Theses and dissertations (Arts and Design)

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An advanced ensemble approach for detecting fake news
(2021-12-12) Hansrajh, Arvin
The explosive growth in fake news has evolved into a major threat to society, public trust, democracy and justice. The easy dissemination and sharing of information online provide the unabated momentum. As such, it has become crucial to combat the menace of fake news and to mitigate its consequences. Detecting fake news is an intricate problem since it can appear in a multitude of forms, thus making it both automatically and manually very challenging to successfully recognise. Furthermore, fake news is intentionally created to mislead and is often interspersed with real news. Studies have shown that human beings are somewhat unsuccessful in identifying deception. The majority of people accept that information they are presented with in virtually any form is reliable or veracious. The relevant literature reveals that a considerable number of people who read fake news stories report that they find them more believable than the news that is disseminated via mainstream media. Furthermore, there are predictions that by 2022, the greater population within mature economies are likely to consume more false than true information. The importance of combatting fake news has been starkly demonstrated during the current Covid19 crisis. Social media networks are significantly increasing their efforts to develop fake news detection mechanisms, as well as to enlighten subscribers on how to recognise fake news, however most people are naturally predisposed to spreading sensationalist news without any fact-checking process in place. It is therefore evident that the creation of automated solutions is vital and urgent for the detection of untruthful news and as such, the goal of this study is to aid in the detection of fake news. Prior studies have included many machine learning models with varying degrees of success but many non-conventional machine learning models have not yet been exploited despite evidence to suggest that they are the best in several text classification scenarios. Consequently, an ensemble learning approach is suggested to assist in resolving the gap that has been identified. Contemporary studies are validating the efficiency of ensemble learning methods and have provided encouraging outcomes. This study investigates how machine learning and natural language processing methods are pooled together in a blended ensemble in order to build a model that will utilise data from past news articles, to forecast whether a current news article is likely to be false or true. A variety of performance metrics such as roc, roc auc, recall, precision, f1-score and accuracy are used in comparing the proposed model to other machine learning models. The measurements are applied in evaluating and gauging the efficiency of the proposed model. The results obtained show that the proposed model’s performance is better than several other learning models, which is very encouraging.
Arts and censorship in South Africa 1948-2000
(2000) Allard, Raymond H.
This dissertation is concerned with the effects of censorship on the arts community during the apartheid era in South Africa, and in the post apartheid era that followed. Through interviews and various sources, a picture will be presented that examines the contrasts and similarities of the two eras. Chapter One will present an overview of South African history, from its beginnings in 1653 to the first popular election in 1994. It will show how the religious beliefs and accompanying attitudes of the in-coming colonialists created a social atmosphere in which the system of apartheid was able to flourish and grow. It will also show how apartheid ultimately crumbled under pressure from growing resistance and violence among the people it sought to control. Chapter Two is comprised primarily of the results of several interviews with selected artists, showing how the various individuals thought about censorship, how they dealt with all the restrictive laws, and how they were able to pursue their art making under these conditions. Personal experiences illuminate the effects of such censorship, and opinions about the value and necessity of censorship are summarized. Various of the interviewees talk specifically about what actions they took under the apartheid regime, and how they viewed, and continue to view, the role of the artist in society. Chapter Three uses several case studies to illustrate what is currently happening concerning censorship and art in the post-apartheid era. Opinions and reactions to current conditions will be presented, and specific instances of censorship or attempted censorship will offer a comparison with the previous era. This will illustrate how much liberty artists today enjoy in South Africa. Several significant issues are raised by such examples; Issues of potency and importance to any culture. Finally, the artists themselves look ahead, and provide a picture of the future for arts in this society .
A critical linguistic discourse analysis of participant narratives in the construction of citizenship education at a University of Technology
(2017-08-25) Reddy, Komala; Pratt, Deirdre Denise
This study is concerned with how citizenship education might be seen to take place in Universities of Technology, which are associated with applied knowledge of a technical nature. Higher education is thought to have a role in the nation’s social, moral and spiritual life in transmitting citizenship and culture in all its variety and in enabling personal development for the benefit of individuals and society as a whole. This study explored whether universities of technology do indeed promote a culture of citizenship in order to serve society, and how, by analysing the discourse of educators and students to see how citizenship education might be constructed. The aim was to identify indicators in participant discourse which might be linked to themes occurring in models of citizenship education. It was hoped that analysing participant discourse might reveal which aspects of citizenship were potentially empowering in terms of fostering individually autonomous yet socially conscious citizens. Within a critical linguistic approach, a mixed methods research design was applied, using questionnaires and semi structured interviews and discourse analysis. The discourse analysis involved a content analysis of written texts, and a critical discourse analysis of the transcribed focus group texts. The results of the questionnaires and semi structured interviews yielded indicators of citizenship based on personal values, values relating to social responsibility, and issues relating to the legislature, as enshrined in the South African Constitution. An analysis of the faculty community engagement texts revealed what kinds of ad hoc measures the university was setting in place to foster informal and therefore implicit citizenship education. The critical analysis of student focus group discourse revealed what aspects of citizenship education students were learning informally, as well as to what extent they felt that they were being empowered as self-actuating yet socially conscious citizens of a multicultural democratic country. This study is thought to be of value, as, at the time of the study, the university involved was engaged in a transition between offering informal and implicit options for citizenship education, such as work integrated learning programmes and community engagement projects, and formally curriculating citizenship education into the syllabus in the form of General Education modules, which was still work-in-progress at the end of the study.
A cultural studies project : exploring the perceptions of undergraduate media university students on the representations of black gay men in two of South Africa’s leading telenovelas, Uzalo and The Queen
(2022-09) Dube, Andile Samuel; Frankish, Tarryn; Wade, Jean Philippe
Even though the South African Constitution protects the rights of LGBTQ+ people and bans discrimination based on sexual orientation, gay people in this country are still victims of the most horrific homophobic abuse and vile discrimination. By venture of its vast reach, the media, television in particular, is an important tool to educate and inform people of the rights of gay people and teach about sexuality. Content creators are responsible for producing the programmes people are exposed to on television, therefore, they are tasked with creating representations of gay people. This study explores the perceptions of media undergraduate students on the representations of black gay people in television, specifically, SABC1’s Uzalo and Mzansi Magic’s The Queen. These two telenovelas have been chosen, because they have black gay characters and are among the most-watched shows on prime-time television. Uzalo has an average of approximately 10 million viewers and The Queen has roughly eight million viewers per episode. The research followed a Cultural Studies approach to explore the role of telenovelas and the active audience paradigm to examine the dynamics of power in the representations of LGBTQ+ on television in South Africa. The study also draws on feminism to highlight the discrimination of the LGBTQ+ community in the African continent. Representation Theory is used as a lead theory in this study, while Social Cognitive Theory is used as a second theory. Two focus groups were held with undergraduate media students from the Journalism Programme and Video Technology Department from the Faculty of Arts and Design in a South African university. Thematic analysis was used to analyse the data from these two focus groups. The study found the visibility of gay people on television has increased over the years. In addition, there are instances where the representation is positive and educational, however, the majority remains negative and relies on stereotypes. These findings indicate the media is a powerful tool that can be used to educate the wider public with regard to marginalised people. Going forward, educational implications of LGBTQ+ persons’ representations need to be considered when represented. Therefore, the study posits that representations on popular culture are important as these telenovelas are part of creating the reality that is lived by the minorities they represent. As such, television does not only represent the world, but it helps in its creation and the audience who watch these telenovelas are co-creators
Decoding government publications : a reception study of the Metro Ezasegagasini
(2024) Payet, Charmel Nikita; Usadolo, Sam Erevbenagie; Ngubane, Zwakele
The government is responsible for transparently communicating with the public about its work. To fulfil this mandate, the eThekwini Municipality distributes the bi-weekly Metro Ezasegagasini publication as a communication tool, with almost similar content to community newspapers. Community newspapers have survived the decline in newspapers as their news coverage is of interest and focused on the communities they cover. This study explored how readers of the Metro Ezasegagasini decode the content and the influence this may have on how they perceive the municipality. The Theory of Reception was used as the analytic lens in the study because the theory focuses on the way an audience decodes text. A qualitative research approach was adopted because this study aimed to gain insight from the readers’ experiences with the metro publication. Data was collected from three focus groups in rural, township, and urban settings. A thematic research approach was used to analyse the data by identifying, analysing, and then reporting on themes. The study found that the Metro Ezasegagasini was fulfilling its role of educating and informing the public about developments in the city. It also emerged that the different backgrounds of participants impact how readers interact with the text and whether they view it as a credible source of information. Participants from the township and rural areas adopted a more favourable position to the publication, while participants from the urban community were more critical of the content. The study also found that participants enjoyed reading the publication because of its strong community focus. Another issue that emerged during the study was the accessibility and distribution of the publication, with many readers highlighting the lack of easy access to the publication.
Graphic design for social justice in South Africa
(2012-10-16) Ravjee, Latha; Andrew, Richard Charles; Sutherland, Ian Gilbert
In this dissertation I examine of the role of graphic design in the struggle for social justice in South Africa - with specific reference to the concept of human rights. I am motivated by an overwhelming awareness that the Bill of Rights in post-apartheid South Africa exists in striking contrast to the daily struggles for human dignity. In addressing this contradiction I present a historical examination that focuses on the visual impact of the creative combination of images and text to effect socioeconomic and political change. Drawing from Steve Biko’s philosophy of psychological liberation and Paulo Freire’s educational philosophy for critical thinking, I distinguish between propaganda and education. I take the stand that people are not really free if they blindly accept the myths of the established state order and I explore the various ways in which society is misguided by these myths. I argue that unlike graphic design that maintains the status quo and represents the propaganda of the established order, ‘graphic design for social justice’ represents the voice of people’s power against state power. Through this study and practice I conclude that the role of graphic design for social justice in South Africa is to uncover the myths of state power by presenting scenarios that encourage critical thinking, dialogue and open debate about power and the abuse of power in the continued struggle for human dignity. It is intended that this body of work, and the exhibition that results from it, contributes in part to the writing and documentation of a history of South African socio-political graphics.
Integrated arts as a transformational medium of instruction in KwaZulu-Natal schools : a narrative self study
(2012-09-10) Peat, Beth Maureen; Pratt, Deirdre Denise; Peppas, Mikhail
South Africa’s dynamic post-Apartheid education climate is beset by a plethora of new policies designed to transform education. Our county’s educators are expected to be the alchemists of change to create the new and transformed society envisaged in these policies, albeit with insufficient logistical planning and support. Moreover, so many of our schools are operationally dysfunctional, with literacy and numeracy levels at an all time low. Under these daunting circumstances our Provincial Education Department Teacher Development Institution, Ikhwezi In-Service Training Institute, develops training materials and delivers courses aimed at implementing policy while at the same time modelling progressive, internationally recognized and democratic adult-based methodology. In this self-study project of my departmental work with a group of trained educators, I use action research to trace the potential of integrated arts to transform teaching and learning in under-resourced rural and township classrooms. An aspect of this self-study looks at the therapeutic potential of the arts in my own life and career as an arts educator. When my Masters research revealed the dramatic effect a project-like arts approach to teaching could engender, I was motivated by compassion to develop the work further to reach a broader base of learners. I also wished to educate the authorities into mainstreaming the default marginalising of the arts in schools by developing photographic, written and video evidence promoting the arts in schools, mainly to emphasize their holistic educational role, but also as an essential healing, a potential remedy for the ills of the past that continue to impact on the present.
Lesotho police education and training in community conflict management : a case study of the child and gender protection unit in Maseru (CGPU)
(2022-09) Molefe, Clifford Fonono; Mukeredzi, Tabitha; Preece, Julia
The purpose of the study was to explore how the Lesotho Child and Gender Protection Unit (CGPU) in Maseru, under the Lesotho Mounted Police Service (LMPS), managed conflict situations when dealing with families and communities. The study examined the extent to which police had received training in conflict management and the kind of further education and training that was still needed to manage conflicts more effectively. The police mediated through interviews with affected individuals. The LMPS Strategic Plan describes the vision of the LMPS as follows: “By 2016, the LMPS shall be a professional and accountable police service, providing safety and security in partnership with the community, with particular emphasis on crime prevention, reduction, detection and human rights observance” (LMPS n.d. n.p.). This mandate has direct relevance to my study and the formation of the CGPU. A Qualitative case study design was used. It covered two police stations in the country, namely the Maseru Urban and Maseru Rural police stations. These police stations are in two administrative districts in the rural and urban areas of Lesotho. Thirty (30) people, including police and family members were interviewed. Sixteen (16) police officers and 14 community members in Maseru responded to a semi structured interview guide. Eight of these officers and seven of the community members were also observed during mediation sessions. This study adopted the symbolic interactionism theoretical framework, which acknowledges that different people perceive issues differently. Individuals use language to communicate meanings they think are relevant to a certain group of people, and interaction with symbols becomes the key aspect of communication. As a result, meanings and language play a role in aggravating or decreasing conflicts in families. It was evident, when taking a symbolic interaction perspective, that police culture and institutional language held its own forms of meaning-making, thus making it a fine line between making meaning out of the language of the law and finding ways to make sense of the conflict through cultural and gender perspectives. Meaning making was therefore complex and sometimes contradictory. Since the police deployed in the CGPU should perform professionally, the study dwelt on whether the police had the relevant skills and knowledge as far as education and training were concerned. The findings revealed that the majority of the police had spent many years in the unit without access to education and training, either in or outside of the country. While education and training was the focus of the study, the study also revealed that cultural issues played a major role in conflict management. Participants had different views regarding this issue. Some believed that culture contributed to the fuelling of conflicts in families; however, there were those who believed that it did not play any role in aggravating conflicts. Gender issues became a key aspect in conflict management. It appeared that the police were occasionally biased when performing conflict management. These findings led to recommendations on how police in the Child and Gender Protection Unit (CGPU) should be trained on how to manage conflict situations more effectively in the Lesotho Mounted Police Service (LMPS). This included exploring how police managed gender-based violence or domestic violence in conflict situations. Findings revealed that the source of conflict were assault, abuse, gender based violence and misuse of family funds. Therefore, police working in CGPU needed education and training on the fields such as counselling, psychology, and play therapy. Adult education programmes for the police officers, planned with institutions like University of Lesotho (Institution of Extra-Mural Studies), were recommended.
The provision of interpreting services in isiZulu and South African Sign Language in selected courts in KwaZulu-Natal
(2016) Mnyandu, Nontobeko Lynette; Makhubu, R.L.
IsiZulu is a previously marginalized language and is spoken by 78% of people in KwaZulu-Natal (South Africa.info 2012). Signed language on the other hand, is not an official language in South Africa, although it is recognised despite the profession having undergone major transformation since democracy. This study hypothesizes that isiZulu and South African Sign Language interpreters both face challenges when given interpreting assignments. This study aims to create an awareness of the needs of the isiZulu speakers and deaf people when seeking judicial assistance and also to contribute towards the provision of quality interpreting services in some of the courts in KwaZulu-Natal. With this study it is hoped to assist the Department of Justice and Constitutional Development to be able to see where they can still improve on their system. This study was conducted only in four courts, therefore, the findings cannot be generalized to be the same in all the courts in South Africa. IsiZulu kusewulimi obelucindezelwe, kanti lusetshenziswa abantu abangamaphesenti angama-78 KwaZulu-Natali (SouthAfrica.info 2012). Ulimi lwezandla ngakolunye uhlangothi, akulona ulimi olusemthethweni eNingizimu Afrika nangale koshintsho oluningi olwenziwe kusukela kwaqala intando yabantu. Lolu cwaningo lucabangela ukuthi otolika besiZulu kanye naboLimi Lwezandla babhekana nezingqinamba uma benikwe umsebenzi wokutolika. Lolu cwaningo Iuhlose ukwazisa ngezidingo zabantu abakhuluma isiZulu kanye nabangezwa uma bedinga usizo lwezomthetho kanye nokuxhasa ekunikezeleni ukutolika okusezingeni elifanele kwezinye zezinkantolo KwaZulu-Natali. Ngalolu cwaningo kuthenjwa ukuthi luzosiza uMnyango Wobulungiswa kanye nokuThuthukiswa koMthethosisekelo ukuba ubone ukuthi yikuphi la okungalungiswa khona inqubo yokwenza yawo. Lolu cwaningo lwenziwe ezinkantolo ezine kuphela, ngakho-ke okutholakele ngeke kuze kuthathwe ngokuthi kuyafana ezinkantolo zonke zaseNingizimu Afrika.
The role of education in land restitution, redistribution and restrictions as individual, group and national empowerment through land reform
(2013) Yeni, Clementine Sibongile; Conolly, Joan Lucy; Sienaert, Edgard
This study is focused on the role of education to improve awareness of two critically important aspects of the South African situation 19 years after the first democratic elections in 1994. In the first instance, the study aims to augment the grades 10-12 Life Orientation curriculum to promote understanding and appreciation of land rights as human rights for every citizen in South Africa to address the social injustices of the past. In the second instance, the study focuses on grades 10-12 Agricultural Sciences curriculum to ensure that every learner who leaves school is in a position to care for land responsibly, and to use land productively for his or her own benefit and the benefit of others in the future. These foci have been informed by numerous interactions with people in four small communities on the Southern KwaZulu-Natal coast, who have been victims of landless as a result of the Group Areas act of 1960, and are claiming restitution for the land lost, and are required by law to make the restituted land productive. The study records first hand stories told about land ownership, landless, land claims, land restitution, and land (ab)use stories, in the form of narratives, such as autobiographies, auto-ethnographies, accounts of action research and self study. My research participants and I are the authors of our land stories. We tell our stories as a way of making the private public in the interests of a fair and just society. The forms of presentation include narratives, dialogues, playlets, literary references and critical reflections. The perspectives used include the native worldview, rurality as a dynamic, generative and variable milieu, the orality-literacy interface, the effect of oppression, and values and beliefs, customs and mores which (in)form a civil and civilised society. During the course of the study, the role of stories to reveal what is happening in the lives of those people most affected by unjust laws, and to empower them to take action in their own best interests became evident. The major role of education in land reforms cannot be overemphasized, which is why I have used what I have discovered from the many interactions with many people to inform two grades 10-12 school curricula: the grades 10-12 Life Orientation curriculum and the grades 10-12 Agricultural Sciences curriculum .
The role of senior management in improving educators' morale in public secondary schools in the Durban central area
(2002) Simjee, Fausia Banu; Prosser, Julia Judith
This study explores the role of senior management in improving educators' morale in public, secondary schools in the Durban Central Area. The reasons for a decline in educators' morale and effectiveness are senior management's lack of incentives and rewards, violence in schools, poorly disciplined learners, conflict, nepotism and public condemnation of educators. Other factors include: 'right-sizing', rationalisation and redeployment, lack of transparency during the promotion process and the negative attitude to the appraisal policy. Motivating educators will lead to improved school performance and promote enthusiasm and confidence amongst educators. The researcher will provide support on the topic from observations and a study ofliterature. The qualitative method of research was undertaken. The representative sample included principals, deputy principals, heads of department and educators from public secondary schools in the Durban Central Area. Evidence from questionnaires suggested that educators in the Durban Central Area are demoralised and therefore there is an urgent need to address their morale. The researcher examined the causes and symptoms of educators' demoralisation and senior management's role in improving their morale. This investigation focuses on problems which lead to the demoralisation of educators; the causes and symptoms of demoralisation and how educators can contribute to a healthy and professional culture in schools. It is suggested that senior management should motivate individual educators. Some measures proposed to improve and
Street art and mural art as visual activism in Durban : 2014 – 2017
(2019) Chapman, Daniel; Roome, John; Farouk, Ismail
This research presents the theories pertaining to the real and imagined role of street art and mural art in current society, focusing on South Africa and Durban. This research also aims to improve my art practice by attempting to apply these theories. By investigating selected activist street and mural artists and movements, I have also aimed at learning from the work of those I admire. By extending my research beyond public two-dimensional art practice into the theories of African cities, cultural studies and white privilege, I have attempted to understand the socio-political factors involved in critical art making in the highly contested post-apartheid public space of Durban. I have discovered that my own belief in the value of street art and mural art in the public space, which this research aims to validate, does not appear to be encouraged or supported within the city of Durban, at large, which is reflected in a stunted street art and mural art culture. Within the context of post-apartheid Durban, a South African city in rapid transition environmentally, socially, economically and culturally, I would like to present street art and mural art as a pragmatic and effective means of cultural response. In this research a practice-based qualitative methodology was used. This is accompanied by theoretical research to contextualize and inform the art practice. The action research comprised of artwork produced in public spaces. Typically, this process involved identifying an ecological/social/political issue which is the artwork’s subject. The combination of practice- based and action research is the most suitable methodological approach for this study which essentially attempts to uncover knowledge pertaining to the function of mural art and street art in the world, more specifically in Durban. My findings show that the foremost function of street art and mural art appears to be the transformation of the public space into a more convivial living environment. The major strategies identified in the theoretical framework in attempting to initiate conviviality through street and mural art include site specificity and participation. Despite a history of attempting to democratize art in South Africa, post-apartheid contemporary society still suffers as a result of restricting the functionality of art by continuing to focus predominantly on the gallery and museum systems. I have found that mural and street art potentially align with the informal functioning of much of South Africa’s public space, encouraging an alternative to the western construction of public space. In conclusion, I argue that street art and mural art can be used as an effective transformative strategy to break down the invisible social barriers present in post-apartheid South African cities, by repurposing the physical barriers of walls.
Understanding the interior design of selected SAPS stations in Durban with specific reference to User Centred Design
(2021-04) Kenny, Shelly Anthea; Kemm-Stols, Lyndall; Ngcobo, Sandiso
This study investigated and sought to understand the extent and role of user-centred interior design of South African Police Service (SAPS) stations in Durban. The assumption of this study was that the design of a SAPS station that considers the most vulnerable would benefit the other users of the SAPS station. Therefore, the persona of User Centred Design would be the client who had reported a crime. This study aimed to understand the clients’ perspective on the SAPS police station, as the proposed outcome would be to make User Centred Design decisions based on the clients’ perspectives and experiences, because the client persona of the SAPS station would be traumatised. The objective of this study was to review literature on User Centred Design, Sensory Processing, Post Traumatic Stress, Acute Stress Disorder and literature on South African police stations. As well as conduct field work by interviewing clients that have reported crimes to the SAPS station and to also to conduct interviews with South African Police Service officers. Hermeneutic phenomenology was utilised to understand the perspective and experience of the SAPS client. The notion of the double hermeneutic was the main tool and basis of understanding. The first half of the double hermeneutic was the context of the SAPS station. The context of the SAPS station was understood by the hermeneutic circle, in which the whole of the context was understood by its parts, which gave a greater understanding of the whole. The parts of the context were SAPS literature, six interviews of SAPS officers and observing three Durban SAPS stations. The second half of the double hermeneutic was understanding the client persona. This was done again with the use of the hermeneutic circle, where the parts of the client persona were the nine interviews of participants who had been to report crimes to the SAPS station, the literature on trauma and a brief background description of the participant. The two halves of the double hermeneutic were reflexively brought together using User Centred Design themes. These themes informed the User Centred Design needs of the SAPS client. It was found that the current SAPS stations do not meet the User Centred Design needs of the client; that this resulted in the client projecting their trauma onto the station and allowed for the client to judge the SAPS officer negatively before the client engaged with the officer. The main needs of the client are to feel safe and secure, to have privacy, to have a welcoming and friendly SAPS station atmosphere and to have clear directions. A disconnect between SAPS officer and SAPS client, which reinforced the notion of unmet expectations, was the result of these unmet basic needs. Therefore, the recommendation of this study is that the interior of SAPS stations should be considered in terms of user centred design in order to fully grapple with the needs of the SAPS client
University community engagement in Zimbabwe : an asset-based analysis
(2018) Museva, Loveness Makhosazana; Preece, Julia; Mukeredzi, Tabitha
This thesis is an investigation into the community engagement relationship between Zindowe Mberengwa community and the Midlands State University, drawing on the asset-based community development theory, supported by Heifetz’s concept of adaptive leadership and Nyerere’s concept of ujamaa. The nature of the study is centred on the relationship between the university and the community, focusing on the relationships of power, asset recognition, and collaboration during the decision making process. The region selected was the Zindowe village, under Chief Nyamondo, in Mberengwa South. The purpose of the study was to examine the extent to which the engagement and relationship between the university and the community facilitates community ownership over decision-making and shared ownership of knowledge with a view to developing greater self-reliance and sustainable development in the Mberengwa community. This was a qualitative case study design, using the interpretive paradigm. The methods of data collection included documentary analysis and interviews with university staff. Community members were also interviewed using focus group discussions. Observations and a transect walk were undertaken with key participants in the community. The sample size was made up of 18 university staff members and 32 participants from the community. The total number of participants was 50. The study used the adaptive leadership, asset-based community development and ujamaa theories to analyse the findings. The findings suggest that the initial approach to the community was consultative but needs-based rather than asset-based. Nevertheless, the community gained new skills such as bee keeping and literacy. However, the university leadership did not follow the principles of adaptive leadership which emphasise ongoing dialogue and clarification of competing goals and values and collective ownership over decisions. There was a tendency for the university to own the project to the extent that the ujamaa principles of family-hood and community self-reliance were under threat during a disorganised phase of tensions where there was community withdrawal from activities. A significant, and unusual outcome of this disorganised phase was the decision by community members to take control by creating their own constitution and appointing a community coordinator to act as mediator between the university and community. This resulted in the community realising their own assets and working towards self-reliance and a more sustained and equal partnership with the university. Findings showed that there were number of challenges faced by the university and the community engagement process at the Midlands State University. These included limited communication because of a lack of community representation in the two major university committees which were responsible for the decision-making. Finally, it was evident from the findings that the university staff were overworked and they were not awarded an incentive for community engagement work which to them, came in as an extra load. There was a sense that the community’s indigenous knowledge was an asset to the university but it did not result in meaningful co-creation of knowledge that benefitted the community. The study recommended that there should be stakeholder inclusion in strategic committees between those who crafted the policies and those who were supposed to implement them; thus ensuring listening to the community voice which would then lead to a more trusting relationship and finally the successful shared ownership of the project. The study further suggested that the university should adhere to and implement policies consistently in order to minimise the tensions and misunderstandings and that the engagement process should encourage communities to realise their own assets from the outset. As a result, there is a need to have a more value driven university community engagement, which will enable critical thinking and embrace sustainable development; for example, universities should play a leading role in incubating industries within the communities by providing education and skills so that the communities can solve their own problems and build expertise on a larger scale at community level with a view to expanding their economic empowerment. Finally, the study also recommended that there is a need for the university to revisit the policy on university community engagement with particular attention to the lecturers’ teaching loads and rewards or incentives. A model is offered as a guideline for the community engagement process. In conclusion, it is important to note that the Midlands State University initiated this project in good faith with attention to the community’s needs. The phases of ‘forming’, ‘storming’ and ‘norming’ in many ways followed a normal growth process of group interaction. In spite of the challenges, the community did benefit in different ways as indicated by the women’s focus group when they said: “we are now able to pay fees for our children.” Any criticism of this project should therefore be taken in the spirit of critical inquiry with a view to improving the project.