Research has shown that academic under-performance in higher education can be attributed inter alia to psychosocial difficulties arising from students’ under-preparedness for the rigours of university life, the struggle to accommodate diverse cultural worldviews and poor proficiency in the language of learning and teaching (Chang 1999). As internationalisation of higher education institutions has became more common worldwide, the need for support systems to deal with problems of a multicultural student body has become essential if students are to have equitable opportunities for success. In this regard, Monash South Africa (MSA), an international multicultural higher education institution, introduced a tutor-mentor programme to improve academic outcomes among mathematics students in the Foundation Programme (FP). The impact of this programme was investigated by means of an empirical investigation and framed by a bricolage of learning theories which served as a conceptual framework for the study under the metaphors of acquisition and participation. The literature study showed that tutoring and mentoring programmes tend to be successful pedagogical supports. The empirical inquiry took the form of a mixed-method case study which explored the impact of participation in the tutor-mentor programme on mathematical performance among FP mathematics students at MSA. The participants in the study, which was carried out in two phases, were mathematics students, tutor-mentors and lecturers in the FP. Phase 1 quantitatively explored the extent of effectiveness of the tutor-mentor intervention, using a quasi-experimental non-equivalent control group design. Two formal tests were used to gather data, which were analysed by an analysis of covariance and the Johnson-Neyman technique. Quantitative findings supported the initial assumption of the study: that participation in the tutor-mentor programme as an intervention strategy improved the mathematics scores of FP students at MSA. Phase 2, a qualitative study, used purposive sampling. Data was gathered through focus group and individual interviews, observation, spontaneous conversations and photographs. Interpretation of the quantitative and qualitative data was presented according to the phases and thereafter integrated. Qualitative findings provided information about the dynamics of the tutor-mentor programme in providing academic and psychosocial support to students. Finally, a situation-producing theory was developed from the integrated findings, and recommendations made for improvement of practice. / Educational Studies / D. Ed. (Comparative Education)

This exploratory case study investigated the Graduate Assistant (GA) Scholarship Programme at Technikon Natal (TN) as a staff development mechanism. Although GA programmes are not a new concept and have been used internationally for decades as a means to develop academic staff, the programme at TN has some differences. This programme was initiated to address the development of young Black, and in the main African, academics in order to assist with meeting future employment equity requirements. The programme in its simplest form offers the GA the opportunity to gain teaching experience while studying for a post graduate qualification. Between 1995 and 2000, fifty GAs were involved in the programme at TN, with the majority of GAs studying at the BTech qualification level. This case study identified the juxtaposition of two perspectives of influence, those of the institutional and the individual issues. The institutional issues identified were categorised into policy and procedural issues and the individual issues focused on staff development and mentorship issues. Although the findings cannot be generalised, significant issues have been identified which could prove of value to a wider audience. In addition to developing Black academics, the programme makes a significant contribution to increasing the achievement of higher qualifications from the technikon sector. This is desirable in order to produce the technological foundation for South Africa's future economy. The study identified great potential in the GAs and in the community at TN who have embraced this opportunity to develop young academics of the future. Although there are a number of issues to be addressed, the key stakeholders of this study; the GAs and their Heads of Departments, are well supported by the management and relevant units at TN. / Thesis (M.Ed.) - University of Natal, Durban, 2000.

This study originates from experiences I had as supervisor of the mentoring programme for first year students in the Faculty of Pharmacy, at Rhodes University. Our mentoring programme is a strategy for first year students – specifically those from previously disadvantaged backgrounds – to succeed at Rhodes University. Using an ontological meta-theory - critical realism - as my analytical lens, discourse as my unit of analysis, and Invitational Learning Theory as a theoretical tool I developed a model of mentoring based on Bhaskar’s transformational model (1993). This model illustrates the relationship between structure, culture and agency. Whilst developing this model I focussed on determining how mentors construct mentoring, and how mentoring facilitates access to a Community of Practice (CoP). Mentoring involves providing a shared space that is safe, that the mentor and mentee feel comfortable in, and that supports and challenges both the mentor and the mentee. It is a reciprocal, developmental relationship for both the mentor and the mentee that deals with issues that the mentee deems as ‘real’. Mentoring is a process, not an outcome. The mentoring strategies that the mentors employed changed as the mentors mentored. Mentors help mentees by using structures and mechanisms that worked for them, and/or by helping mentees access these structures and mechanisms. Mentoring facilitates access to a CoP by providing opportunities for engagement. This involves sharing of experiences and knowledge, and promoting discussion. The mentor helps the mentee move from being a peripheral member of the CoP to becoming a main member, i.e., becoming active, learning with and from others within the CoP. CoPs develop social capital and knowledge management. My research suggests that the knowledge, skills and attitude developed by the mentors within this study may be transferable to other aspects in Pharmacy.

Beginner principals need support through a mentoring and coaching program to ensure effective curriculum management and to develop as curriculum leaders. The aim of the study was to determine the need of and the requirements for mentoring and coaching programs to ensure support in effective curriculum management. A comprehensive literature study was done and resulted in the success of mentoring and coaching programs and the focus pointing to effective curriculum management and specifically curriculum leadership in South Africa. The results from the literature study guided the empirical study through combined research. The focus fell on the roles, expectations, problems and support of beginner principals, curriculum management and leadership and the need of and the requirements for mentoring and coaching programs. Empirically it was dicovered that beginner principals are not supported efficiently as curriculum managers and curriculum leaders. Mentoring and coaching will address this need. The requirements of mentoring and coaching programs consist of: (1) Compulsary mentoring and coaching programs for all beginner principals; (2) Experienced principals as mentors; (3) Approved mentors who should receive training; (4) The beginner principal being allowed to choose his/her own mentor; (5) Mentors as curriculum experts / Beginnerprinsipale benodig ondersteuning in die vorm van 'n mentorskap- en afrigtingsprogram om die kurrikulum effektief te bestuur en om as kurrikulumleier te ontwikkel. Die doe! van hierdie studie was om die behoefte aan en die vereistes vir mentorskap- en afrigtingsprogramme te bepaal om beginnerprinsipale in effektiewe kurrikulumbestuur te ondersteun. 'n Uitgebreide literatuurstudie is uitgevoer wat die sukses van mentorskap- en afrigtingsprogramme vir beginnerprinsipale aandui en die fokus op kurrikulumbestuur en meer spesifiek kurrikulumleierskap in Suid-Afrika plaas. Die Iiteratuurstudie het as basis gedien vir die empiriese studie wat uit gekombineerde navorsing bestaan het. In die empiriese studie is daar op rolle, verwagtinge, probleme en ondersteuning van beginnerprinsipale gefokus. Daar is verder aandag gegee aan kurrikulumbestuur en -Ieierskap van beginnerprinsipale en die behoefte aan en vereistes vir mentorskap- en afrigtingsprogramme. Empiries is daar bevind dat beginnerprinsipale nie voldoende in kurrikulumbestuur en die ontwikkeling as kurrikulumleiers ondersteun word me. Mentorskap- en afrigtingsprogramme sal hierdie behoefte aanspreek. Die vereistes vir die mentorskap- en afrigtingsprogramme bestaan uit: (1) Verpligte mentorskap- en afrigtingsprogram vir aile beginnerprinsipale; (2) Die gebruik van ervare prinsipale as mentors; (3) Goedgekeurde mentors wat opleiding ontvang; ( 4) 'n Keuse deur die beginnerprinsipaal ten opsigte van sy/haar mentor; (5) Mentors wat kurrikulumkundiges is. / Educational Studies / M. Ed. (Onderwysbestuur)

Induction for teacher development is important for quality teaching and learning to take place in schools. The process of induction should be well-structured so that it is not mistaken as just an orientation to school procedures; it should be well-planned and implemented for the purposes of professional development and support (Rolley, 2001). The main aim of this study was to investigate beginner educators’ experiences of the induction process for professional development in the Bochum East Circuit of Limpopo Province. The assumption was that if schools are held accountable for learner performance, then support measures in terms of induction should be provided to newly appointed educators. Poor performance or educator turnover can sometimes be ascribed to inadequate interventions or the design of educator induction programmes. Although educators may have received the best training at university or training college, they still need to adjust to the realities of classrooms. To achieve the aim of the study, a qualitative research approach was followed to collect data through semi-structured interviews. The study is ensconced in the Educator Development Theory which acknowledges that educator preparation is rarely sufficient to provide all the knowledge and skills necessary for successful teaching. A great deal of knowledge and many skills are, mostly, acquired while on the job and principals should, therefore, adequately induct newly appointed educators. Four beginner educators and two principals from average performing primary schools were purposively sampled in the Bochum East Circuit of the Limpopo Province. A thematic analysis was carried out to generate themes that addressed the problem of the study. The findings from participant responses revealed differences in an understanding of the induction process. Support from the principal, HoDs and fellow colleagues were considered to be part of induction. Recommendations include that educators should be given continuous professional development through standardised induction programmes which could be adjusted to the needs of the school. / Educational Leadership and Management / M. Ed. (Education Management)

The study seeks to examine the role of mentoring and how it could be used in the process of professional development of mathematical literacy teachers in the Greater Taung area. The study attempts to flag the importance of mentoring in professional development, especially for mathematical literacy teachers. To obtain data for the study sixteen mathematical literacy teachers from Taung area (within Ruth Mompati District) were purposively selected. Questionnaires and interviews were used to collect relevant data. Literature review, based on previous studies on mentoring also provided data for the study. The following findings emerged from the study: a) that mentoring has over the years has been an effective process for developing early-career teachers’ practices b) that there are no formal mentoring programmes to assist mathematical literacy teachers in the Greater Taung area c) there is a need for effective communication between the mentor and the mentee, since the learning that takes place in a mentoring relationship is usually through regular interaction.From the findings, a collaborative form of mentoring is recommended.Both parties in this relationship are considered as a source of knowledge that can contribute to the learning that occurs within the context of mentoring. / Mathematics Education / Ph. D. (Mathematics Education)

Thesis (PhD)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: A perennial challenge facing public technical and vocational education and training (TVET) colleges in South Africa is that the majority of staff, while technically qualified to do the work that forms the contents of what they teach, are either not professionally qualified educators, or are professionally qualified as educators in other educational sectors. For TVET lecturers, the development of their teaching skills, like their professional identity, relies primarily on informal development by line managers, other members of staff or themselves. This study examines how professionally underqualified lecturers employed at TVET colleges in the Western Cape develop their teaching skills, inter alia, by being mentored by managers, experienced members of staff or themselves by asking the question: in what ways do mentoring processes within a college contribute to the incorporation of staff into a college?. Flowing from the primary research question this study sought to identify the nature and forms of institutional level mentoring, as well as the related use of language and power. This study is framed within the critical paradigm, applying a methodological framework developed by Fairclough (2010) and a combination of methods of analysis. At a micro level a form of analysis designed by Fairclough (1989; 2001) is used. The results are classified by means of a Foucauldian-based methodological framework developed by Keevy (2005). Mentoring has become popular as a term to describe informal learning in a wide variety of settings, including business and education. As a result of the popularity of the term, publications on a wide array of aspects related to informal learning have been produced. Periodically, however, criticisms of mentoring have surfaced, which fundamentally challenge its standing as an academic discipline. Such critique prompted this research project: to question whether or not mentoring was, what Fairclough calls a social wrong. Challenging the assumption that mentoring is a social wrong forms a point of departure for this study. A broad analysis of literature about mentoring is presented with the aim of identifying what Foucault calls, its ethical substance. The established ethical substance of mentoring is extrapolated into a schema indicating various broad descriptions of mentoring. The broad descriptions are used in an analysis of mentoring practices in a professional work environment suited to the application of current mentoring practices, one in which has not yet been formally applied in staff induction programmes: namely, public technical and vocational education and training (TVET) colleges. In addition to challenging the assumption that mentoring is a social wrong, the study, significantly, the neo-liberal notion that mentees are passive recipients of knowledge. Findings from this study indicate, significantly, that new lecturers develop themselves as lecturers by unconsciously using mentoring methodologies, in the absence of formal mentoring programmes. In contrast to many international institutions, where mentoring programmes are mandatory, the lecturers interviewed in this study were not constrained by the managerialist ideology of neo-liberalism and were empowered by the mentoring with which they were involved. This study provides insights into how professional mentees learn, who they learn from and how they use what they have learnt in their own development, and how this contributes towards an understanding of the nature of adult learning in the workplace. Literature reviewed in this study includes a wide range of publications on the topic of mentoring, including education publications, business management publication and translations of the two original texts on the subject, namely Homer’s Odyssey and Fenelon’s Adventures of Telemachus. Key educational publications consulted include the translated works of Plato and Freire. Publications on social critique include the works of Fairclough and Foucault. / AFRIKAANSE OPSOMMING: Die kwessie rakende personeel wat tegnies gekwalifiseerd is om die werk, wat die vakinhoud van hulle lesings vorm, te doen, maar wat nie professionele onderwysopleiding het nie of in ander opvoedingsvelde gekwalifiseer is, is ’n uitdaging waarmee tegnies en beroepsgerigte onderwys en opleiding (TVET/TBOO) colleges voortdurend te kampe het. Hierdie dosente steun grotendeels op hulself, lyn bestuurders of ander personeellede om hulle onderwysvaardighede op ’n informele wyse te ontwikkel. Hierdie studie ondersoek die maniere waarop dosente met onvoldoende professionele kwalifikasies by (TVET/TBOO) colleges in die Wes-Kaap hulle eie vaardighede ontwikkel deur onder meer die mentorskap van bestuurders en ervare personeellede. Dit word gedoen aan die hand van die volgende vraag: “Op watter wyses dra prosesse van mentorskap binne ’n kollege by tot die inkoporering van personeel.” Hierdie studie poog om, na aanleiding van die primêre navorsingsvraag, die aard en vorm van mentorskap op die institusionele vlak te identifiseer sowel as die meegaande gebruik van taal en gesag. Hierdie studie is benader vanuit die kritiese paradigma met die toepassing van ’n metodologiese raamwerk soos ontwikkel deur Fairclough (2010) tesame met ’n kombinasie van analitiese metodes. ’n Metode van analise wat Fairclough (1989; 2001) ontwikkel het, is op ’n mikrovlak toegepas en die resultate is daarna geklassifiseer met Keevy (2005) se Foucault-gebasseerde metodologiese raamwerk. Mentorskap word wyd gebruik as ’n omvattende begrip om informele leer in diverse kontekste aan te dui. Dit sluit die sakewêreld en onderwys in. Die gewildheid van die begrip het ’n wye verskeidenheid publikasies betreffende informele leer tot gevolg gehad. Daar is egter deurentyd kritiek op mentorskap wat die fundamentele waarde daarvan bevraagteken. Dit is hierdie kritiek wat die navorser genoop het om te vra of mentorskap wel ’n “maatskaplike wandaad” is soos wat Fairclough dit noem. Die vertrekpunt van hierdie studie is die veronderstelling dat dit wel so is. ’n Oorsigtelike analise van literatuur betreffende mentorskap word voorgelê met die doel om dit wat Foucault die “etiese substans” noem, te identifiseer. Die bepaalde etiese substans van mentorskap word geëkstrapoleer tot ’n skema wat verskeie breë definisies van mentorskap aandui. Hierdie breë definisies word dan gebruik in ’n ontleding van mentorskap in ’n professionele werksomgewing, wat geskik is vir die toepassing van bestaande mentorpraktyke, maar waar dit nog nie formeel in personeelinduksieprogramme ingesluit is nie: naamlik (TVET/TBOO) colleges. Hierdie studie bevraagteken nie net die aanname dat mentorskap ’n maatskaplike wandaad is nie, maar ook die neo-liberale siening dat diegene wat gementor word die ontvangers van kennis is en dui daarop dat nuwe dosente hulself ontwikkel, weens ’n gebrek aan formele mentorprogramme, deur die onbewuste gebruik van mentormetodes. In teenstelling met baie internasionale instellings waar mentorprogramme verpligtend is, is die dosente met wie daar onderhoude gevoer is nie aan bande gelê deur neo-liberale bestuursideologieë nie en is bemagtig deur die mentorskap waarin hulle betrokke was. Die studie gee insigte in hoe professionele persone wat mentorskap ontvang, leer, van wie hulle leer, hoe hulle dit wat hulle leer in hulle eie ontwikkeling toepas en hoe dit bydra tot ’n begrip van die aard van volwasse leer in die werkplek. Die literatuur wat in hierdie studie geraadpleeg word, sluit ’n wye spektrum van publikasies oor die vakgebied van mentorskap in. Dit is onder meer onderwys- en sakebestuurpublikasies sowel as vertalings van twee oorspronklike geskrifte rakende die onderwerp, by name Homeros se Odusseia en Fénelon se Avonture van Telemachus. Die vertaalde werke van Plato en Freire is onder die opvoedkundige sleutelbronne wat geraadpleeg is en bronne oor maatskaplike kritiek sluit die werke van Fairclough en Foucault in.

D. Tech. Business Administration / The purpose of this study is to increase the depth of understanding of university managers and programme facilitators of the management and process pertaining to students performance and how the process is used to empower first year students in the Faculty of Management Sciences.

Poor Physical Science performance in South African schools is due to ineffective Physical Science teaching. Quality Physical Science teaching stems from quality Physical Science subject advisory services. Traditionally interventions to raise teaching standards were done by inspectors who established if schools functioned according to set rules rather that supporting teaching staff. School inspection was considered a fault finding mission with punitive objectives; hence principals and teachers were negatively disposed to it. The Department of Basic Education since has re-interpreted intervention from checking compliance to support and development of school personnel. This task is allocated to units in district offices in provincial Departments of Education and district staff members’ responsibilities are linked to responsibilities of principals and teachers. The subject advisory unit focuses on curriculum matters in each school subject; thus Physical Science subject advisors support Physical Science teachers with content, pedagogical content knowledge, assessment and Interventions for improved results. This study investigated the role of Physical Science subject advisors in enhancing the quality of Physical Science teaching. Requirements for employment of a subject advisor (qualifications, work experience, interest, attitude and competence), challenges and solutions were explored by a mixed method study. A Physical Science provincial DCES, Physical Science subject advisors, principals, Physical Science teachers in four districts and four PLC support groups were purposefully sampled to explore perceptions of the subject advisor’s role in improving Physical Science teaching. Quantitative data collected by document analysis and questionnaires and qualitative data collected by individual and focus group interviews were analysed. Findings showed that the Physical Science subject advisors possessed minimum qualifications and experience; however, the school subject (Physics and Chemistry combined) does not match the specialization in tertiary institutions (divided into Physics and Chemistry). Thus, some subject advisors may major in one of two parts. Further, certain school content is not included in the university syllabus. This may limit advisors’ content knowledge, the core of content support in Physical Science. This influences support offered to Physical Science teachers and requires advisors’ professional development which is not currently offered by the Department of Basic Education. Recommendations based on the findings include immediate and long term solutions to improve effective subject advisory. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Beginner principals need support through a mentoring and coaching program to ensure effective curriculum management and to develop as curriculum leaders. The aim of the study was to determine the need of and the requirements for mentoring and coaching programs to ensure support in effective curriculum management. A comprehensive literature study was done and resulted in the success of mentoring and coaching programs and the focus pointing to effective curriculum management and specifically curriculum leadership in South Africa. The results from the literature study guided the empirical study through combined research. The focus fell on the roles, expectations, problems and support of beginner principals, curriculum management and leadership and the need of and the requirements for mentoring and coaching programs. Empirically it was dicovered that beginner principals are not supported efficiently as curriculum managers and curriculum leaders. Mentoring and coaching will address this need. The requirements of mentoring and coaching programs consist of: (1) Compulsary mentoring and coaching programs for all beginner principals; (2) Experienced principals as mentors; (3) Approved mentors who should receive training; (4) The beginner principal being allowed to choose his/her own mentor; (5) Mentors as curriculum experts / Beginnerprinsipale benodig ondersteuning in die vorm van 'n mentorskap- en afrigtingsprogram om die kurrikulum effektief te bestuur en om as kurrikulumleier te ontwikkel. Die doe! van hierdie studie was om die behoefte aan en die vereistes vir mentorskap- en afrigtingsprogramme te bepaal om beginnerprinsipale in effektiewe kurrikulumbestuur te ondersteun. 'n Uitgebreide literatuurstudie is uitgevoer wat die sukses van mentorskap- en afrigtingsprogramme vir beginnerprinsipale aandui en die fokus op kurrikulumbestuur en meer spesifiek kurrikulumleierskap in Suid-Afrika plaas. Die Iiteratuurstudie het as basis gedien vir die empiriese studie wat uit gekombineerde navorsing bestaan het. In die empiriese studie is daar op rolle, verwagtinge, probleme en ondersteuning van beginnerprinsipale gefokus. Daar is verder aandag gegee aan kurrikulumbestuur en -Ieierskap van beginnerprinsipale en die behoefte aan en vereistes vir mentorskap- en afrigtingsprogramme. Empiries is daar bevind dat beginnerprinsipale nie voldoende in kurrikulumbestuur en die ontwikkeling as kurrikulumleiers ondersteun word me. Mentorskap- en afrigtingsprogramme sal hierdie behoefte aanspreek. Die vereistes vir die mentorskap- en afrigtingsprogramme bestaan uit: (1) Verpligte mentorskap- en afrigtingsprogram vir aile beginnerprinsipale; (2) Die gebruik van ervare prinsipale as mentors; (3) Goedgekeurde mentors wat opleiding ontvang; ( 4) 'n Keuse deur die beginnerprinsipaal ten opsigte van sy/haar mentor; (5) Mentors wat kurrikulumkundiges is. / Educational Studies / M. Ed. (Onderwysbestuur)