Thesis (M.A.) - Carleton University, 2007. / Includes bibliographical references (p. 110-117). Also available in electronic format on the Internet.

Thesis (Ph.D.)--University of Western Sydney, 2004. / A thesis presented to the University of Western Sydney, College of Arts, Education and Social Sciences, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographies. Electronic version is also available at: http://handle.uws.edu.au:8081/1959.7/46081.

Thesis (MA (Industrial Psychology))--University of Stellenbosch, 2006. / When examining the diversity of South Africa’s workforce, the question arises, how can organisations and their leaders facilitate a better integration of this diverse workforce into effective teams? This thesis approaches this question in three different ways. Firstly, the African value system Ubuntu is examined, with a special focus on its core social values, which are: survival, solidarity spirit, compassion and respect/dignity as outlined in Mbigi’s collective finger’s theory. Secondly, the characteristics of team effectiveness such as knowledge, skills and abilities (K.S.A’s), cohesion, shared vision and mutual trust are focused on in order to provide an understanding of the functioning of teams. Thirdly, the positive impacts of the social values of Ubuntu on specific characteristics of team effectiveness are explained and the concept of values-based leadership as one possible approach to implement these values is presented. This thesis is based on research, which is qualitative in nature and uses the grounded theory method. In this study, 14 participants were asked to respond to open-ended questions on their opinion about what constitutes a good team and how they experienced Ubuntu in their work teams as well as communities. The interviews were analysed using the methods prescribed by the grounded theory. The canons of the grounded theory method enabled the researcher to generate a theory and to develop a model which explains how the social values of Ubuntu can have a positive impact on the characteristics of team effectiveness.

The incorporation of sustainability education and sustainable practices in higher education serves several purposes. It prepares students for work in sustainability-focused professions, fosters environmentally responsible behavior in individuals, and helps to reduce the ecological impacts of the operational aspects of educational institutions. However, contemporary definitions of sustainability, which consider social, political, ecological, and economic influences on the environment, complicate educational initiatives. Distinct educational departments often consider sustainability through their specialized lens. Trans-disciplinary initiative must be enacted in order for sustainability education to reach its full potential. This paper outlines the results of an electronically administered faculty sustainability curriculum inventory as well as an electronically administered university-wide sustainability literacy survey that were conducted at Southern Illinois University. The relationship between individual values and perceived importance and knowledge of sustainability components are examined within the context of the Value-Belief-Norm theory. While response rates for both surveys were relatively low, the faculty curriculum inventory survey was useful in identifying faculty members with an interest in sustainability education. These individuals could potentially work to spearhead curricular initiatives across the university. The survey also provided information that was used to create a sustainability course database and profiles of faculty members with an interest in sustainability education. Results for the literacy survey indicate that respondents' perceived importance of sustainability components exceeded their knowledge of those components in every case. Respondents rated components grouped under both energy systems and individual integrity as very important or extremely important to a sustainable university community. However, all components were rated at or above relatively important. Ecocentric, altruistic, and traditional individual values served as reliable predictors of respondents' perceived importance of sustainability components. These results should encourage further research of the motivations for sustainability incorporation on a campus community when considered within the framework of behavioral models such as the Value-Belief -Norm Theory or the Theory of Planned Behavior.

The aim of this study is the analysis of social concepts of honor and identity in Paul’s letter to the Philippians. In the first chapter, the research problem is formulated and the appropriate methodology, which could address the issue under investigation, is chosen. It was observed, that in the social studies of the New Testament texts, the key analytical categories – honor, identity and (social) values, – as well as the correlation between them, were not properly defined. At the same time, the text of the letter to the Philippians demonstrates that to aspire for honor is not totally rejected within Christian community (1:20; 2:29; 3:14). The discourse analysis (discovery of social patterns embedded in the text) was taken as main methodological approach; clarifying of social concepts and text analysis were main tools used to test the hypothesis: In his letter to the Philippians, Paul does not argue to reject honor as a social value, yet he promotes a new identity and new source of honor; aspiration to honor within one’s group remains the same for non-Christians and for “heavenly society.” In the second chapter, the main terminology is defined. So, “value” is an often non-verbalized, invisible conception, which determines one’s understanding of the desirable or rationality. The same values can have different embodiments in different cultures; the same values can be shared by different groups. Identity is based on the visible manifestations of a culture; people of different identities can share the same values. Honor is a positive evaluation of one’s behavior; it is very significant for every collectivistic society. The source of honor is at the same time the source of identity: the one whose opinion matters, whose approval is valuable is the one with whom a person associates/identifies him/herself. In the third chapter, the language of identity in the letter to the Philippians is analyzed. Paul pays a lot of attention to his readers’ new identity “in Christ.” He accentuates their distance from the non-members of the group (negative identity); he insists on their unity, mutual support, and call to leave aside any inner quarrel or competitiveness in order to concentrate on the survival and development of the “in-Christ” group. His own example of changed identity demonstrates that Christ gives Paul both a sense of belonging and a sense of worth. Strong orientation of the members of the Christian commune to their group reflects the common dependence of an individual on his/hew group in collectivist societies. In the fourth chapter, the issue of honor in the text of Philippians is investigated. The Christological hymn (Phil 2:6-11) and its context presents the only appropriate way of behavior and hence, gaining honor within the “in-Christ” community: God is the only honor-bestower; one must stay loyal to the community and obedient to its leaders despite suffering and death. Paul’s account of his own experience demonstrates that he is anxious about honor, yet he seeks it exclusively in terms of the “in-Christ” group: God is the only source of honor; hence honor must be achieved strictly via loyal service to God and his group. Any attempt to gain honor in competition with other members of the “in-Christ” group is interpreted as treason, as it denies the status of God as the only honor-bestower. In the fifth chapter, the findings of the research are summarized. It is concluded that social values of “heavenly society” are very much the same as those of a non-Christian society. Belonging to a group and positive evaluation of such a group (honor) – relational values common for Mediterranean cultures – are still most significant for the “in-Christ” group members. The only thing which is changed is identity (and hence, the source of honor): for Christians, God and Christ are an exclusive source of identity and an exclusive source of honor. Hence, the “in-Christ” group and the outer world both share the value of honor; the only difference between them is the source of that honor (i.e. identity). Values remain the same, identity is different. / Thesis (PhD)--University of Pretoria, 2014. / gm2014 / New Testament Studies / unrestricted

Magister Psychologiae - MPsych / The study sought to explore the priorities and practices of educators with regard to the mediation of moral qualities/democratic virtues related to education for citizenship by means of a case study in one school. In South Africa educators are regarded as among the stakeholders responsible for the mediation of values and morals in children and youth so that they will be effective citizens of democracy. Hence the school is seen as an important context in which this could take place. Citizenship education usually contains a moral element. Practices of moral development generally draw on the work of Kohlberg, which is linked to a Piagetian understanding of development. Vygotsky’s approach focuses on the contribution that the context has on cognitive development and suggests that this may also be important for moral development. However there is little evidence available concerning the effectiveness of specific interventions. Two groups of educators and one group of learners were interviewed. Educators were asked what moral qualities/democratic virtues they regarded as important to nurture in the learners at this school and what they did to nurture these virtues. Learners were also asked the same question and what they saw their educators doing in order to mediate these moral qualities/democratic virtues. Any constraints and successes were explored together with what educators thought could be done to improve the situation. The theoretical understanding of the research was constructivist and it followed a qualitative case study approach. Data were collected using semistructured interviews and were analysed using a thematic analysis approach. Before the research was undertaken permission was sought from the Western Cape Education Department and the study was conducted following the guidelines for ethical research set by the American Psychological Association. The main priorities that emerged as moral qualities/ democratic virtues that educators thought were important to nurture, were accountability, respect, and commitment to “being good.” Socially desirable behaviours that were highlighted were the following: economic initiative, citizenship, and politeness and consideration. Cognitive qualities that they thought were important to nurture were the following: open mindedness, literacy, and numeracy. There were also skills that the educators thought were important to nurture in their learners which did not seem to have a moral dimension. The main practices mentioned were: modelling, active instruction and discussion, and discipline. Educators highlighted the importance of consistency throughout the school. Constraints mentioned were the following: lack of discipline, socio-economic factors, and lack of parental involvement. Supportive factors mentioned were parental support, and consistency and collaboration. / South Africa

Philosophiae Doctor - PhD / In many parts of the world and in South Africa in particular, there is a growing body of literature supporting the opinion that intentions play a crucial role in the decision to become an entrepreneur. Models of entrepreneurial intentions around the world have been developed, but in South Africa studies in this regard are still inconclusive, especially among the youth. This research study primarily aimed at investigating how social, cultural and socio-economic factors of entrepreneurship students in the universities of the Western Cape Province shape their entrepreneurial intentions. Entrepreneurial intentions, social factors, cultural values, as well as socioeconomic factors, were reviewed in the literature and are presented in this dissertation. The study adopted a mixed-methods approach through the amalgamation of both qualitative and quantitative research methodologies. A survey questionnaire was administered to the respondents — entrepreneurship students from the University of Cape Town (UCT), the University of Stellenbosch (US), the University of the Western Cape (UWC) and the Cape Peninsula University of Technology (CPUT). Data collected was coded by means of the Statistical Program for Social Sciences (SPSS), version 22. Six variables out of nine of the instrument had a coefficient Alpha (Cronbach) of more than 0.7, while the remaining three had a coefficient Alpha of between 0.5 and 0.7; this extended its reliability. The study discovered that most of the items of the instrument had a positive relationship with their variables, leading to the variables being considered as having an influence on entrepreneurial intentions. In fact, the study found that social factors, as well as cultural values and socio-economic values, impact on self-efficacy and entrepreneurial intentions. The result of the research is that the study suggests a model of entrepreneurial intentions among university students, and in the final chapter concludes with recommendations and suggestions for future research.

Effective leadership has been found to be a key determinant of organisational success. Effective leadership does not only involve the ability to influence and inspire others, it is the ability to lead subordinates according to the competencies that they value. The focus of this study is on determining what in fact the future South African graduate workforce will value in a leader. Effective leadership and the competencies that subordinate's value is especially relevant today as leadership is forced to contend with an increasingly diverse workforce. This diversity necessitates the need for a leadership style to be congruent with what subordinates of diverse genders and cultures will value, so to be effective. Existing studies have indicated that gender and culture influence what subordinate's value in a leader, however it is evident from the results of this study, that this is not entirely the case. Regarding gender, the female and male respondents in this study value similar competencies in their leader, indicating that there is no distinct set of competencies that will be valued by male and female graduates. With respect to culture, the respondents value a mixture of competencies that combine both African and Western leadership practices, values and philosophies, indicating that there is no distinct set of competencies that will be valued by African, Coloured, Indian and White graduates. On the basis of this research, the recommendation is that for leaders to be effective in the 21 st century, a leader must be loyal and inspirational, have vision and integrity and lastly must be open and honest with their subordinates

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-01-22T18:31:57Z No. of bitstreams: 1 romimarciabencke.pdf: 1848276 bytes, checksum: c53572cdff6d9e8b2714277782ce7730 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-01-25T18:56:46Z (GMT) No. of bitstreams: 1 romimarciabencke.pdf: 1848276 bytes, checksum: c53572cdff6d9e8b2714277782ce7730 (MD5) / Made available in DSpace on 2016-01-25T18:56:46Z (GMT). No. of bitstreams: 1 romimarciabencke.pdf: 1848276 bytes, checksum: c53572cdff6d9e8b2714277782ce7730 (MD5) Previous issue date: 2014-01-28 / A partir da Teoria da Modernização desenvolvida por Inglehart e Welzel (2009), que chama atenção para a relevância dos valores sociais no desenvolvimento humano busca-se testar a hipótese de que existe uma relação entre ecumenismo e valores de autoexpressão. Partindo dos conceitos de valores sociais (autoexpressão e sobrevivência), ecumenismo e modernidade, a coleta de dados para a dissertação consistiu em uma pesquisa documental em uma organização ecumênica e duas igrejas protestantes, bem como um survey com agentes eclesiais de uma destas igrejas. Os resultados do survey, assim como a análise dos documentos suportam a relação positiva entre o ecumenismo e valores sociais vinculados ao desenvolvimento humano emancipador. A partir dos achados da dissertação, pode-se afirmar que o ecumenismo contribui para que o cristianismo estabeleça um diálogo com a modernidade. / Stemming from Modernization Theory developed by Inglehart and Welzel (2009) which discusses the importance of social values in human development, the thesis puts forward the hypothesis of an existing relationship between ecumenism and self-expression values. By using concepts such as social values (self-expression and survival), ecumenism and modernity, data collection consisted of documentary research in an ecumenical organization and two protestant churches as well as a survey with pastoral agents of one of the protestant churches. Both survey results and the qualitative analysis of documents support the positive relationship between ecumenism and social values related to liberating human development. Based on the findings of this thesis, it can be claimed that ecumenism contributes to Christian dialogue with modernity.

Parental socialization values are compared over sixty years by using data from the Denton Parent Project collected in 1989 and from similar questions asked of parents in Middletowri in 1924 and 1978, The objectives of the study were as follows: how have parental socialization values changed through time since the 1920s; has the impact of parental social class status on parental socialization values decreased over time; compare Alwin's study on obedience and autonomy to see how trend has changed from 1978 Middletown to 1989 Denton; and, finally, look at certain family structure variables to determine their influence. Today's parents emphasize social acceptance and a sense of social responsibility in child training practice. Social class still has an impact on parental socialization values but not as great as expected.