An Autoethnographic Journey Into Uncovering Additional Types Of Entrepreneurial Intuition

Although writing on entrepreneurial intuition has grown, researchers maintain that there is still much to explore. Current research has looked at the types of entrepreneurial intuition as well as the nature of cognitive intuitive thinking. The research problem explored is that entrepreneurial intuition should not be limited to the four types proposed. To address the entrepreneur’s cognitive intuitive strategies, it has been suggested that research should focus on what happens inside the mind of the entrepreneur. To pursue this further, we adopted a collaborative autoethnographic approach which consists of the self-study of an entrepreneur and the addition of a researcher to act as a reflective sounding board. Six story boxes tell intuitive stories of entrepreneurship. This research study finds that the cognitive, intuitive thinking strategies pursued by the entrepreneur extend beyond the four basic types suggested and two additional intuitive practices, namely sensorial intuition and intuitive praxis are proposed for this multifaceted concept. Used interchangeably, these intuitive practices are situational allowing the entrepreneur to act intuitively within various contexts. The recommendations are that these findings can be further investigated through quantitative studies.

Developing scriptural agency through participatory action research embedded in service learning

The paper reports on students at an Islamic higher education institute in South Africa who were enrolled in a service learning module to see whether this led to augmentation in their agency. In the service learning (SL) module, the students were tasked with using community-based participatory action research (CBPAR) which enabled them to make reflective decisions which is the basis of their augmented agency. The research method was a self-study case study. Implications for religious institutions  is that they are encouraged to include service learning in their curriculum. The implication for students is that learning faith is about living the faith in context.  Lecturers need to shift their pedagogy and teach the faith in an applied manner beyond traditional rote learning. Pedagogic insights included  the important role of self-reflection and the activation of student agency through community engagement. Students found participating with community members empowering. Students enjoyed the experience and found the opportunity to transfer scripture into service learning invaluable.   They realised their ability to make a change, lived their scripture, and the community benefited from this. Artikel ini menjelaskan tentang mahasiswa di sebuah lembaga pendidikan tinggi keislaman di Afrika Selatan yang mengikuti modul pembelajaran pengabdian untuk melihat apakah hal ini dapat meningkatkan kepemimpinan mereka. Dalam modul pembelajaran pengabdian/service learning (SL), para mahasiswa ditugaskan untuk menggunakan penelitian tindakan partisipatif berbasis masyarakat (CBPAR) yang memungkinkan mereka untuk membuat keputusan reflektif yang merupakan dasar bagi peningkatan kepemimpinan mereka. Metode penelitian yang digunakan adalah studi kasus belajar mandiri. Implikasi riset ini bagi lembaga keagamaan adalah bahwa mereka didorong untuk memasukkan pembelajaran pengabdian dalam kurikulum mereka. Implikasi bagi mahasiswa adalah belajar tentang iman berarti bagaimana mengamalkan iman dalam keseharian. Para dosen perlu mengubah pengajaran mereka dan mengajarkan iman dengan cara yang lebih dari sekadar hafalan. Wawasan pedagogis termasuk peran penting dari refleksi diri dan aktivasi kepemimpinan mahasiswa melalui keterlibatan masyarakat. Para mahasiswa merasa bahwa berpartisipasi dengan anggota masyarakat sangat memberdayakan. Mereka menikmati pengalaman ini dan menemukan bahwa kesempatan untuk mengamalkan kitab sucinya ke dalam pembelajaran pengabdian sangat berharga. Mereka menyadari kemampuan mereka untuk membuat perubahan, menghayati kitab suci, dan masyarakat mendapat manfaat dari hal ini

An evaluation of the present status of the certificate in, school business management

By almost any measure, most South African public schools, and especially schools in the Western Cape, have under-performed academically. For a number of years, there has existed a wide degree of consensus among education stakeholders, and particularly in government, that the problems in our schools extend beyond mere academic under-achievement. Principals need to be occupied with the tasks of managing and leading teaching and learning, that is, instruction leadership, and not managing routine administrative matters only. In recognising the potential of school administrative personnel to provide relief and support for the administrative role of principals, the Western Cape Government initiated a training course in July, 2008 for school business administrators. The course was modelled on a very successful training course developed in the United Kingdom

Report on review of the current status of the pilot Certificate in School Business Administration (CSBA) 2008-2009: Guidelines for CSBA 2010

Executive Summary: By almost any measure, most South African public schools, and schools in the Western Cape, are underperforming academically. For a number of years, there has existed a wide degree of consensus among education stakeholders, and particular government, that the problems in our schools extend beyond academic under-achievement. Massive budget allocations, overhauling curricular, restoring skewed learning resources, retraining educators and attempting to deal with the more pressing community problems and social ills that influence the results of a school are all necessary interventions. But, unless there is a concurrent improvement of schools from a „business‟ management point of view, there is no guarantee that the resources allocated to schools, both materially and in the form of educators, will be optimally deployed. Principals need to be occupied with the tasks of managing and leading teaching and learning i.e. instruction leadership, not managing routine administration. In recognising the potential of school administrative personnel to provide relief and support for the administrative role of principals, the Western Cape Government initiated a training course – the CSBA – in July 2008 for school business administrators. The ground-breaking pilot programme was completed in February 2010. Thereafter the WCED commissioned an evaluation of the results achieved. The purpose of the evaluation is to inform the WCED‟s plans for development of the course going forward. This report represents a synopsis of the findings of the evaluation.Western Cape Education Departmen

The spatial practices of school administrative clerks: making space for contributive justice

The article aims to contribute to our analysis of social justice by suggesting that we broaden our focus on social justice to include issues of contributive justice. It highlights how those who are denied contributive justice do not simply lie down and accept their fate but that they actively counter the contributive injustice visited upon them. Contributive injustice is where workers’ opportunities for self-development, gaining self-esteem and recognition by others is thwarted by the unequal division of labour that assigns them simple, mindless, and routine tasks (Gomberg, 2007; Sayer, 2009, 2011). I agree with the assertion by the proponents of contributive justice that the unequal division of labour leads to the curtailing of opportunities for self-development for those who are denied complex work (Sayer, 2011). However, I posit that administrative clerks do not passively accept this inequality of opportunity but through their agency, reflexivity and tactics, carve out spatial practices of self-development and, in the process, gain self-esteem and recognition at school level. Literature on the practice of school administrative clerks in South Africa is sparse (Van der Linde, 1998; Naicker, Combrinck & Bayat, 2011). These clerks suffer inequalities of opportunity because of the division of labour which relegates them to a role that offers low remuneration, little recognition and limited participation. Studies of the roles of administrative clerks in schools (Casanova, 1991; Van Der Linde, 1998; Thomson, Ellison, Byrom & Bulman, 2007; Conley, Gould & Levine, 2010; Naicker, Combrinck & Bayat, 2011), higher education institutions (Szekeres, 2004; Mcinnis, 2006; Whitchurch & London, 2004) and businesses (Fearfull, 1996, 2005; Truss, 1993) found that they are regarded as marginal and invisible even though their contributions are essential for the smooth running of their workplaces

Countering testimonial injustice: The spatial practices of school administrative clerks

In this article we discuss the phenomenon of how people's voices or opinions are taken up in relation to their professional status. We focus on administrative clerks in school contexts, people who occupy a professional category that is regarded as one of voicelessness and therefore easily ignored. Their low occupational role and status mean that their testimonies are deemed less credible than the testimonies of school principals and teachers. We refer to this situation as a form of testimonial injustice that is visited daily on these clerks. We illustrate how selected administrative clerks go about exercising their agency in the light of their experiences of such testimonial injustice and go on to establish a range of spatial practices that confer on them a credible professional status. This article is based on a qualitative study of three administrative clerks in selected South African public schools undertaken over a 12-week period, followed up by further interviews and site observations. Combining the theoretical constructs of testimonial injustice and rhetorical space, we argue that the administrative clerks we studied engendered transformed rhetorical spaces, which are negotiated social spaces that allowed for their voices and opinions to challenge the testimonial injustice they experience. We suggest that they achieved these rhetorical spaces through their continual and active presence in their work environments. They engender rhetorical spaces in which their voices are deemed legitimate by forming close relationships with others in their work environments, enhancing their professional capacity by furthering their educational qualifications, and the successful accomplishment of additional role tasks. Our main argument is that these clerks, despite occupying a marginalised occupational status and suffering testimonial injustice, are able to exercise their reflexive agency to improve their credibility and thereby resist the testimonial injustice visited upon them. This article contributes to nascent scholarship on school administrative clerks' contributions to their professional environments at their schools. We argue that their contribution is undergirded by spatial practices that can be understood partly as a type of resistance to their negative status and position at their respective schools. We suggest that while they are discursively projected as peripheral figures in their school environments, they nonetheless make valuable, yet under-valued, contributions to the functioning of their school

Exploring agency in marginalised occupations: School administrative clerks’ deployment of “participatory capital” in establishing practice-based agency

Popular conceptions of school administrative clerks and school secretaries imply that they have little agency because they are deemed as subordinate support staff. However, the literature across a range of fields suggests that these subordinates exercise agency. We set out in this article to explore the workings of subordinate agency. The article suggests that it is through their involvement and interaction in the socio-cultural context of the school that school administrative clerks are able to expand the range of their agency and thereby reposition themselves at school

Towards a learner-centred approach: Interactive online peer assessment

The tremendous workload produced by multiple assessments that aim for a learnercentered approach to learning in huge classes and the inability to provide results timeously, often results in lecturers’ maintaining teacher-centered approaches to learning even if they appreciate the benefits of learner-centered approaches. One step toward a learner-centered approach is to incorporate peer assessment. In this study we went one step further and combined peer assessment with e-learning. Interactive online peer assessment can lessen the workload on lecturers and may be an important step towards designing courses that are learner-centered. In this study we report on the lessons and experiences of an interactive online peer assessment system. An evaluative case-study approach was undertaken. The theoretical underpinning of this study is activity theory. Lecturers monitored and evaluated the progress of the students who undertook this course and this article is a report of the study. Interactive online peer assessment can be enhanced if

Diffracting socially just pedagogies through stained glass

This article emerges from our relationship with Theo Combrinck, a colleague, a passionate social and academic activist, a recovering addict and a PhD student, who left our living space during 2014 - a death that was unexpected yet a consequence of an iterative desire to end a troubled/ing life. The intensity of Theo's physical absence retains a vibrant presence and continues to intra-act with us as we consider socially just pedagogies. Theo's work lives on through memories, audio recordings and different forms of texts written by him, all representing his views of socially just pedagogy. Our entanglements with Braidotti's posthuman and Barad's diffractive methodologies shape our understandings of the past and present intra-actions with Theo in time and space. The generative process of our individual and collective becomings through Theo illustrate how the collaborative energy of co-constituted relationships contribute an affective response towards developing socially just pedagogies.DHE

Towards an Understanding of How School Administrative Clerk’s Negotiate Their Work in Public Schools: A Social Worlds Perspective

There is a dearth of literature concerning the social worlds of school administrative staff. The aim of the presentpaper is to understand the complex (social) reality of their work. Hence, the researchers used the notion of social worlds as a theoretical lens. The theoretical lens challenged us as researchers to understand the administrative clerk not as individuals but as participants within the social world of public schools. A qualitative methodology and case studies with multiple levels of input from participants were used. The researchers argued that the agency of the school administrative clerk lies in reworking, reconstructing, and influencing the social world of the school. The researchers asserted that the social worlds of school administrative clerks are closely tied to their perspectives, that is, their subjective understanding of their social context. The researchers argued that school administrative clerks are an integral part of the school social world-much more than the current discourse gives them credit for. The researchers findings suggestedthat the role of school administrative clerks needs to be re-imagined and reconceptualized to recognize the existing commitments that they are dedicated to. Finally, using social world’s theoretical lens clarifies the crucial role of administrative clerks for the successful running of their schools