Browsing by Subject "Inclusivity"

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    Exploring a framework for decolonised disability-inclusive student walk support practices in an open and distance learning institution
    (2021) Sipuka, Olwethu; Lorenzo, Theresa; Behari-Leak; Kasturi; ‪Ngubane-Mokiwa, Sindile
    This research examined underpinning aspects of decolonised support service needs and preferences of open distance learning students with disabilities. In order to fulfil this purpose, views and perceptions of students with disabilities on the importance, availability, and accessibility of student support services were investigated. The extensive literature review done confirms the extent to which decolonisation of higher education has received prominence however, that prominence is not given to the decolonisation of support services for students with disabilities. The Capabilities Approach is utilized as the theoretical framework for this study. It coupled with the Social Model of disability channels our focus on the person's abilities rather than the impairments. Positioned as a qualitative illustrative case study, it sought to examine the factors that positively and negatively affect increased decolonisation of the higher education experiences of students with disabilities in South African universities. As the foremost Open Distance Learning institution in South Africa; the University of South Africa is the primary site for the study. Interviews with students with disabilities, the student representative council and staff members responsible for student support revealed the current experiences and perceptions of both students and staff regarding the topic. The study findings revealed key aspects of a decolonised Student Walk as being internationally relevant, students playing a pivotal role as a stakeholder, controlling worldviews, replicating inequalities and curriculum and power plays and clear strategy as a cardinal aspect of the process. It also discovered that decolonisation was not well understood by both staff and students, hypothetically pointing to many barriers than opportunities. There was disjointed institutional support initiatives that needed to be decolonised, inclusive, teaching and student support aligned. The major implications are linked to institutional level strategic support, staff training and awareness, policy reflection and strategy, inclusive initiatives and student involvement. Above all, a decolonised Student Walk framework has been proposed.
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    Inclusive Leadership and Job Performance: A Study of Blue-Collar Worker Perceptions
    (2025) Larney, Ammaarah; Bagraim, Jeffrey
    In South Africa, blue-collar workers typically operate in labour-intensive work environments where inclusive leadership behaviours are often not viewed as a value-adding tool and where employee willingness to contribute to organisational processes is low. All of which can negatively impact individual job performance. Although there is growing literature focussing on inclusive leadership as a critical driver of job performance, there is a scarcity of research understanding this relationship in a South African blue-collar worker context, where this group is considered the backbone of the country's economy. This research argues that understanding the perceptions and behaviours of this group can be worthwhile when addressing the challenges faced by this group and identifying performance-motivating factors. The primary aim of this study was to explore the impact of perceptions of inclusive leadership on the job performance of blue-collar workers utilising three dimensions for performance, including (1) task performance, (2) contextual performance and (3) counterproductive work behaviour. Further, the moderating effect of psychological safety on this relationship was explored to expand on existing literature. Data was collected using a sample of 122 employees from multiple industries using self-report questionnaires. Data was analysed using correlation analysis, regression analysis and moderation analysis. The study's results revealed that the perceived perceptions of inclusive leadership of a blue-collar worker in South Africa positively influenced an employee's contextual performance and decreased the counterproductive work behaviour exhibited by an employee. Further, contrary to earlier studies, the results indicated that inclusive leadership did not significantly correlate with task performance. Additionally, this study revealed that psychological safety significantly correlated with task and contextual performance, whereas there was no significant relationship between psychological safety and counterproductive work behaviours. Despite the significance of these findings, the results were less robust than in previously published research. Lastly, it was observed that psychological safety was not an effective moderator of the relationship between inclusive leadership and job performance. Although these results were inconsistent with previous studies, these findings contribute to the growing body of inclusive leadership literature in South Africa.