This article distills the core principles of a phenomenological research design and, by means of a specific study, illustrates the phenomenological methodology. After a brief overview of the developments of phenomenology, the research paradigm of the specific study follows. Thereafter the location of the data, the data-gathering the data-storage methods are explained. Unstructured in-depth phenomenological interviews supplemented by memoing, essays by participants, a focus group discussion and field notes were used. The data explicitation, by means of a simplified version of Hycner's (1999) process, is further explained. The article finally contains commentary about the validity and truthfulness measures, as well as a synopsis of the findings of the study.
Organisational talent is internationally regarded a key success factor in a competitive world and is continuously challenged. In South Africa, the Apartheid heritage further presents major challenges regarding developmental opportunities of talented people. Co-operative education presents, as structured educational strategy that progressively integrates academic study with learning through productive work experiences, itself as a means to grow the talent of the South African people. As result of the inadequate practice of co-operative education and a fair amount of associated resistance, ‘classical’ literature is reviewed. The literature review further identifies the core properties of co-operative education and the study has attempted to distil the core principles of a phenomenological research design. The specific ‘phenomena’ which the research focused on are existing joint ventures between Higher Education institutions and business enterprises aimed at educating people and growing talent. Selections of the voices of the research participants are presented in this article. Although the present study identifies several shortcomings regarding the practice of co-operative education, it pioneers the notion that the growing of talent can be enhanced through a co-operative education strategy.
<b>Opsomming</b><br>Organisatoriese talent word internasionaal beskou as ’n sleutelfaktor in ’n kompeterende wêreld en word dus voortdurend aan uitdagings onderwerp. In Suid Afrika stel die nagevolge van Apartheid grootskaalse uitdagings ten opsigte van die ontwikkelings moontlikhede van talentvolle mense. Koöperatiewe onderwys bied, as gestruktureerde opvoedkundige strategie wat progressief akademiese leer met produktiewe werkservaring integreer, ’n geleentheid om die talent van Suid-Afrikaners op te bou. ‘Klasieke’ literatuur word weegegee ten einde die ontoereikende beoefening van koöperatiewe onderwys en ’n gepaartgaande redelike mate van weerstand aan te spreek. Die literatuurstudie identifiseer verder die kerneienskappe van koöperatiewe onderwys en probeer om die vernaamste eienskappe van ’n fenomenologiese studie raak te vat. Die spesifieke ‘fenomene’ waarop die studie fokus, is die bestaande samewerking tussen tersiêre instellings en besigheidsondernemings om mense op te lei en hul talent te ontwikkel. Geselekteerde uitsprake van die deelnemers aan die studie word weergegee en alhoewel daar verskeie tekortkominge rakende die beoefening van koöperatiewe onderwys geïdentifiseer is, verteenwoordig die studie baanbrekerswerk op die terrein van die rol van koöperatiewe onderwys in die ontwikkeling van talent.</br>
Against the backdrop of a literature review on leadership approaches, models and theories, the aim of this study was the identification of shortcomings regarding leadership competencies within a particular manufacturer. Semistructured interviewing was used within a grounded theory research design. A stratified random sample of participants contributed to the study. Opposing perspectives about several themes emerged from the data such as, vision direction, communication channels, growth, rewarding performance, leadership-role, and change problems. Seminars and workshops towards improvement of competencies are recommended
The transformation of the South African higher education landscape resulted in, among other things, the merger of three distance education institutions: Unisa, VUDEC and TSA. The macro level of the merger will no doubt be studied in detail. This article explores a micro level process for two departments merged by a top-down decision that did not take cognisance of their dissimilar functions and structures. The result was both a merger and a demerging process. The two departments first had to confront the realities of their different functions and structures before a reconfiguration could occur, including the emergence of a strategic plan focusing on aspects such as specific contribution, drivers, objectives and structure. The change management principles adopted to ensure the success of the process are outlined, analysed and reflected upon
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