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Factors influencing nurse educators' teaching and learning performance at a nursing college in GautengNdawo, Maria Gugu 13 October 2014 (has links)
M.Cur. (Professional Nursing Science: Nursing Education) / The Nursing Strategy for South Africa calls for nursing colleges to increase the intake of new nursing students by 25% without the proportional increase of nurse educators. This has created an unacceptable increase in the number of nursing students leading to increased workload of nurse educators. Other compounding problems that relate to classroom teaching, clinical, personal and organization, hinder performance and contribute to the frustration of the nurse educator. The purpose of this study is to explore and describe the factors influencing nurse educators’ teaching and learning performance at a nursing college in Gauteng in order to develop supporting strategies to improve their performance in teaching and learning. The research design is qualitative, explorative, descriptive and contextual in nature. A non-probability purposive sampling method was used to select a sample of 12 nurse educators to participate in individual semi-structured interviews. A qualitative open coding data analysis method was used. To ensure the trustworthiness of the study, the researcher used Lincoln and Guba’s four criteria and strategies of establishing the trustworthiness of qualitative data namely credibility, transferability, dependability and confirmability. Four main themes and sub-themes emerged as follows: (1) Large student numbers - difficulty in recognizing students as individuals and identifying ‘at-risk’ students, difficulty in managing a large class, concerns about quality of nursing students in a large class, content-delivery process is a challenge in a large class; (2) Language and cultural barriers - language barrier and diverse cultural groups of students in one class; (3) Competence of nurse educators - inadequate knowledge / subject didactics, ineffective skills and negative attitude and inappropriate values; and (4) Ineffective management practices - inadequate orientation and mentoring and lack of human and material resources. The themes and sub-themes were conceptualized within the relevant literature and supporting strategies to improve nurse educators’ teaching and learning performance were described. Recommendations were made with regard to nursing education, nursing practice and nursing research.
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Conditions enabling or constraining the exercise of agency among new academics in higher education, conducive to the social inclusion of studentsBehari-Leak, Kasturi January 2015 (has links)
This study, which is part of a National Research Foundation project on Social Inclusion in Higher Education (HE), focuses on the exercise of agency among new academics, conducive to the social inclusion of students. Transitioning from varied entry points into higher education, new academics face numerous challenges as they embed themselves in disciplinary and institutional contexts. Given the complexity and contested nature of the current higher education landscape, new academics are especially vulnerable. Using Roy Bhaskar’s critical realism as meta-theoretical framing and Margaret Archer’s social realist theory, with its methodological focus on analytical dualism and morphogenesis, this study offers a social realist account of how new academics engage with enabling and constraining conditions at institutional, faculty, departmental and classroom levels. Through an analysis of six individual narratives of mediation, this study explicates and exemplifies the range of agential choices exercised by new academics to mediate their contested spaces. A nuanced social and critical account of the material, ideational and agential conditions in HE shows that the courses of action taken by these new academics are driven through their concerns, commitments and projects in higher education. Yet, despite the university’s espousal of embracing change, the current induction and transition of new academics is inadequate to the task of transformation in higher education. Systemic conditions in HE, conducive to critical agency and social justice, are not enabling. Bhaskar’s Seven Scalar Being, used as an analytical frame and heuristic, guides the cross-case analysis of the six narratives across seven levels of ontology. The findings highlight that, despite difficult contextual influences, the positive exercise of agency is a marked feature of new participants in HE in this study. This has immediate implications for ways in which professional and academic development, and disciplinary and departmental programmes, could create and sustain conducive conditions for the professionalisation of new academics through more sensitised practices. Using alternative research methods such as photovoice to generate its data, this doctoral study proposes that new research methodologies, located in the third space, are needed now more than ever in HE sociological research, to recognise the researcher and the research participants as independent, autonomous and causally efficacious beings. To this end, this study includes a Chapter Zero, which captures the narrative of the doctoral scholar as researcher, who, shaped and influenced by established doctoral practices and traditions in the field, exercises her own doctoral agency in particular ways.
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Perceptions relating to students performance in small business management at further education and training collegesKiewiets, Winifred Margaret January 2005 (has links)
The perceptions of both students and teachers are vital to improve performance and to ensure a positive teaching and learning climate at a college. This study examines the perceptions of staff at three recently merged campuses and students regarding student performance. The research focuses specifically on the performance of students registered for the Small Business Management N3 and NSC (National Senior Certificate) curriculum. A combination of quantitative and qualitative research methods was employed to investigate the desired result. Staff teaching the subject (Small Business Management) were given semi-structured interviews, while students who are currently studying the subject were given questionnaires to complete. Data was collected and analysed. This study reveals amongst other findings that management in FET institutions needs to take cognisance of the perceptions of staff and students regarding the improvement of student performance. Opinions, attitudes, insights and recommendations expressed concerning student performance can help institutions improve their culture of teaching and learning.
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Challenges contributing towards poor performance of students registered for NCV programmes in Vhembe FET CollegeTshisikule, Azwianewi Shadrack 05 1900 (has links)
MPM / Oliver Tambo Institute of Governance and Policy Studies / See the attached abstract below
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Lecturers' utilisation of institutional learning management systems in an ODL higher education institution in South AfricaGani, Faiza 04 1900 (has links)
In the world in which we live today, information and communication technology (ICT) has proliferated in all spheres of society, including in the corporate, social and academic arenas. Within these arenas ICT has made noteworthy contributions. In the academic space, which is the focus of this study, ICT has made a significant contribution to the communication and consultation between students and higher education institution staff. One such example has been the emergence of learning management systems (LMSs) in higher education institutions, both locally and globally, with LMSs providing higher education institutions with several possibilities as regards facilitating the online teaching and learning process. Nevertheless, research has shown that there is underutilisation of LMSs throughout the world. The purpose of this study, therefore, was to investigate the utilisation of LMSs in an open and distance learning (ODL) institution in South Africa to ascertain whether they are being used to their full potential. / Educational Studies / M. Ed. (Adult Education)
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'n Bedryfsielkundige ondersoek na die verband tussen akademici se werksomgewingspersepsies, werksbetrokkenheid en organisasieverbondenheidKotze, B. Z. 03 1900 (has links)
Thesis (MComm (Industrial Psychology))--University of Stellenbosch, 2007. / Globally, institutions of higher learning are characterised by continuous
change, which has significant ramifications for the success and functioning of
any institution of higher learning.
In this context, the aim of this study was to examine the relationship between
the perceptions of academics regarding the work environment in a
transforming South African institution of higher learning and their job
involvement and organisational commitment.
The data were gathered by means of the Academic Work Environment Survey
(AWES) measuring instrument. This measuring instrument obtained
extraordinarily high reliability coefficients in the study.
The results of the study indicate that academics in general have a positive
perception of their job involvement and organisational commitment. These
positive perceptions of job involvement and organisational commitment can
largely be attributed to academics’ positive experience of a number of aspects
of the academic work environment, namely low levels of role ambiguity and
role conflict and high levels of autonomy, task identity, work challenge,
feedback and supervisory consideration. However, attention should be paid to
certain aspects such as role ambiguity, role conflict, feedback, work challenge
and supervisory consideration where differences among academics’
perceptions occur as a result of personal and professional characteristics,
which might pose a threat to these positive experiences in future.
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Lecturers' utilisation of institutional learning management systems in an ODL higher education institution in South AfricaGani, Faiza 04 1900 (has links)
In the world in which we live today, information and communication technology (ICT) has proliferated in all spheres of society, including in the corporate, social and academic arenas. Within these arenas ICT has made noteworthy contributions. In the academic space, which is the focus of this study, ICT has made a significant contribution to the communication and consultation between students and higher education institution staff. One such example has been the emergence of learning management systems (LMSs) in higher education institutions, both locally and globally, with LMSs providing higher education institutions with several possibilities as regards facilitating the online teaching and learning process. Nevertheless, research has shown that there is underutilisation of LMSs throughout the world. The purpose of this study, therefore, was to investigate the utilisation of LMSs in an open and distance learning (ODL) institution in South Africa to ascertain whether they are being used to their full potential. / Educational Studies / M. Ed. (Adult Education)
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Career development trajectories of women academics in the South African Higheer Education context: a constructivist grounded theory study and substantive theoryHobololo, Bongiwe 09 1900 (has links)
Statistics on the gender profile of academics in South African Higher Education
Institutions (HEIs) reveal women academics are still concerted at the junior levels of
the hierarchy with a small number of women at professorship. By the time of this report,
in South Africa there were 4034 associate professors and professors. Of this 4034,
2174 (54%) were full professors. Of this 2174, only 534 (25%) were female professors.
The fundamental aim of this research was to tell the story behind these statistics by
exploring, describing and giving explanation to the subjective experiences of women
academics. The objectives of the research were broken down into: (1) to examine
studies that explain discourses for women in academia, identify success and inhibiting
factors to career development of women academics, identify gaps in knowledge and
explain how this research seeks to address the gaps identified, (2) to investigate
models and theories of career development, particularly in so far as they affect women,
(3) to explore, describe and explain the career development trajectories of senior
women academics in HEIs in SA, and (4) to develop a substantive career development
theory that explains career trajectories of women in academia.
Utilizing data from 13 in-depth interviews with women professors and associate
professors in a diversity of higher educational institutions in South Africa and different fields of study, this research situates the senior women academics’ experiences within
the social constructivist context. I posed the question: “Tell me how your career journey
as an academic started, up to the level where you are now”. The questioning revolved
around family background; social context; educational history; career development
trajectory; professional experiences; and work-family integration. All interviews were
audiotaped and then transcribed.
The analysis and interpretation of data was informed by the theoretical underpinnings
of the study, which is located within feminism and social constructivism. The mean age
of the participants was 53 years; years in service, 10 years and more. The findings
revealed four themes associated with the career success of women academics:
enabling and constraining factors; intrapsychic factors, behavioural patterns and
differentiated career development trajectories. All these factors are inextricably linked
and mutually affect the career success of women academics. The study ended up with
a career development theory that came up with five phases and explained
preoccupations at each phase. The phases are career exploration, career
establishment, career maintenance, work life adjustment and disengagement. These
phases are neither age related, nor cyclical at all times, but they are related to the
stage in career development, and the needs of women academics / Industrial and Organisational Psychology / D. Com. (Industrial and Organisational Psychology)
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Students with learning disabilities : an exploration of university staff perceptionsHealey, Tanya 01 1900 (has links)
The number of students with learning disabilities entering the higher education system in South Africa is increasing dramatically. At the same time, the misconceptions about disabilities can have distressing consequences for disabled students. A thorough understanding of current staff attitudes and knowledge of learning disabilities will assist when setting up interventions aimed at improving perceptions. This qualitative, phenomenological case study uses the bio-psycho-social model of disability to explore staff perceptions at the University of the Witwatersrand. Interviews with staff members showed that a wide range of opinions and attitudes exist. Although perceptions varied between participants, the main findings indicated that they presented a poor understanding of what disability, and in particular, learning disability means. The conclusion was drawn that Wits University should be proactive in empowering their staff by providing them with opportunities to learn about disabilities. This investment in staff development should ultimately lead to a richer campus life where all students feel welcome. / Educational Studies / M. Ed. (Adult Education)
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Students with learning disabilities : an exploration of university staff perceptionsHealey, Tanya 01 1900 (has links)
The number of students with learning disabilities entering the higher education system in South Africa is increasing dramatically. At the same time, the misconceptions about disabilities can have distressing consequences for disabled students. A thorough understanding of current staff attitudes and knowledge of learning disabilities will assist when setting up interventions aimed at improving perceptions. This qualitative, phenomenological case study uses the bio-psycho-social model of disability to explore staff perceptions at the University of the Witwatersrand. Interviews with staff members showed that a wide range of opinions and attitudes exist. Although perceptions varied between participants, the main findings indicated that they presented a poor understanding of what disability, and in particular, learning disability means. The conclusion was drawn that Wits University should be proactive in empowering their staff by providing them with opportunities to learn about disabilities. This investment in staff development should ultimately lead to a richer campus life where all students feel welcome. / Educational Studies / M. Ed. (Adult Education)
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