The nexus between innovativeness and knowledge management: A focus on firm performance in the hospitality sector

While the importance of knowledge management is increasingly acknowledged, many firms do not fully understand the significance of innovativeness in relation to knowledge management and firm performance. Consequently, the objective of this article is to investigate innovativeness and its relationship with knowledge management and organizational performance in an under-examined industry sector and country context. The study methodology was survey-based and took place in the hospitality industry sector in Lesotho, Africa. Findings highlight the importance of knowledge management practices as an important driver of firm performance, where the results emphasize the positive mediating effect of innovativeness on the relationship between knowledge management and firm performance. The study has important practitioner and policy implications, where it is recommended that knowledge management be utilized in conjunction with innovativeness so as to positively influence firm performance. The article delivers a novel contribution to the literature in terms of establishing empirical associations between knowledge management, innovativeness and firm performance in an emerging country context.     

Contributions and Constraints to the Implementation of Inclusive Education in Lesotho

This article reports on a study that investigated the extent to which central ministry policy initiatives result in large‐scale educational change in developing countries. Specifically, Lesotho's policy of inclusive special education was examined as a case study. The study employed a multi‐method approach to yield a large data‐set. Results indicate that policy implementation was limited in both depth (the approaches to inclusive education in some schools) and breadth (the number of schools that have received training in inclusive education). Where implementation was present, perceived teacher knowledge and skill was a strong predictor of success and teachers had positive attitudes toward children with disabilities.     

Supporting Lesotho teachers to develop resilience in the face of the HIV and AIDS pandemic

HIV and AIDS threaten to erode the wellbeing of teachers who are faced with an increasing number of children rendered vulnerable by the pandemic. This article explores the usefulness of a supportive group intervention, Resilient Educators (REds), in supporting Lesotho teachers to respond to the HIV and AIDS-related challenges. A time-series pre- and post-intervention design was used to evaluate the programme. The findings indicate that the intervention led to an increase in the sense of agency of participating teachers both on a personal and community level. The findings have international significance for teachers working in similar contexts characterised by extreme adversity.     

Lesotho's highly credentialed teachers: Emergent forms of teacher social becoming

Abstract

This is a qualitative study examining the phenomenon of large numbers of secondary teachers with graduate-level degrees in Lesotho. This article draws upon the concepts of social becoming and resiliency to explore how teachers navigate their social structural environment, which fits the definition of a crisis. This article argues that teachers show high levels of resiliency – even thriving – along with positive and negative coping skills. Coping skills include self-enhancement, negative coping skills such as dissociation, and persistence. Obtaining an advanced degree involves an interplay of positive and negative coping skills, depending on the individual and circumstances. Policy is advocated that recognises and supports teachers as both traditional educators and frontline disaster responders, by drawing upon emergent forms of teacher becoming.     

Compiling an evidence-based improvement plan for the support of distance-education students at a southern African university

This article illustrates how an event guide can be used to organise, systematise and prioritise the large amount of findings from an extensive study. The study aimed to enhance student support at a distance-education institute in a Southern African country (Lesotho). In this case study an improvement-oriented evaluation of the strengths, weaknesses and constraints of the current situation at this University was undertaken. Data collection resembled a triangulation mixed-methods design which included questionnaire surveys and focus-group discussions among the students and lecturers in a distance-education programme. A resource inventory was also drawn up. Based on the merged findings, a strengths-weaknesses-opportunities-threats (SWOT) table was drawn up. The findings clearly depicted the difficulties associated with the provision of quality support for distance learners in a developing country with relatively weak infrastructure and few resources. The main purpose of the article, however, is to describe how the findings and the implicated actions needed for improvement were organised to compile an improvement plan by means of an event guide which consists of a series of event tracks. The article not only shares valuable perspectives about improving the support for distance learners in a developing environment, but also introduces a practical way of organising key findings from research in a way that potentially encourages action and implementation, particularly in an area and context where improvement is of critical importance.     

The effect of learner misbehaviour on educators in Lesotho

Abstract

The aim of this study was twofold, namely to examine (1) the effect of learner misbehaviour on identified symptoms of educator burnout and stress, and (2) the possible association between demographic variables and symptoms of educator stress and burnout as a direct result of learner misbehaviour. The quantitative empirical approach was used in this study. A self-reporting questionnaire was completed by 511 educators. The data were analysed by means of frequencies, the Student's t-test and the One-way ANOVA (analysis of variance) statistic. The results are reported against the background of a diagrammatical, enumerative display of the nature and frequency of different types of misbehaviour that the respondents had to address. The results prove that learner misbehaviour in Lesotho has serious negative consequences for a relatively small percentage of respondents. Contrary to the prevailing view in the literature, the data furthermore show that learner misbehaviour in Lesotho more often impacts negatively on male and on experienced educators, than on their female and their less experienced counterparts.     

Threats to inclusive education in Lesotho: An overview of policy and implementation challenges

Abstract

This study looks at how the education of Learners with Special Education Needs (LSEN) has developed in Lesotho as a result of international policies on human rights and education. In particular, it explores various challenges to inclusive education such as proper understanding of inclusive education, the development of a policy on special and inclusive education, and the availability of resources to support inclusive education. The study used a qualitative approach to collect and analyse data. Thirty-nine participants were interviewed for the study. It was found that, though efforts are made to support LSEN in both special and mainstream schools, the support may not result in successful academic and social development for LSEN. There is also a lack of understanding by teachers and educationalists about what constitutes inclusive education. The Ministry of Education and Training (MOET) is slow in developing a policy on special needs and there are inadequate resources for inclusive education to succeed.     

“Free Primary Education” in Lesotho and the disadvantages of the highlands

This article explores the effects of national policies associated with “Education for All” on a disadvantaged region, the highlands of Lesotho. Since 2000 a programme of “Free Primary Education” has improved the position of the highlands in access to primary schooling; nevertheless, highland primary schools compare poorly with those in the lowlands on various indicators of pupils’ outcomes and school resources. They are also found to have relatively difficult relations with local communities. The paper reflects critically on the management of the “Free Primary Education” initiative and the implications for educational opportunity and for community empowerment in the highlands region.     

What does it mean to be a boy? Implications for girls’ and boys’ schooling experiences in Lesotho rural schools

A doctoral study on constructions of gender in Lesotho rural primary schools has found that meanings attached to children’s identities play a role in undermining gender equality in schools. The study employed the social constructionist paradigm as its theoretical framework. Drawing from ethnographic data (conversations, observations and informal discussions), this article discusses boys’ constructions of gender and their implications for gender in/equality in the schools. Analysis shows that being a boy was closely linked to certain qualities that every boy had to perfect. Boys’ strivings to attain these qualities was the source of gender-based violence. Boys’ failure to attain these qualities was the source of anguish and embarrassment for them. Gender inequality in the schools could be traced to forms of masculinities that boys were encouraged and pressured to perform. The conclusion provides strategies that Free Primary Education could employ to address the scourge of gender inequality in Lesotho schools.     

Evaluation of the Agricultural Information Service (AIS) in Lesotho

This paper presents findings of a study conducted to evaluate the extent to which the Agricultural Information Service (AIS) is providing agricultural information services to farmers in Maseru district, Lesotho.