In light of increasing globalisation and a changing workforce, the ability to bridge cultural fissures separating diverse groups will be increasingly critical to sustained work place well-being, especially with relation to global competitiveness and economic growth. This article explores the link between cultural and emotional intelligence in an effort to investigate the possibility of measuring, developing, and effectively managing individual responses to cultural influences that give rise to significant tension within the organisational context. Since South Africa’s heterogeneous workforce is characterised by culturally diverse group interaction, the conceptualisation of a cross-cultural facet of intelligence with emotional-management as reciprocal component has practical implications towards optimal intercultural organisational harmony, effective globalised interaction and overall group-dynamics.

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Purpose – A growing public concern among South African citizens is that of corruption in law enforcement, an awareness of which causes significant tension in the community – police relationship. The purpose of this paper is to investigate how law enforcement corruption influences service delivery satisfaction and public trust. Design/methodology/approach – Data from the Victims of Crime Survey 2013/2014 for all nine provinces in South Africa were utilised, yielding a final sample of 25,605 respondents. By means of standard multiple-regression analysis, the study established that corruption statistically significantly influence service delivery satisfaction and public trust. Findings – The demographic variables that statistically significantly influenced the aforementioned dependent variables were province, population group and age. Gender and religion were not found to influence law enforcement public trust and service delivery satisfaction significantly. Research limitations/implications – It is recommended that the findings be used to stimulate public debate and renew efforts to curb law enforcement corruption specifically by emphasising police integrity. Practical implications – Limited empirical evidence can be found on the influence of law enforcement corruption on service delivery satisfaction and public trust especially in South Africa where police corruption is a serious concern. Determining the consequences of perceived corruption underscore the importance thereof and will renew efforts to curb as such the prevalence thereof. Social implications – The case study of South Africa could provide valuable lessons not only for South African policy makers but for other countries perilled by high crime rates, a lack of public trust and social segmentation. Originality/value – Limited empirical evidence could be found on the influence of law enforcement corruption on service delivery satisfaction and public trust especially in South Africa where police corruption is a serious concern.

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There are various challenges in the teaching of sexuality within a South African multicultural context, as there is no uniform knowledge across learner backgrounds. As such, teachings often revert to the teacher’s beliefs, in order to create meaning within the uncertainty, at the expense of the individual learners’ personal identity formation. This paper explores the teachers’ internal bias and its subsequent influence on the teaching of alternative sexualities in Life Orientation classes. Through purposive sampling, four teachers in the Mangaung area of the Free State province participated in semi-structured interviews and electroencephalogram (EEG) measurements. Data were analysed by means of thematic analysis and descriptive statistics collected through EEG readings in order to explore how teachers construct knowledge about alternative sexualities while mediating internal conflict, specifically through measuring frustration responses to stimuli. Findings suggest that the challenge of personal background influences teaching practice as well as limitations at curriculum level, leading to personal interpretations of content. Furthermore, sensitisation to content significantly affects levels of frustration, while the active versus reactive nature of teaching sexuality becomes apparent in how teachers ultimately accommodate personal bias. Recommendations include the need for sensitisation, during teacher induction, to sensitive topics such as sexuality, and to provide less biased messages during teaching.