This study was descriptive, correlative and explanatory. It summarized the problem solving and learning styles of students enrolled in the spring 2008 Virginia Polytechnic Institute and State University Agricultural Technology program, identified relationships between problem solving and learning styles, and used problem solving and learning styles to explain students' end of course grades. Ninety-three students and six faculty members elected to participate in the study. There were differences between degree options in terms of orientation to change. Second year students were likely to be internal processors. There were not significant differences among the population in ways of deciding. However, Agricultural Technology teachers were more task oriented problem solvers, while their students were people oriented. Teachers were more field independent than the students. There were no relationships between problem solving and learning style. There was a high degree of association between student ways of deciding and manner of processing. Student and teacher problem solving and learning styles were used to explain 11% of the variance in students' end of course grades for the six teachers in the study. Student orientation to change, student manner of processing, teacher manner of processing and teacher ways of deciding scores produced a model that significantly explained end of course grades. Suggestions for further research included identifying other career areas with stylistic trends and further identifying the impact cognitive effect has on student behavior. / Master of Science

Many vital components of clinical practice including placement of candidate with clinical faculty remain unaddressed in current research. Missing from formal mentoring research is recognition of the best-quality way to pair mentors and protégés in order for both parties to receive the most benefits from the relationship. Mentoring has been shown to be foundational to the retention of career and technical education teachers making mentoring especially critical. The candidate population for the study included students enrolled in clinical practice during the spring of 2009 in agricultural education certification programs at 14 different universities. Findings using a matched pairs t-tests were conducted to reach the heart of the study, the dyadic mentoring relationships between candidate and clinical faculty. Cognitive effect, an indicator of problem solving style was not found to be a significant factor in the study. However, cognitive affect, an indicator of interpersonal orientation found many significant differences. Significance was found at the 0.05 level in the areas of candidate expressed inclusion and clinical faculty wanted inclusion (t=5.27), candidate expressed total and clinical faculty wanted total (t=3.88), candidate wanted control and clinical faculty expressed control (t=-2.97). Significance was also found at the 0.01 level of significance for candidate wanted total and clinical faculty expressed total (t=-2.37). In the area of behavior a matched pairs t-test determined perceived psychosocial support (t=-2.86) and perceived total support (t=-2.32) to be significant. Mentoring and clinical practice are extremely dynamic constructs as many different influences are present from personal preferences to the way people naturally and holistically function. When universities identify clinical faculty, attention should be paid to the matching of dyads in order to emulate an informal mentoring experience to the greatest extent possible. Although mentoring is extremely complex, the research indicates promise for agreement and promise for continued research to benefit not only individuals, but our entire profession. / Master of Science in Life Sciences

After South Africa had adopted a democratic government, the labour force was changed profoundly. With the emphasis on diversity, employees were faced with work teams comprising people from different ages, genders, positions, races etc. The opportunity was given to value and embrace diversity in organisations. On the other hand, opportunities for prejudice and discrimination were greater than ever before. Consequently, stereotyping is evident within these diverse workplaces. If not properly managed, stereotypes can have various negative effects on the organisation. The academic sector in South Africa has to be equipped to manage diversity and therefore stereotypes to ensure the effectiveness of these institutions. The challenge is that employers need to be aware of how to manage such issues. Stereotypes are therefore a significant topic for research, specifically within South Africa. The objective of this research study was to explore stereotypes as experienced by individuals employed in the South African academic environment. A qualitative research study, specifically within the social constructivism paradigm, was employed for this study. A combination of the phenomenological and hermeneutic approaches was employed to reach the objectives of this study. The researcher made use of a case study strategy. Only one single case was utilised in this research study, namely the academic environment. Employees at one higher education institution (and two campuses) (N = 30) participated in this research study. Data was collected by means of semi-structured interviews, where after thematic analysis was used to analyse the data. The results of this study indicated that individuals working in the academic environment in South Africa are consciously aware of the meaning of stereotypes. Most participants were able to illustrate a definition of or meaning for stereotypes. The themes that were mentioned by participants included assumptions, beliefs, categorisation, generalisation, judgement as well as perception. Participants also indicated that stereotypes originate from various sources. Participants reported that primary and secondary exposure, individual differences, subjective perception as well as the fact that stereotyping was part of human nature were possible explanations for the origin of stereotypes. Participants were well aware of the fact that stereotypes originate from both us and others. When being stereotyped, individuals react to stereotypes in different ways. Participants mentioned that they react on a behavioural, cognitive and emotional level. Participants were also asked questions pertaining to the stereotypes they experience. It was found that various stereotypes exist within the academic environment. These stereotypes are experienced on an out-group and in-group level. Stereotypes mentioned by participants included age, gender, nationality, occupation, sexual orientation, race and work-related stereotypes. There were also participants from the study population who stated that they neither experienced stereotypes on in-group nor out-group level. Recommendations with regard to future research and practice were made. / MCom (Human Resource Management), North-West University, Potchefstroom Campus, 2015

After South Africa had adopted a democratic government, the labour force was changed profoundly. With the emphasis on diversity, employees were faced with work teams comprising people from different ages, genders, positions, races etc. The opportunity was given to value and embrace diversity in organisations. On the other hand, opportunities for prejudice and discrimination were greater than ever before. Consequently, stereotyping is evident within these diverse workplaces. If not properly managed, stereotypes can have various negative effects on the organisation. The academic sector in South Africa has to be equipped to manage diversity and therefore stereotypes to ensure the effectiveness of these institutions. The challenge is that employers need to be aware of how to manage such issues. Stereotypes are therefore a significant topic for research, specifically within South Africa. The objective of this research study was to explore stereotypes as experienced by individuals employed in the South African academic environment. A qualitative research study, specifically within the social constructivism paradigm, was employed for this study. A combination of the phenomenological and hermeneutic approaches was employed to reach the objectives of this study. The researcher made use of a case study strategy. Only one single case was utilised in this research study, namely the academic environment. Employees at one higher education institution (and two campuses) (N = 30) participated in this research study. Data was collected by means of semi-structured interviews, where after thematic analysis was used to analyse the data. The results of this study indicated that individuals working in the academic environment in South Africa are consciously aware of the meaning of stereotypes. Most participants were able to illustrate a definition of or meaning for stereotypes. The themes that were mentioned by participants included assumptions, beliefs, categorisation, generalisation, judgement as well as perception. Participants also indicated that stereotypes originate from various sources. Participants reported that primary and secondary exposure, individual differences, subjective perception as well as the fact that stereotyping was part of human nature were possible explanations for the origin of stereotypes. Participants were well aware of the fact that stereotypes originate from both us and others. When being stereotyped, individuals react to stereotypes in different ways. Participants mentioned that they react on a behavioural, cognitive and emotional level. Participants were also asked questions pertaining to the stereotypes they experience. It was found that various stereotypes exist within the academic environment. These stereotypes are experienced on an out-group and in-group level. Stereotypes mentioned by participants included age, gender, nationality, occupation, sexual orientation, race and work-related stereotypes. There were also participants from the study population who stated that they neither experienced stereotypes on in-group nor out-group level. Recommendations with regard to future research and practice were made. / MCom (Human Resource Management), North-West University, Potchefstroom Campus, 2015