http://hdl.handle.net/10500/6433 Tue, 21 May 2013 12:06:53 GMT 2013-05-21T12:06:53Z http://hdl.handle.net/10500/9484 Stakeholder perceptions of service quality improvement in Ethiopian public higher education institutions Solomon Lemma Lodesso The study identifies how different stakeholders perceive service quality improvement initiatives in public higher education institutions in Ethiopia. For this purpose, a mixed research methodology was employed. Furthermore, secondary data were collected from a variety of literature and primary data were collected from academic staff and final year students at public higher education institutions using the SERVQUAL scale and through focus group interviews. The collected data were analysed using both descriptive and inferential statistics. The research findings indicated that all dimensions of the service quality improvement initiatives were perceived by academic staff and studentsto be verypoor. The reasons for these poor or low perceptions were: the high expectationsof the stakeholders, the government’s intention to expand, lack of adequate knowledge regarding the implementation of the BPR process, the lack of motivation by service providers, poor management and the lack of good governance by the universities, inexperienced workers, non-empowered and task specific frontline employees, the low quality of the infrastructure, non-value adding hierarchical structures and approval systems, ethical problems with some service providers, the high staff turnoverand the lack of experienced staff. In addition, at all new universities, construction is underway and as a result,there are problems such as the poor state of the dormitories, classes,bathrooms, recreation areas, lounges, TV rooms, sport fields and internet connectivity, while the libraries are not well stocked with books and periodicals either. This study has recommended that the institutions should have standardised instruments that can be used to measure the status of service quality improvement and deliveryperiodically and to identify the areas that have the highest perceived performance gap scores in order to redeploy some of the resources. It also needs to be pointed out that the service providers lack sufficient knowledge and skillsconcerning the implementation of BPR, thus training is recommended in this regard.It is further recommended that for effective implementation of the BPR process, the importance of the provision of different guiding documents, continuous monitoring of activities and top management support should be kept in mind. Sat, 01 Dec 2012 00:00:00 GMT http://hdl.handle.net/10500/9484 2012-12-01T00:00:00Z http://hdl.handle.net/10500/9469 The relationship between the management strategies of school principals and the job satisfaction levels of educators Tsvara, Peter South African schools have experienced a high rate of educator turnover which has led to greater school instability, disruption of curricular cohesiveness and a continual need to hire experienced and inexperienced educators, who may be typically less effective, as replacements for educators who leave. Unfortunately, principals of schools lack organizational capacity to provide the necessary management strategies that can enhance educators’ job satisfaction. Since the principals are fully responsible for the proper functioning of the schools and their personnel, this study explored the relationship between the management strategies of school principals and the educators’ job satisfaction levels within the context of South African schools. It examined how management strategies of principals impact on job satisfaction levels of educators in various school environments. The study explored literature from local and international perspectives on management strategies and the job satisfaction of educators. It described the background and findings of the relationship between management strategies of principals and educators’ job satisfaction levels from an education management perspective. For the empirical inquiry the study adopted a qualitative research paradigm, and as such, a qualitative investigation of the relationship between the management strategies of school principals and the educators’ job satisfaction levels in schools was conducted. Non-probability sampling methods were used to select a sample of six school principals and twelve educators. Individual and focus group interviews were used in data collection and were audio-recorded. Throughout the research study, ethical considerations were upheld. Data analysis involved a mix of content and thematic analysis instruments. The study findings determined the relationship between management strategies of principals and educators’ job satisfaction levels. An understanding of human relationship is very important to school principals who have the responsibility of establishing an environment that not only motivates educators, but can also help to enhance their job satisfaction levels in a positive way. An understanding of educators’ needs also helps school principals to devise management strategies to enhance the job satisfaction levels of educators. Based on the findings, recommendations to improve the management strategies of school principals in the enhancement of educators’ job satisfaction were proposed. Sat, 01 Jun 2013 00:00:00 GMT http://hdl.handle.net/10500/9469 2013-06-01T00:00:00Z http://hdl.handle.net/10500/9266 The management of an information technology infrastructure in schools in the Western Cape Province Perkins, Catharina Elizabetha This research conceptualises IT infrastructure management at secondary schools in the WCED (Western Cape Education Department). This includes whether or not secondary schools in the WCED make use of a full time, on-site network administrator or whether a teacher acts as on-site network administrator. The literature review studied the effectiveness of IT infrastructure management which includes hardware, software, policies, computer network, security; staff management and BYOD (bring your own device). The management of IT infrastructure at secondary schools within the WCED differs widely from school to school, and its functionality depends on many factors. The quantitative study revealed problem areas within IT infrastructure management at secondary schools in the WCED. Furthermore the quantitative study also revealed that there is a need for best practice guidelines with regards to IT infrastructure management in order to improve service delivery. The literature review provided sources for best practice IT infrastructure management.; Rekenaar infrastruktuur by sekondere skole in die WKOD (Wes Kaapse Onderwys Departement) word in die navorsing beskryf. Die studie ondersoek verskillende strukture naamlike skole wat 'n voltydse netwerk administrateur het en skole waar 'n onderwyser die verantwoordelikheid aanneem van 'n netwerk administrateur. Die effektiewe beheer van rekenaar infrastrukture word bespreek. Dit sluit hardeware, sagteware, beleid formulasie, rekenaar netwerk, sekuriteit, personeel bestuur, en BYOD (bring jou eie toestel). Die bestuur van rekenaar infrastruktuur verskil van skool tot skool en die effektiewe bestuur daarvan word deur baie faktore beinvloed. Die kwantitatiewe studie het probleem areas vir die bestuur van rekenaar infrastruktuur by sekondere skole in die WKOD uitgewys. Die kwantitatiewe studie het verder die behoefte vir beste praktyk riglyne uitgewys om sodoende better dienslewering te verseker. Die literere studie het beste praktyk riglyne vir rekenaar infrastruktuur bestuur genoem. Thu, 01 Nov 2012 00:00:00 GMT http://hdl.handle.net/10500/9266 2012-11-01T00:00:00Z http://hdl.handle.net/10500/8879 A critical analysis of law and policy on the education of disabled children in South Africa Tesemma, Shimelis Tsegaye From the literature we learn that existing educational frameworks that inform law and policy- making on the education of disabled children deal extensively with the curricular and educational concerns of disabled children. Yet, these frameworks leave out the pivotal issue of children‟s human right to education. The rights-based frameworks address human rights issues in a grand fashion, but give scanty educational guidelines on the actual education of disabled children, rendering hollow the human rights credo they espouse. South Africa has been one of a few countries which made attempts at addressing both the human rights concerns facing learners with disabilities and their curricular and pedagogic needs. The country embarked upon extensive efforts of legislative and policy formulation that are, in some respects, unparalleled in the world. Hence, this country is a potential storehouse of good practices on the education of children with disabilities with the potential to inform the re-formulation of existing African and global frameworks on the right to education of disabled children. Furthermore, the impressive novelty contained in South African education laws and policies notwithstanding, there are a number of issues which should be addressed in the country‟s education environment, including how the laws and policies are implemented. It is to be acknowledged that laws and policies are only as good as their implementation. Mindful of the above situation prevailing at the global level and the national (South African) level, this study offers a framework that marries the right to education of children with disabilities with educational theory on and practice in regard to the education of disabled children. The framework is constructed on the basis of current international literature on both disability and education and related South African law and policy instruments. In terms of its methodology, the study employed a generic or non-categorical qualitative design, also called methodological bricolage. Under this overall design, two principal modes of inquiry were applied, namely the enlightenment mode to policy analysis and critical law and policy discourse analysis. Theoretically, the study is anchored in the human rights variant of the Social Model of Disability, Critical Theory and Post-structural paradigms. Thu, 01 Nov 2012 00:00:00 GMT http://hdl.handle.net/10500/8879 2012-11-01T00:00:00Z