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dc.contributor.authorSteenhuisen, Maria Jacoba
dc.date.accessioned2013-10-03T09:21:05Z
dc.date.available2013-10-03T09:21:05Z
dc.date.issued2012
dc.identifier.urihttp://hdl.handle.net/10394/9207
dc.descriptionThesis (MBA)--North-West University, Potchefstroom Campus, 2013.
dc.description.abstractThe poor state and failure of the basic education system in South Africa gave rise to this research. The wave of knowledge loss experienced in the last two decades is expected to carry on and will continue to deplete the basic education system’s knowledge base, severely affecting the already poor quality of education as well as the future economic growth and sustainability in South Africa. The main research objective was to establish whether future growth and sustainability in the basic education system in South Africa is achievable; which factors it is influenced by; and how knowledge continuity could impact on future growth and sustainability. A multidisciplinary approach focusing on organisational performance, knowledge management, individual and organisational behaviour and organisational development was followed. The nature of growth and sustainability and knowledge continuity in organisations was explored by following a contextualisation theory-building process. The main objective of the empirical research study was to determine by means of quantitative research the degree to which the influencing factors would enhance or impede growth and sustainability in an organisation. A quantitative survey method was followed. A questionnaire was developed and the survey was performed in 6 primary and secondary schools of the basic education system in South Africa. The questionnaire was found to be reliable with a Cronbach’s alpha of .8060. In the descriptive factor analysis process, principal component factor analysis was conducted, which described the five constructs that would influence growth and sustainability. These constructs’ dimensions produced significant intercorrelations which indicate that the dimensions are for the most part intercorrelated with each other in contributing to growth and sustainability. The multiple regression analysis indicated that knowledge loss would have an exceptionally strong impact on knowledge; and that knowledge, information and performance would significantly predict growth and sustainability. Organisations should change the focus for growth from physical assets to the development of intellectual capital, and knowledge continuity should form part of an organisations’ business strategy and mission. Knowledge continuity will only be successful if a culture conducive of trust and knowledge sharing and transfer exist, and are supported by effective and appropriate human resource practices and incentives. A structural equation model development strategy produced a knowledge continuity model aimed at enabling future growth and sustainability, based on the constructs confirmed in the factor analysis. The model indicated that there is a direct causal relationship between knowledge, information and performance with growth and sustainability. The regression analysis showed that most of the intercorrelations are significant, thus confirming the theory. The newly developed questionnaire and structural equation model should enable organisations to measure the degree to which the enhancing individual and organisational behavioural factors of growth and sustainability are in place and provide the measurement outcomes that would identify the factors that need to be focused on to improve and enable future growth and sustainability in an organisation.en_US
dc.language.isoenen_US
dc.publisherNorth-West University
dc.subjectKnowledge continuityen_US
dc.subjectfuture growth and sustainabilityen_US
dc.subjectknowledgeen_US
dc.subjectorganisational knowledgeen_US
dc.subjectknowledge managementen_US
dc.subjectintellectual capitalen_US
dc.subjectcontinuity managementen_US
dc.subjectknowledge lossen_US
dc.subjectknowledge retentionen_US
dc.subjectknowledge sharing and transferen_US
dc.subjectknowledge trusten_US
dc.subjectorganisational learningen_US
dc.subjectinformationen_US
dc.subjectinformation technologyen_US
dc.subjectproductivityen_US
dc.subjecttotal quality managementen_US
dc.subjectshared visionen_US
dc.subjectvision, mission and valuesen_US
dc.subjectcommitmenten_US
dc.subjectaligned commitmenten_US
dc.subjectorganisational cultureen_US
dc.subjectculture and changeen_US
dc.subjectperformance strengtheningen_US
dc.subjectperformance managementen_US
dc.subjectrewards and recognitionen_US
dc.subjectjob satisfactionen_US
dc.subjectengagementen_US
dc.subjectcapacity buildingen_US
dc.subjecttalent managementen_US
dc.subjectemployee engagementen_US
dc.subjectemployee empowermenten_US
dc.subjectorganisational behaviouren_US
dc.subjectindividual behaviouren_US
dc.subjectorganisational learningen_US
dc.subjectmultidisciplinary approachen_US
dc.subjectbasic education systemen_US
dc.subjectenableen_US
dc.subjectbusiness strategyen_US
dc.subjectleadershipen_US
dc.subjectpeopleen_US
dc.subjectresourcesen_US
dc.subjectrelationshipsen_US
dc.subjectpolicies and proceduresen_US
dc.titleThe knowledge continuum as an enabler for growth and sustainability in the South African basic education systemen
dc.typeThesisen_US
dc.description.thesistypeMastersen_US


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