External stakeholders and health promoting schools: complexity and practice in South Africa

dc.contributor.authorPreiser, Rika
dc.contributor.authorStruthers, Patricia
dc.contributor.authorMohamed, Suraya
dc.contributor.authorCameron, Neil
dc.contributor.authorLawrence, Estelle
dc.date.accessioned2014-06-13T07:00:54Z
dc.date.available2014-06-13T07:00:54Z
dc.date.issued2014
dc.description.abstractPurpose: This paper examines the role of two higher education institutions in the Western Cape, South Africa, and how their initiatives and collaboration brought about a particular Health Promoting Schools (HPS) program in a resource poor setting. The aim of this paper is to reflect on the importance of the role that external systemic actors and stakeholders can play in the process of designing and implementing HPS programs in resource poor settings. Design/methodology/approach: In this paper a complex systems approach is employed to describe two different participatory methods of engagement with HPS by higher education institutions. On the one hand, engagement took place in terms of a formal and funded project, directed at the organizational level of the school, with capacity building as its aim. On the other hand, engagement was initiated informally (as part of a service learning project) via collaboration with the formal project, directed at the individual level of learners in the school. Findings: In recognizing the complex nature of planning and implementing HPS programs, the paper demonstrates that HPS approaches could benefit from engaging with resources outside the ambit of institutional health and educational policies and structures. Originality/value: By acknowledging the systemic nature of implementing HPS strategies, novel collaborations emerge as a result. The paper highlights the important role that external stakeholders such as higher education institutions play in creating and sustaining tailor-made HPS programs for schools based in resource poor settings.en_US
dc.identifier.citationPreiser, R., et al. (2014). External stakeholders and health promoting schools: complexity and practice in South Africa. Health Education, 114(4): 260-270en_US
dc.identifier.issn0965-4283
dc.identifier.urihttp://hdl.handle.net/10566/1097
dc.language.isoenen_US
dc.privacy.showsubmitterfalse
dc.publisherEmeralden_US
dc.rightsThis is the author final version, copyright Emerald.
dc.source.urihttp://dx.doi.org/10.1108/HE-07-2013-0031
dc.status.ispeerreviewedtrue
dc.subjectComplexityen_US
dc.subjectHealth promoting schoolsen_US
dc.subjectService-learningen_US
dc.subjectExternal role playersen_US
dc.titleExternal stakeholders and health promoting schools: complexity and practice in South Africaen_US
dc.typeArticleen_US

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