. Furthermore, there is a lack of widely-acceptable theories that explain the adoption of OSS, implying that there is limited understanding of OSS adoption by UK SMEs. This gap in research has led this thesis to evaluate existing adoption theories and then apply the 'Decomposed Theory of Planned Behaviour' to model the adoption of OSS by SMEs. Based on the emerged conceptual model, an innovative and structured qualitative research design that uses a case study strategy was developed to evaluate the adoption of OSS across 10 UK SMEs in the IT industry. The analysis of the standardised data from the case study interviews led to the definition of the 16 factors of an emergent theory of OSS adoption by IT SMEs. The analysis of that empirical model has led to important conclusions including the following five issues, summarily. (1) The participant IT SMEs were drawn to different benefits, and experienced different challenges, in using OSS, suggesting that there is subjectivity and complexity in the factors influencing OSS adoption. (2) As in most Information and Communication Technology (ICT) adoption, ITcapability was identified to be essential for successful adoption of OSS, and therefore, it presents potential for important cooperative and collaborative support with OSS communities. (3) The emergent theory from this research study provide researchers and practitioners with variables for surveying critical-success-factors and a reference model for understanding the adoption of OSS. (4) The emergent theory and other general findings from this study are likely to have relevance in other areas of Information Systems research and practice, owing to the factors and theoretical framework that are common to OSS and general ICT acceptance, adoption, and diffusion. (5) This study appears to be the first that has focused on developing a widely-acceptable theory of OSS adoption by IT SMEs in the UK, suggesting that this innovative research study is a novel contribution that has important implications for theory and practice in OSS and general ICT acceptance, adoption, and diffusion.

This dissertation explores public school superintendent self-efficacy influences on instructional and student achievement within three Texas public school districts. The purpose of this research study is to investigate superintendent self-efficacy and it’s perceived influence on instructional leadership in districts with persistent student achievement inequities for economically disadvantaged and students of color. This study specifically focused on three White male public school superintendents with varying numbers of student populations that have large percentages of economically disadvantaged students and students of color. Two research questions guided the inquiry process: 1. How do superintendents in school districts in which children of color and children from low-income homes persistently under-perform perceive their effectiveness in the area of instructional leadership? 2.What are superintendents’ perceptions about how their instructional leadership beliefs are influenced by the context of federal and state accountability in which they work? This study employed a qualitative method of investigation utilizing a case-study approach to examine the perceptions, beliefs, and views of participating superintendents. Two in-depth interviews with each school superintendent served as primary data collection sources, while field notes, personal observations, email, and phone conversations served as secondary and clarifying sources. Data were interpreted using a critical interpretivist lens. This inquiry contributes to the body of superintendent practice and limited research scholarship by assisting in the understanding of perceived superintendent self-efficacy influences on instructional leadership and student achievement. These understandings have additional implications for the intersection of power, privilege, and emancipatory critical constructs for superintendents with populations of economically disadvantaged students and students of color. Findings from this study serve to highlight needed calls to action and reforms in superintendent preparatory programs, research scholarship, professional organizations, and regional educational service centers.

The realisation of the objectives of the South African Schools Choral Eisteddfod (SASCE) is influenced by the national education system and the environment it operates in. This thesis accordingly studies the SASCE within the organisational framework of the Department of National Education. It provides a comprehensive description of the factors that influence the achievement of the objectives of the SASCE in the FET band in the Motheo district of the Free State Province. South African national education policy provides for a single unified democratic system for the organisation, governance and funding of schools. The Department of National Education formulates policy and provinces are responsible for its implementation by means of district offices. In this respect the education system is regarded as an organisation consisting of different sub–organisations that must provide effective education in line with the educational needs of the country. A generic five–point model of effective organisational structure accordingly was applied to determine the factors impacting on the realisation of the objectives of SASCE. Data were gathered and analysed by means of personal observations, document analysis and semi–structured interviews with education officials, school principals and choir conductors. The challenges of the national education system with regard to appropriate facilities, equipment, funding, appropriately trained officials and educators, support staff and effective policy implementation are consistent with the challenges facing the Department of National Education’s enrichment programmes, of which the SASCE forms part. Findings and recommendations are offered for all research questions. A general recommendation pertains to a proposed restructuring of the provincial enrichment programmes sub–directorate in order to address some of its organisational shortcomings and also the challenges facing the SASCE. / Thesis (Ph.D (Music))--North-West University, Potchefstroom Campus, 2011.

The realisation of the objectives of the South African Schools Choral Eisteddfod (SASCE) is influenced by the national education system and the environment it operates in. This thesis accordingly studies the SASCE within the organisational framework of the Department of National Education. It provides a comprehensive description of the factors that influence the achievement of the objectives of the SASCE in the FET band in the Motheo district of the Free State Province. South African national education policy provides for a single unified democratic system for the organisation, governance and funding of schools. The Department of National Education formulates policy and provinces are responsible for its implementation by means of district offices. In this respect the education system is regarded as an organisation consisting of different sub–organisations that must provide effective education in line with the educational needs of the country. A generic five–point model of effective organisational structure accordingly was applied to determine the factors impacting on the realisation of the objectives of SASCE. Data were gathered and analysed by means of personal observations, document analysis and semi–structured interviews with education officials, school principals and choir conductors. The challenges of the national education system with regard to appropriate facilities, equipment, funding, appropriately trained officials and educators, support staff and effective policy implementation are consistent with the challenges facing the Department of National Education’s enrichment programmes, of which the SASCE forms part. Findings and recommendations are offered for all research questions. A general recommendation pertains to a proposed restructuring of the provincial enrichment programmes sub–directorate in order to address some of its organisational shortcomings and also the challenges facing the SASCE. / Thesis (Ph.D (Music))--North-West University, Potchefstroom Campus, 2011.

The purpose of this study was to explore and describe the relationship between top academic achievement in Grade 12 and certain characteristics of career adaptability. The career construction theory and the counselling model for life designing constituted the theoretical framework for the study. This research study of limited scope was conducted according to an interpretivist metatheoretical paradigm. I followed a qualitative methodological paradigm based on a case study design. Purposive sampling was used to select participants according to their top academic achievement. A very important factor in all case studies is the collection of data from multiple sources. Therefore, data collection methods included the Career Adapt-Abilities Inventory, individual interviews, life line and life story. A deductive style of analysis was used to identify themes (concern, control, curiosity, confidence). Inductive analysis was used to identify subthemes. Based on the findings of the study the salient aspects of career adaptability were established as being concern, control, curiosity and confidence. The importance of career adaptability when negotiating change was demonstrated by participants in their orientation and preparation for the future, making decisions after careful planning and exploration, and seeking information, as well as having confidence in their own ability and choices. Finally the findings of my research study suggest a significant relationship between Grade 12 top academic achievement and certain characteristics of career adaptability. Additionally findings suggest that other variables such as participation in extracurricular activities, gender, race and socioeconomic circumstances should not be excluded and therefore need to be investigated further. Copyright / Dissertation (MEd)--University of Pretoria, 2011. / Educational Psychology / unrestricted