Organisational learning in non-governmental organisations
| dc.contributor.advisor | Maasdorp, Christiaan Hendrik | en_ZA |
| dc.contributor.author | Vushe, Emilar Ethel | en_ZA |
| dc.contributor.other | Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Information Science. | en_ZA |
| dc.date.accessioned | 2018-02-28T12:41:18Z | |
| dc.date.accessioned | 2018-04-09T07:10:00Z | |
| dc.date.available | 2018-02-28T12:41:18Z | |
| dc.date.available | 2018-04-09T07:10:00Z | |
| dc.date.issued | 2018-03 | |
| dc.description | Thesis (MA)--Stellenbosch University, 2018. | en_ZA |
| dc.description.abstract | ENGLISH SUMMARY : Chapter one provides a general introduction to the study. It covers the background of the study, explaining why organisational learning has caught our attention again, and presents the research objectives, problem statement, methodology, and the significance of the study. This chapter also provides the research outline and gives an overview of the entire study. Chapter two provides an overview of the state of our knowledge about learning in nongovernmental organisations (NGOs) by analysing the learning challenges that NGOs face. The chapter also explores NGOs as a phenomenon, focusing on their history, definition, types, and organisational characteristics in relation to learning. The chapter also distinguishes NGOs from regular business entities. Chapter three introduces general learning theories and what they highlight about NGOs’ learning challenges. The chapter first explores the foundational learning scholars and theories to further inform the subsequent chapters focusing on organisational learning in NGOs in depth. Chapter four describes Bruce Britton’s Eight Function model in detail. It analyses each of Britton’s learning functions he proposed and how they interact with one another. This chapter also refers to the observations made in chapter three regarding the foundational theories focusing specifically on business environments. The chapter then determines which aspects of Britton’s learning model address the learning challenges that are faced by NGOs. In chapter five, based on the insights gained, the study turns to the question of how NGOs can increase their capacity to learn. The chapter then highlights the study’s academic implications as well as its implications for practitioners of knowledge management and organisational learning. The thesis concludes by proposing a number of questions for future research in the nascent knowledge for development field. | en_ZA |
| dc.description.abstract | AFRIKAANSE OPSOMMING : Hoofstuk een gee 'n algemene inleiding tot die studie. Dit dek die agtergrond van die studie en verduidelik waarom organisatoriese leer weer ons aandag kry en bied die navorsingsdoelwitte, probleemstelling, metodologie en die betekenis van die studie. Hierdie hoofstuk verskaf ook die navorsingsraamwerk en gee 'n oorsig van die hele studie. Hoofstuk twee gee 'n oorsig van die stand van ons kennis oor leer in nie-regeringsorganisasies (NRO's) deur die leeruitdagings wat NRO's in die gesig staar, te ontleed. Die hoofstuk ondersoek ook NRO's as 'n verskynsel, wat fokus op hul geskiedenis, definisie, tipes en organisatoriese eienskappe met betrekking tot leer. Die hoofstuk onderskei ook NRO's van normale sake-entiteite. Hoofstuk drie stel algemene leerteorieë bekend en wat hulle uitlig oor NRO's se leeruitdagings. Die hoofstuk ondersoek eers die grondslagleer geleerdes en teorieë om die volgende hoofstukke verder in te lig oor die organisatoriese leer in NRO's. Hoofstuk vier beskryf Bruce Britton se agt funksiemodel in detail. Dit ontleed elk van Britton se leerfunksies wat hy voorgestel het en hoe hulle met mekaar in wisselwerking tree. Hierdie hoofstuk verwys ook na die waarnemings in hoofstuk drie aangaande die grondliggende teorieë wat spesifiek fokus op sakeomgewings. Die hoofstuk bepaal dan watter aspekte van Britton se leermodel die leeruitdagings aanspreek wat NRO's in die gesig staar. In hoofstuk vyf, gebaseer op die insigte wat verkry is, word die studie verwys na die vraag van hoe NRO's hul vermoë om te leer, kan verhoog. Die hoofstuk belig die studie se akademiese implikasies asook die implikasies daarvan vir praktisyns van kennisbestuur en organisatoriese leer. Die proefskrif sluit af deur 'n aantal vrae vir toekomstige navorsing in die ontluikende kennis vir ontwikkelingsveld voor te stel. | af_ZA |
| dc.format.extent | vi, 112 pages ; illustrations | |
| dc.identifier.uri | http://hdl.handle.net/10019.1/103806 | |
| dc.language.iso | en_ZA | en_ZA |
| dc.publisher | Stellenbosch : Stellenbosch University | |
| dc.rights.holder | Stellenbosch University | |
| dc.subject | Non-governmental organizations | en_ZA |
| dc.subject | Organizational learning | en_ZA |
| dc.subject | UCTD | |
| dc.title | Organisational learning in non-governmental organisations | en_ZA |
| dc.type | Thesis | en_ZA |