TOWARDS AN INTERRELATED WORLDVIEW OF MODERNISM AND POSTMODERNISM IN COMMUNICATION SCIENCE

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CHAPTER 4: THE STAKEHOLDER RELATIONSHIP MANAGEMENT CONCEPT AND THE IMPLICATIONS FOR COMMUNICATION MANAGEMENT RESEARCH METHODOLOGY
 

INTRODUCTION

Chapter two and of this research project explores literature review from both an international and local perspective on performance appraisal as well as on performance appraisal and introduction of Integrated Quality Management System (IQMS) in schools while chapter three discusses professional development of educators. A literature review on both performance appraisal and professional development (PD) thus provides a theoretical framework upon which this study is based.
Therefore, the aim of this chapter is to discuss main research question and its aim, population and sampling procedures, research methods and design, data collection procedures, data analysis and interpretation, ethical measures as well as measures to ensure trustworthiness. As a point of departure the main research question and its aim is explored in the following section.

 MAIN RESEARCH QUESTION AND AIM

In this chapter, the researcher answers the general research question set out in Chapter one (see 1.3) which reads as follows:
How can appraisal and PD be linked in the IQMS in South African schools?
The following aim was identified for this study, namely:
The study attempts to explore how appraisal and PD are linked in the IQMS in South African schools.
Therefore, this study aims to provide documented evidence of the way in which appraisal and PD can be linked in the IQMS in South African schools.

POPULATION AND SAMPLING

The researcher purposefully selected sixteen schools, that is, eight primary and eight secondary schools located in Mafukuzela-Gandhi circuit at KwaMashu Township, north of Durban in the province of KwaZulu-Natal. Schools A to H (quintile 4 primary schools); Schools I to N (quintile 4 secondary schools); School O (a quintile 3 secondary school, a) and School P (a quintile 2 secondary school). These schools are ranked according to their quintiles. For instance, quintile 2 schools are classified as “poor” schools while quintile 3 and 4 schools are regarded as “richer” schools. Quintiles are used to rank South African schools according to their socio-economic status (CREAT, 2009:3). Principals, SMTs and educators were purposively selected from each of the sixteen schools to ensure that information-rich participants were included (Wiersma & Jurs 2009:342). Table 4.1 below gives a brief description of schools selected to participate in this study according to their rankings or quintiles:
The process of qualitative data is inductive and the researcher built concepts from details that were obtained from the participants by means of interviews. Johnson and Christensen (2008:388) emphasise that researchers using qualitative data tend to rely on an inductive mode of the scientific method and the major objective of this type of research is exploration or discovery and they further assert that qualitative researchers generally study phenomena in an open-ended way without prior expectations.

DATA COLLECTION PROCEDURES

Data were collected from the participants using interviews, which were conducted into two steps, which include:

 Step 1: Personal individual interviews with principals

The researcher’s aim with interviewing is to enter the other person’s perspective and the meaning they construct from their experiences (Denscombe 2007:189). The researcher conducted semi-structured one-on one interviews to elicit the data from the principals (See appendix B). One- on -one interviews involved a meeting between a researcher and one informant (principal) and it was relatively easy to arrange an interview. These interviews also assisted by providing the researcher with more extensive and memorable responses (Denscombe 2007:177; Briggs, Coleman & Morrison 2012:254). The purpose of adopting this approach was to gain a clear understanding of the principals’ experiences, perceptions and facts regarding the need to link appraisal and PD in the IQMS in South African schools (Newby 2010:115; Bell 2010:1). The following tables provide a brief description of primary and secondary school principals that were interviewed.
The researcher explored a few general aspects on staff appraisal and PD to help uncover the participant’s perspectives on the need to link appraisal and PD in the IQMS in South African schools (See Appendix B). Open-ended questions, according to Klein (2012:42), were structured to encourage participants to provide longer and richer answers. The researcher probed further with certain questions to ensure that the responses were those needed to elicit evidence to understand the participant’s views regarding the need to link appraisal and PD in the IQMS in South African schools. Interviews were recorded by means of notes and were tape-recorded. In addition, personal individual interviews with principals were conducted in their respective schools during break times and after school hours to avoid disrupting teaching and learning. Each interview lasted about thirty up to forty-five minutes.

 Step 2: Focus group interviews with SMTs and educators

The researcher also used focus group interviews to collect data from the SMTs and educators (See Appendices C & D). The rationale for using focus group interviews was that the researcher was looking for a range of shared ideas from the experts who were knowledgeable on the topic the researcher was investigating (McMillan & Schumacher 2006:319).
Johnson and Christensen (2008:202) maintain that a focus group is a type of group interview in which the researcher leads a discussion with a small group of individuals. Five SMT members from each school were included to participate in this study because PM and PD of the educators form part of their management tasks. Eight educators (a repetition of three experienced educators, three educators with fewer than three years of experience as well as two educators who had been elected democratically as SDT members in each school) were also selected to participate in the study. The researcher tried to gain insight into how the participants were thinking and why they were thinking as they do concerning the need to link appraisal and PD in the IQMS in South African schools. The researcher tried to gain insight into how the participants viewed the need to link appraisal with PD in schools (Bell 2010:165). In order to collect accurate data from all participants, identical interview schedules were used.
The aim of using focus group interviews was to use experts such as SMTs and educators to guide the researcher with regard to the necessity to link appraisal and PD in the IQMS in South African schools. All the interviews were conducted at schools during break times and after school to avoid disruption of the school. Each interview lasted forty five minutes to one hour. All the interviews were tape-recorded and transcribed verbatim.

 DATA ANALYSIS AND INTERPRETATION

After collecting data from participants, it was synthesised and meaning was created from it, starting with specific data and ending with categories (Denscombe 2007:293; Creswell 2009:75 & McMillan & Schumacher 2010:367). Further, similar patterns, categories or themes were coded and grouped together. Identified topics were abbreviated as codes and codes were written next to the appropriate segment.
Thereafter, final decisions were made on the abbreviation of each category and the codes were alphabetised. Data belonging to each category was assembled in one place and preliminary analysis was performed.
Thereafter, final decisions were made on the abbreviation for each category and the codes were alphabetised. Finally, the data material belonging to each category was assembled in one place and a preliminary analysis was performed. After data were analysed, interpretation was carried out next with a view to synthesise data to reach meaningful conclusions. Data analysis was followed by formulation of conclusions and recommendations, which is covered in the last chapter of this study.

DATA ANALYSIS AND INTERPRETATION

After collecting data from participants, it was synthesised and meaning was created from it, starting with specific data and ending with categories (Denscombe 2007:293; Creswell 2009:75 & McMillan & Schumacher 2010:367). Further, similar patterns, categories or themes were coded and grouped together. Identified topics were abbreviated as codes and codes were written next to the appropriate segment.
Thereafter, final decisions were made on the abbreviation of each category and the codes were alphabetised. Data belonging to each category was assembled in one place and preliminary analysis was performed.
Thereafter, final decisions were made on the abbreviation for each category and the codes were alphabetised. Finally, the data material belonging to each category was assembled in one place and a preliminary analysis was performed. After data were analysed, interpretation was carried out next with a view to synthesise data to reach meaningful conclusions. Data analysis was followed by formulation of conclusions and recommendations, which is covered in the last chapter of this study.

DECLARATION
ACKNOWLEDGEMENTS
ABSTRACT AND KEYWORDS
LIST OF SOURCES
ADDENDUMS
LIST OF FIGURES
LIST OF TABLES.
CHAPTER 1: BACKGROUND AND RATIONALE
1.1 INTRODUCTION
1.2 DEFINING THE KEY CONCEPTS OF THE STUDY
1.3 BACKGROUND TO THE STUDY
1.4 PROBLEM STATEMENT AND PURPOSE OF THE STUDY
1.5 OTHER RESEARCH IN THE FIELD .
1.6 METAMODERN WORLDVIEW OF THE STUDY.
1.7 THEORIES FRAMING THE STUDY
1.8 RESEARCH QUESTIONS
1.9 CONCEPTUAL FRAMEWORK FOR STAKEHOLDER RELATIONSHIP MANAGEMENT FOR NPOs
1.10 RESEARCH DESIGN
1.11 RESEARCH METHODOLOGY
1.12 RELEVANCE TO COMMUNICATION SCIENCE
1.13 DELIMITATIONS
1.14 THESIS OUTLINE
1.15 CONCLUSION
CHAPTER 2: TOWARDS AN INTERRELATED WORLDVIEW OF MODERNISM AND POSTMODERNISM IN COMMUNICATION SCIENCE
2.1 INTRODUCTION.
2.2 THE ORIGIN OF ENLIGHTENMENT, MODERNITY AND MODERNISM
2.3 DEFINING ENLIGHTENMENT, MODERNITY AND MODERNISM
2.4 CHARACTERISTICS OF MODERNISM
2.5 CRITIQUE AGAINST MODERNISM LEADING TO THE ORIGIN OF POSTMODERNISM
2.6 DEFINING POSTMODERNITY AND POSTMODERNISM
2.7 CHARACTERISTICS OF POSTMODERNISM
2.8 THE DIFFERENCE BETWEEN MODERNISM AND POSTMODERNISM
2.9 SIMILARITIES BETWEEN MODERNISM AND POSTMODERNISM
2.10 CRITIQUE AGAINST POSTMODERNISM
2.11 ORIGIN, DEFINITION AND CHARACTERISTICS OF METAMODERNISM
2.12 MODERNISM, POSTMODERNISM, METAMODERNISM AND COMMUNICATION
2.13 CONTRASTING METAMODERNISM AGAINST MODERNISM AND POSTMODERNISM
2.14 CONCLUSION
CHAPTER 3: CONTEXTUALISING THE RELEVANT COMMUNICATION  THEORIES FROM A METAMODERN PERSPECTIVE
3.1 INTRODUCTION
3.2 THE SYSTEMS THEORY
3.3 INTEGRATED COMMUNICATION
3.4 THE EXCELLENCE THEORY
3.5 CONCLUSION
CHAPTER 4: THE STAKEHOLDER RELATIONSHIP MANAGEMENT CONCEPT AND THE IMPLICATIONS FOR COMMUNICATION MANAGEMENT
4.1 INTRODUCTION
4.2 DEFINING KEY CONCEPTS RELEVANT TO STAKEHOLDER RELATIONSHIP MANAGEMENT
4.3 THE ORIGIN AND DEVELOPMENT OF THE STAKEHOLDER RELATIONSHIP MANAGEMENT CONCEPT
4.4 CRITIQUE OF THE STAKEHOLDER THEORY
4.5 THE ROLE OF MANAGEMENT IN STAKEHOLDER RELATIONSHIP MANAGEMENT
4.6 THE ROLE OF COMMUNICATION MANAGEMENT IN STAKEHOLDER RELATIONSHIP MANAGEMENT
4.7 STAKEHOLDER RELATIONSHIP MANAGEMENT FROM A METAMODERN PERSPECTIVE
4.8 CONCLUSION
CHAPTER 5: TOWARDS A CONCEPTUAL METAMODERN STAKEHOLDER RELATIONSHIP MANAGEMENT FRAMEWORK FOR NON-PROFIT ORGANISATIONS
5.1 INTRODUCTION
5.2 DEFINING KEY CONCEPTS RELEVANT TO THE NON-PROFIT  SECTOR
5.3 AN OVERVIEW OF THE NON-PROFIT SECTOR IN SOUTH AFRICA
5.4 GOVERNANCE CODES FOR SOUTH AFRICAN NON-PROFIT ORGANISATIONS
5.5 STAKEHOLDER RELATIONSHIP MANAGEMENT AS A GOVERNING PRINCIPLE IN NON-PROFIT ORGANISATIONS’ GOVERNANCE CODES
5.6 STAKEHOLDER RELATIONSHIP MANAGEMENT IN THE NON-PROFIT SECTOR
5.7 ANTECEDENTS, RELATIONAL OUTCOMES AND MAINTENANCE STRATEGIES RELEVANT TO NPO STAKEHOLDER RELATIONSHIP MANAGEMENT
5.8 A SELECTION OF STAKEHOLDER RELATIONSHIP MANAGEMENT STRATEGIES SUITABLE FOR SOUTH AFRICAN NON-PROFIT ORGANISATIONS
5.9 A METAMODERN CONCEPTUAL FRAMEWORK FOR STAKEHOLDER RELATIONSHIP MANAGEMENT FOR SOUTH AFRICAN NON-PROFIT ORGANISATIONS
5.10 CONCLUSION
CHAPTER 6: RESEARCH DESIGN AND METHODOLOGY
6.1 INTRODUCTION
6.2 RESEARCH PROBLEM
6.3 RESEARCH DESIGN
6.4 RESEARCH METHODOLOGY
6.5 ETHICAL CONSIDERATIONS.
6.6 CONCLUSION
CHAPTER 7: INTERPRETATION OF THE FINDINGS AND THE IMPLICATIONS FOR THE CONCEPTUAL FRAMEWORK
7.1 INTRODUCTION
7.2 REPORTING METHODOLOGY.
7.3 BIOGRAPHICAL PROFILES AND ORGANISATIONAL INFORMATION
7.4 REPORTING AND INTERPRETING THE FINDINGS
7.5 HIGHLIGHTING THEORETICAL INFERENCES IN THE DATA
7.6 REVISITING THE STUDY’S METAMODERN WORLDVIEW
7.7 IMPLICATIONS OF THE FINDINGS FOR THE CONCEPTUAL FRAMEWORK
7.8 FROM A CONCEPTUAL FRAMEWORK TO A METAMODERN MODEL FOR STAKEHOLDER RELATIONSHIP MANAGEMENT FOR SOUTH AFRICAN NPOs
7.9 CONCLUSION
CHAPTER 8: OVERVIEW, SCIENTIFIC CONTRIBUTION AND DIRECTIONS FOR FUTURE RESEARCH
8.1 INTRODUCTION
8.2 BACKGROUND AND RESEARCH PROBLEM
8.3 WORLDVIEW OF THE STUDY
8.4 THEORIES FRAMING THE STUDY
8.5 DEVELOPING THE CONCEPTUAL FRAMEWORK INTO A MODEL
8.6 SCIENTIFIC CONTRIBUTION OF THE STUDY
8.7 LIMITATIONS OF THE STUDY
8.8 DIRECTIONS FOR FUTURE RESEARCH
8.9 CONCLUSION
LIST OF SOURCES
GET THE COMPLETE PROJECT
A metamodern stakeholder relationship management model for non-profit organisations