University of South Africa

About: University of South Africa is a education organization based out in Pretoria, South Africa. It is known for research contribution in the topics: Context (language use) & Population. The organization has 8478 authors who have published 19960 publications receiving 237688 citations. The organization is also known as: Unisa.

Conceptualizing Internationalization at a Distance: A "Third Category" of University Internationalization

Abstract: Internationalization efforts in higher education have often been categorized according to Jane Knight’s binary of “Internationalization at Home” (IaH) and “Internationalization Abroad” (IA). Howeve...

35 years of socially responsible investing (SRI) research: General trends over time

Abstract: This article describes 35 years of academic research into investment practices that in some way integrate a consideration of environmental, social and corporate governance issues. A review of 190 academic papers was undertaken to identify trends in five domains, namely ‘Primary Name’, ‘Research Themes’, ‘Ethical Foundations’, ‘Research Approach’ and ‘SRI Strategies’. The evidence reveals that more than half the researchers refer to such investment practices as Socially Responsible Investing (SRI) and for this reason the name is used in this review as a generic term for the genre. A myriad of other names were also identified. In terms of research themes, one particularly dominant theme was that of financial performance, which was often discussed in relation to fiduciary responsibility and legal aspects. Although the primary ethical foundation was not always directly observable, the majority of papers implied utilitarianism or ‘the greatest good for the greatest number’. Increased mention of ethical egoism (self-interest) is observed in later periods. An equal split between qualitative and quantitative research methodologies was noted, with a qualitative approach being more favoured in recent years. Three SRI strategies have dominated academic discussions over the past 35 years, namely negative screening, positive screening and shareholder activism. Gaps in the literature have been identified and suggestions for future research made.

Factors influencing the retention of registered nurses in the Gauteng Province of South Africa.

Abstract: Background: South Africa is a source country for many destination countries that recruit registered nurses who emigrate for personal and/or professional reasons. A large number of South African nurses belong to the baby boomer generation (born between 1943 and 1964) who will retire within the foreseeable future. Statistics from the South African Nursing Council show a decline of 42.0% in the number of nurses who completed their training in South Africa from 1996 to 2005. These aspects combine to predict a potential dire shortage of nurses in South Africa within the foreseeable future. Objectives: Retention of registered nurses should be the focus of health-care planners to avoid crises in South Africa’s health-care services. This study attempted to identify factors that would influence registered nurses’ decisions to stay with their current employers in the Gauteng Province of South Africa. Methods: An exploratory descriptive quantitative design was adopted and questionnaires were sent to a sample of nurses, registered with the South African Nursing Council (SANC), with addresses in the Gauteng Province. A total of 108 nurses completed and returned questionnaires, of whom 77 (73.1%) had considered leaving their current employers. Results: The most important factors that would influence more than 90.0% of these nurses’ decisions to stay with their current employers related to finances, safety and security, equipment and/or supplies, management, staff and patients. Conclusions: In terms of Maslow’s Hierarchy of Needs Theory, deficiency needs (physiological, safety and social needs) should be met by improved salaries revised on an annual basis, paying long-service and outstanding-service bonuses, and improving the safety and security, as well the available equipment and supplies, at institutions. Sufficient numbers of nurses should be employed and vacancies should be filled rapidly. However, not all changes required to enhance nurses’ retention rates involve increased costs. Managers should lead by example and respect nurses, and encourage doctors as well as patients to do so, to meet nurses’ self-esteem needs. Recognising and rewarding outstanding service would meet nurses’ self-actualisation needs, as well as opportunities to further their education.

Democracy in schools: are educators ready for teacher leadership?

Abstract: The aim of this research was to determine educators’ perceptions of and readiness for teacher leadership. A total of 283 educators in the Eden and Central Karoo Education District in the Western Cape participated in the study. The participants included district officials, principals, and members of school management teams, as well as veteran, middle, and novice educators. A series of instruments was used to determine educators’ perspectives, perceptions and readiness for teacher leadership, including the Teacher Leadership Readiness Instrument (TLRI). The results indicated that educators held positive assumptions about teacher leadership. Educators’ preliminary leadership perceptions, assumptions about and readiness for teacher leadership proved that the majority of educators are ready for a more distributed, deep democratic leadership practice in schools. Educators acknowledged the need for continuous professional development in the area of teacher leadership. It was also found that as preliminary leadership perceptions of educators improve or strengthen, readiness for teacher leadership is also likely to improve or strengthen. These findings have significant implications for leadership practices, collaboration, capacity-building and improvement in schools, educators’ self-esteem, motivation and productivity, as well as student outcomes. Keywords: distributed leadership; educators’ assumptions; educators’ perceptions; educators’ readiness; parallel leadership; professional development; teacher leadership