The effect of corruption in South Africa has seriously constrained development of the national economy and has significantly inhibited good governance in the country. South Africa's complex political design is a contributing factor to the rise of corruption, which has adversely affected stability and trust and which has damaged the ethos of democratic values and principles. Although the South African government has been instrumental in systems to fight the evils of corruption, practical problems have increasingly emerged over the years. The most notable problems are: insufficient coordination of anti-corruption work within the South African public service and among the various sectors of society; poor information about corruption and the impact of anti-corruption measures and agencies; and the impact of corruption on good governance. This paper is a part of a broader study undertaken on corruption. It addresses issues related to corruption and good governance in the South African (National) Public Service. To articulate and analyse the challenges confronting the country, issues regarding coordination of anti-corruption agencies will be explored.

The purpose of this paper is to use quantitative data to describe corruption in the SANPS, and use Luo's () institutional theory to gain insights into how corruption develops and remains entrenched despite the introduction of anti‐corruption legislation. A total of 1,500 questionnaires were distributed to public servants in nine provinces, but predominantly in Kwa Zulu Natal and Gauteng. There were 702 returned giving a response rate of 47%. We conclude that the findings discussed in this paper lend support for Luo's theoretical model being able to provide insight into the development of corruption, its consequences and possible remedies.

During the 1980s, new public management (NPM) evolved as a universal model of reform and governance in public sector management. However, in practice, there have been significant differences between countries that have been successful in NPM reform and those that have not. Drawing on institutional theory and frameworks of national culture, this article is aimed at exploring the applicability of NPM in a particular cultural context. In particular, the study analyses the applicability of NPM in the developing economy of South Africa. Using Hofstede's construct of national culture and institutional theory, social units within South Africa are explained. A cultural theory is presented whereby NPM is depicted as a culturally dependent strategy. The present study proposes a cultural theory that takes into account the differences that exist among the cultures of various countries. It is suggested that the successful implementation of NPM requires complementarities between the reform strategies that are adopted and the particular cultural characteristics of the country in which they are implemented. Points for practitioners This article is useful to practitioners in attempting to understand the importance of congruence between reform strategies and practices and national culture. In particular, the study makes a contribution to policy entrepreneurship in recognizing that efficiency and institutional perspectives must be complementary and congruent if success in reform is to be achieved.

Purpose -Using the case of a cross-cultural setting, the purpose of this paper is to compare perceptions of students towards face-to-face learning and blended learning. A social constructivist perspective is used which implies that cultural data are in fact social constructs made on the basis of the participants' own cultural thought patterns and the concepts and categories to which they are socialised within learning organisations. This paper aims to discuss these issues. Design/methodology/approach -Perceptual evidence forms the primary qualitative and quantitative data for this study. The paper uses social constructivist approach with empirical data in developing the notion that cross-cultural management is a process whereby people, through social interactions, acquire participative competence for working in cross-cultural settings. Findings -Perceptual data emerging from this study point out that considering the learning objectives of a cross-cultural context are paramount when engaging in cross-cultural management curriculum and teaching design. Such social contexts, while complex and challenging, is often a perfect opportunity where cross-cultural competence can be developed. Originality/value -The value of the study lies in the original insights it offers into student experiences and the challenges to adopt a "one size fits all" strategy in a cross-cultural setting. 254ET 56,4 touted as an alternative to the first mode, is best described by Keegan (1995, p. 7) as distance education and training that results from the teacher and learner being technologically separated, thus freeing the student from the necessity of travelling to "a fixed place, at a fixed time, to meet a fixed person, in order to be trained". This mode, too, has drawn criticism, given its propensity for causing a sense of learner isolation and frustration, anxiety, and confusion (Brown, 1996;Hara and Kling, 2000;Piccoli et al., 2001), and also higher student attrition rates (Laine, 2003;Ryan, 2001). The third, a hybrid which combines elements of the earlier two, and credited with nullifying the lacunae within them, is BL (Meyer, 2007;Rubenstein, 2003;Smart and Cappel, 2006).With innovative technologies finding their way into the field of education and training (Arbaugh, 2008;Williams, 2008;Hwang and Francesco, 2010), many scholars maintain that online learning is a leading growth sector in higher education (Allen and Seaman, 2006;Foster and Carnevale, 2007;Kim and Bonk, 2006). Despite its popularity, the literature on innovative technologies such as BL provides little explanation of its efficacy within cross-cultural management settings. Three major contributions whose approaches to the understanding of cross-cultural management in its international aspects that have been influential in the field include: Adler (1991), Hofstede (1980) and Trompenaars (1993). All three have been pioneering in their own way and have been arguably the principal creative sources on the thinking of many other writers on cross-cultural management issues. To such ...

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