Year:

  1.  2
    Toward Deliberative Democracy: The Institutional Forum as an Innovative Shared Governance Mechanism in South African Higher Education.Anne-Marea Griffin - 2018 - African Journal of Business Ethics 12 (1).
    The aim of this article is to explore the effects of the Istitutional Forum, a recent governance innovation legislated in South Africa in 1997, as a mechanism that contributes toward the democratisation of university governance. Forums were established to confront the legacy of structured disadvantage and to reorient the educational experience towards greater horizontal accountability. The article provides commentary on the Forum’s impact vis-a-vis participative ethos and deliberative democracy against the backdrop of the South African government’s post-apartheid commitments. Findings reveal (...)
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  2.  3
    From Capacity to Capability? Rethinking the PRME Agenda for Inclusive Development in Management Education.Jill Millar & Juliette Koning - 2018 - African Journal of Business Ethics 12 (1).
    Building on Sen’s capabilities approach this paper focuses on the United Nations Principles for Responsible Management Education to assess whether current developments in management education have the capacity to contribute to the promulgation of an inclusive development that moves beyond the discourse of ‘growth’ and ‘income’. Arguing that PRME in its current form reproduces a dominant market logic, and lacks the sensitivity to difference as captured in the plural quality of Sen’s capability approach, we conclude by suggesting a PRME agenda (...)
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  3.  2
    World University Rankings: Reflections on Teaching and Learning as the Cinderella Function in the South African Higher Education System.Raazia Moosa - 2018 - African Journal of Business Ethics 12 (1).
    Within universities, a tension exists between research and teaching and learning, where research is often accorded a higher status creating a Cinderella effect by rendering teaching and learning of lesser importance. World university rankings, also referred to as global rankings, are contentious although they have become a permanent feature of the higher education system internationally. Lindsay argues that institutions have emphasized the importance of publications and prestige, which contribute to national and institutional reputation. Publications increase rankings thereby contributing to the (...)
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  4.  1
    “The Great Unspoken Shame of UK Higher Education”: Addressing Inequalities of Attainment.Fiona Mary Ross, John Christian Tatam, Annie Livingston Hughes, Owen Paul Beacock & Nona McDuff - 2018 - African Journal of Business Ethics 12 (1).
    UK universities are achieving some success in attracting increasingly diverse undergraduate cohorts, although distributed unevenly across different types of institutions. It is therefore a concern that once at universities, overall students from black and minority ethnic backgrounds perform less well in their final degree classifications, even when entry qualifications, subject of study and student characteristics are taken into account. This paper firstly, reviews the research on what is understood about the BME attainment gap, described by an independent university governor as (...)
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  5. Using Transformative Transition Coaching to Support Leaders During Career Transitions.Nicky Terblanche, Dr Ruth Albertyn & Salomé Van Coller-Peter - 2018 - African Journal of Business Ethics 12 (1).
    Senior leadership transitions present daunting challenges. To promote inclusive development and comply with equal opportunity legislation, South African companies often fast-track careers of high-potential previously disadvantaged individuals. Organisations typically do not sufficiently support transitioning leaders, possibly acting unethically. The rate of failure is high with devastating effects for the individual and their organisation. The novel, empirically researched Transformative Transition Coaching framework, helps facilitate deep and lasting changes in meaning perspectives of transitioning leaders through coaching. The ability of the TTC framework (...)
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  6.  1
    Market Driven Global Directives and Social Responsibility in Higher Education.Frederick J. Veldman - 2018 - African Journal of Business Ethics 12 (1).
    Liberation from human suffering is a noble achievement, but without freedom from the constraints of poverty, liberty is partial. The South African Constitution commits us to the establishment of a society based on "democratic values, social justice and fundamental human rights." All Higher Education Institutions, therefore, should be founded on "the will of the people." Within the context, we are responsible for our own destinies. HE however, has become subjected to the needs of a market-driven mentality. The purpose of this (...)
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