Exploring the relationship of ethical leadership, trust and work engagement in selected organisations

MBA, North-West University, Potchefstroom CampusDespite the growing importance of ethical leadership, many organisations worldwide have witnessed diminishing ethical leadership and trust in management. South Africa is not an exception to unethical practices with private and public sector corruption allegations in the past decade. Unfortunately, pitiable standards of ethics and venality taint the business environment. Therefore, the conversation on business morality, particularly ethical leadership, and developing a model of trust in organisations is highly legitimate and timely. Hence, the objective of this study was to investigate the mediating role of trust in leaders in the relationship between ethical leadership and engagement. The study utilizes a cross-sectional design and a convenient sampling frame (n = 132) recruited via social media to reach the objective from the positivistic paradigm and quantitative approach. The findings confirm the established positive relationship between ethical leadership, trust in the leader and work engagement. In addition, the results also suggest that the mediating role of trust in the leader could only be confirmed in the relationship between ethical leadership and dedication. Theoretical and managerial implications. as well as its limitations, are also providedMaster

Formation of professionalism : a courtship between academic staff and prospective clinical associates

BACKGROUND : The study was conducted to the background of a qualification in medical clinical practice offered at a Faculty of Health Sciences at a university in South Africa. AIM : The aim of the study was to determine how the theory of Whole Brain® thinking informed our professionalism and its relevance to transforming self and practice. SETTING : The study was conducted in the context of a higher education institution, the University of Pretoria. The focus is specifically on the Bachelor of Clinical Medical Practice (BCMP). It has been offered since 2009. METHODS : Participatory action research was the design of choice. The participatory part culminated in working as a collective in a scholarly community of practice. What is reported is the use of the Herrmann Brain Dominance Instrument® (HBDI®) as a research instrument. It was used to determine the thinking preferences of the lecturers. Each lecturer obtained their brain profile that served as baseline data for self-study in the future. The profiling revealed their strengths and areas that they needed to work on – as individuals and as a team. RESULTS : The theory of Whole Brain® thinking was identified as an enabler towards transforming self and practice. This transformation involved both lecturers and prospective clinical associates. CONCLUSION : The value of the study mainly lies in the development of the professionalism of the lecturers. Linked to professionalism is the value of using the theory of Whole Brain® thinking that primarily informed the teaching practice of the lecturers. And secondary to this, the students’ authentic clinical practice, which included patients and simulated practice where peers act as patients. The study contributed to the scholarship of teaching and learning in a medical clinical context and to participatory action research – both interrogated from a Whole Brain® perspective for the first time in the context in question.http://www.td-sa.netam2023Family MedicineHumanities Educatio