Books by Dr Byron A Brown
Link: https://www.cambridgescholars.com/botswana-cultural-heritage-and-sustainable-tourism-development
Bookmarks Related papers MentionsView impact
While many service based companies globally have valued and utilised their intellectual capitals ... more While many service based companies globally have valued and utilised their intellectual capitals to gain competitive advantage, many service-oriented companies in African nations such as Botswana have not done the same. But with the rapid decline in mineral resources in Botswana, and the government's economic diversification drive, service-oriented companies are being encouraged by the government to contribute more to the economy. Weak understanding of the intellectual capitals constrained service-based companies from capitalizing on their assets for competitive advantage or other benefits. Harnessing these assets is critical to business diversification. This study investigated the varieties of intellectual capital disclosed by five service-based companies operating in the Botswana context. Using an interpretive approach, with documents as data sources, we found all three varieties of intellectual capital disclosed: human, structural and relational. The motives for disclosing these assets were linked to factors inside and others outside the companies. But while intellectual capital was disclosed, the reporting was sporadic. The value of intellectual capital that managers articulated in their rhetoric was absent in practice. Various implications are discussed. The study is of benefit to corporate managers, investors, academics and policymakers who are keen about intellectual capital development.
Bookmarks Related papers MentionsView impact
dissertation
Bookmarks Related papers MentionsView impact
One of Africa’s most urgent societal and political challenges today is the promotion and construc... more One of Africa’s most urgent societal and political challenges today is the promotion and constructive management of human diversity. In terms of race and ethnicity, Africa is immensely diverse.
Bookmarks Related papers MentionsView impact
As with teachers in other parts of the world, the daily reality of teachers in primary and second... more As with teachers in other parts of the world, the daily reality of teachers in primary and secondary schools in South Africa is characterised by multigrade teaching. Schools on farm and in other parts of rural communities in the country have the greater proportion of multigrade classes. As the literature suggests, there is a long history of the practice in the country, dating back to the early days of segregated education.
Bookmarks Related papers MentionsView impact
Papers by Dr Byron A Brown
International journal of educational admin and policy studies, 2019
Affective commitment remains an essential factor in key outcomes such as work performance and pro... more Affective commitment remains an essential factor in key outcomes such as work performance and productivity, and has been shown to have the strongest positive relation with positive work behaviours when compared with normative commitment and continuance commitment. Using a sample of 164 academic employees at the University of Botswana, this study assessed the extent to which they had affective commitment to the organization. We also investigated factors that are associated with affective commitment and those that predict affective commitment of academic employees. The study found that only 34.1% of academic employees sampled had affective commitment. Logistic regression analyses identified three predictors of affective commitment among academic employees. They are satisfaction with management, contribution to policy making, and responding to emails. While some researchers have found that associations between affective commitment and demographic variables were generally low or weak, this study found no significant associations between demographic factors and affective commitment.
Bookmarks Related papers MentionsView impact
Http Dx Doi Org 10 1080 18146620701652648, Apr 25, 2008
Bookmarks Related papers MentionsView impact
South African Journal of Education, Aug 1, 2008
Bookmarks Related papers MentionsView impact
A literature search of several databases reveals that there is a dearth of research output in Bot... more A literature search of several databases reveals that there is a dearth of research output in Botswana to study organisational commitment. Research output on affective commitment of academic employees is almost non-existence. Yet, such commitment remains an essential factor to improve key university outcomes such as academic employees‟ productivity.
Bookmarks Related papers MentionsView impact
The education reform efforts in Botswana have focused predominantly on teacher preparation, recru... more The education reform efforts in Botswana have focused predominantly on teacher preparation, recruitment and compensation. Recruitment efforts have resulted in a significant number of expatriates working with indigenous teachers in many schools. However. as the schools are currently upgraded and restructured, the quality of the working relationships forged between indigenous and expatriates teachers represents one vital aspect in the reform effort that has gone almost unchallenged. This article presents the findings of an exploratory study of the development of working relationships between indigenous and expatriate teachers
Bookmarks Related papers MentionsView impact
For many years, poverty has domi0nated international headlines as a global condition. In
some cou... more For many years, poverty has domi0nated international headlines as a global condition. In
some countries, poverty has become a chronic socio-economic problem. This qualitative study
explored the incorporation process of poverty into adult identity and assessed the nature of
the learning that occurred. Destitute adults in Botswana were chosen and used as example.
The study shows that poverty shapes adult identity and learning is transformational. The
incorporation process is described. Implications for poor adult participation in education are
highlighted.
Bookmarks Related papers MentionsView impact
Botswana has been a host country to migrant teachers from various countries and regions of the wo... more Botswana has been a host country to migrant teachers from various countries and regions of the world for many years. This paper reports on the migration motives that prompted teachers from four countries to move to Botswana to work in junior and senior secondary schools, and their attitudes towards human resource management (HRM) policies and practices in these schools.
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
School governance is a feature of school leadership in schools in South Africa. Currently, there ... more School governance is a feature of school leadership in schools in South Africa. Currently, there is a dearth of research examining the dynamics in, and how parents navigate their way through, the process of school governance. Using a qualitative approach, we investigated these dynamics. The sample was parents in rural communities in secondary schools in the Eastern Cape.
Bookmarks Related papers MentionsView impact
Teacher mobility has become a common feature of the cross-border flows and transnational networks... more Teacher mobility has become a common feature of the cross-border flows and transnational networks that constitute globalisation. International and intraregional migration of teachers is an important factor in education provision and management in countries in the Southern Africa region, for example Botswana and South Africa. In an increasingly global context of teacher migration, education practitioners continue to strive for quality education. But has the mobility of teachers mediated the quality of education, and what are the implication of this for teacher education and training in higher education? This article explores teacher migration trends and dimensions of quality education, and assesses the impact that such teacher mobility has on education quality dimensions.
Bookmarks Related papers MentionsView impact
The government of South Africa, through the national department of education and various provinci... more The government of South Africa, through the national department of education and various provincial education branches, has called for an upscale in the use of multigrade teaching in primary schools, many of which are located in rural areas where, for various reasons, it is a challenge to get teachers to take up teaching appointments. At the same time as the country faces teacher shortages, there is also a situation of underqualified and unqualified teachers in the school system. Drawing on a literature review and data collected in a qualitative study, this article sampled 25 multigrade teachers in rural township and farm schools in the Eastern Cape and reported on the professional training needs of these teachers and the implications for teacher in-service education and training in a higher education institution.
Bookmarks Related papers MentionsView impact
School-related Posttraumatic Stress Disorder Experiences 45-52 The study investigated sex and age... more School-related Posttraumatic Stress Disorder Experiences 45-52 The study investigated sex and age differences in the experiences of posttraumatic stress disorder by survivors of school violence in urban and rural schools in the Eastern Cape area of South Africa. One hundred and thirty five survivors of school violence (males =57, females =78, age range: 10 year or younger, 11-15 years, and 16 year or older) described their posttraumatic stress disorder (PTSD) symptoms using a numeric measures of PTSD on a 37 items scale. The survivors were learners in primary (n=73) as well as secondary schools (n=62). The study found that survivors experienced three forms of violence, namely: verbal, physical, and sexual in nature. The sex of survivors was not a significant factor in either the forms of violence or the PTSD symptoms experienced. Age differences were significant for four of the six PTSD symptom categories.
Bookmarks Related papers MentionsView impact
Teachers’ Accounts of the Usefulness
of Multigrade Teaching in Promoting
Sustainable Human-Develo... more Teachers’ Accounts of the Usefulness
of Multigrade Teaching in Promoting
Sustainable Human-Development Related
Outcomes in Rural South Africa
Bookmarks Related papers MentionsView impact
The study investigated experiences of dropouts in schools in rural secondary
schools in the Easte... more The study investigated experiences of dropouts in schools in rural secondary
schools in the Eastern Cape, South Africa. Ten learners who previously dropped
out of school described their experiences in school subsequent to re-enrolling. The
implications of these experiences for educational leadership were explored. Using
a qualitative approach, which included focus group interviews with 10 participants,
the study found that social hostility and an impetus to pursue their academic work,
defined the experiences of these dropouts. Social hostility reflected itself in
prejudices and bullying. The dropouts lived with, inter alia, inner conflicts, selfdoubt
and “scars” associated with their reasons for dropping out of school. Various
lessons emerged for educational leadership. The study argues that the presence of
dropouts in school poses a challenge to educational leadership and theorises that
the integration of these learners into the school population could be made less
problematic not only through a recognition of the potential risk that they quite
often pose, but also through the provision of support strategies aimed at helping a
resettlement of dropouts into the schools and classes. Suggestions have been made
regarding possible support strategy.
Bookmarks Related papers MentionsView impact
Dropout recovery and return to school is an education access priority for government in countries... more Dropout recovery and return to school is an education access priority for government in countries in both the western and non-western worlds. In a qualitative investigation involving a sample of dropouts who had re-enrolled in secondary school in South Africa, this study explored antisocial aspects in their social experiences at school. The aim was to explore the social treatment of ex-dropout who rerolled in secondary school and discuss ways to help them reintegrate in the school community. The study revealed that the major antisocial aspects in dropout experience were prejudice and social hostility, expressed through experiences of social ostracism, isolation, categorisation and rejection. This was motivated by a matrix of intersecting modern and traditional forces. Relational and physical aggressions, which occurred in response to dropout out-group labelling and categorisation, were major factors in the social interactions. The evidence of hostility and reactions substantiated previous studies. The various implications of the findings for the school climate were highlighted. The study stressed that for dropouts to reintegrate, the entire school culture that condones social categorisation, relational or physical aggression against them, needs to be altered.
Bookmarks Related papers MentionsView impact
Uploads
Books by Dr Byron A Brown
Botswana is rich in culture and heritage. The book presents Botswana cultural heritage and locates it in the context of cultural tourism and sustainable tourism development.
Papers by Dr Byron A Brown
some countries, poverty has become a chronic socio-economic problem. This qualitative study
explored the incorporation process of poverty into adult identity and assessed the nature of
the learning that occurred. Destitute adults in Botswana were chosen and used as example.
The study shows that poverty shapes adult identity and learning is transformational. The
incorporation process is described. Implications for poor adult participation in education are
highlighted.
of Multigrade Teaching in Promoting
Sustainable Human-Development Related
Outcomes in Rural South Africa
schools in the Eastern Cape, South Africa. Ten learners who previously dropped
out of school described their experiences in school subsequent to re-enrolling. The
implications of these experiences for educational leadership were explored. Using
a qualitative approach, which included focus group interviews with 10 participants,
the study found that social hostility and an impetus to pursue their academic work,
defined the experiences of these dropouts. Social hostility reflected itself in
prejudices and bullying. The dropouts lived with, inter alia, inner conflicts, selfdoubt
and “scars” associated with their reasons for dropping out of school. Various
lessons emerged for educational leadership. The study argues that the presence of
dropouts in school poses a challenge to educational leadership and theorises that
the integration of these learners into the school population could be made less
problematic not only through a recognition of the potential risk that they quite
often pose, but also through the provision of support strategies aimed at helping a
resettlement of dropouts into the schools and classes. Suggestions have been made
regarding possible support strategy.
Botswana is rich in culture and heritage. The book presents Botswana cultural heritage and locates it in the context of cultural tourism and sustainable tourism development.
some countries, poverty has become a chronic socio-economic problem. This qualitative study
explored the incorporation process of poverty into adult identity and assessed the nature of
the learning that occurred. Destitute adults in Botswana were chosen and used as example.
The study shows that poverty shapes adult identity and learning is transformational. The
incorporation process is described. Implications for poor adult participation in education are
highlighted.
of Multigrade Teaching in Promoting
Sustainable Human-Development Related
Outcomes in Rural South Africa
schools in the Eastern Cape, South Africa. Ten learners who previously dropped
out of school described their experiences in school subsequent to re-enrolling. The
implications of these experiences for educational leadership were explored. Using
a qualitative approach, which included focus group interviews with 10 participants,
the study found that social hostility and an impetus to pursue their academic work,
defined the experiences of these dropouts. Social hostility reflected itself in
prejudices and bullying. The dropouts lived with, inter alia, inner conflicts, selfdoubt
and “scars” associated with their reasons for dropping out of school. Various
lessons emerged for educational leadership. The study argues that the presence of
dropouts in school poses a challenge to educational leadership and theorises that
the integration of these learners into the school population could be made less
problematic not only through a recognition of the potential risk that they quite
often pose, but also through the provision of support strategies aimed at helping a
resettlement of dropouts into the schools and classes. Suggestions have been made
regarding possible support strategy.