Magister Educationis - MEd / Continuous learning has been identified as a key element for SMMEs to succeed in their drive to build productive capacity, to compete, to create jobs and to contribute to poverty alleviation in South Africa. Without the necessary business skills and insight, emerging entrepreneurs will not be able to run their business successfully. Therefore, emerging small business owners especially those in rural areas attend the general, basic, government-subsidized courses provided by non-profit organizations.To ensure that learning is being transferred to the workplace, the Western Cape Business Development Centre (WCBDC) applies the concept of mentoring as a follow-up programme. In layman’s term, a business mentor refers to someone who is experienced in business, trustworthy and professional, trained and up-to-date in their advice.The goal of the research was to evaluate the impact of the WCBDC’s mentoring program on the development of marketing skills of an established small business. I did a case study on one of the successful small businesses in Saldanha, The Marine and Industrial Coaters (MIC), whose owners have attended the Western Cape Business Development Center’s (WCBDC) entrepreneurial development program and then enrolled for its business mentoring programme.Since the mentoring programme commits a substantial amount of resources to mentoring and requires a lot of time from the WCBDC, it is of interest to see whether the expected goals of the mentoring programme – to enhance the entrepreneurs’ business skills and to lead entrepreneurs to business growth – are achieved. I have focused on the development of marketing skills and found that the entrepreneurs’ marketing knowledge and skills did developed as a result of the programme. More efforts need to continue to sustain the existing momentum. However, success in implementing the mentoring programme will depend on essential factors such as selfdirected learning, facilitative and multiple mentoring, application of both psychosocial and career mentoring functions, and shared accountability and responsibility of both mentee and mentor.

Peer-mentoring experiences in higher education have been largely effective largely effective, however institutions implement them differently. The focus of this program evaluation was a peer-mentoring program at a medical school in the southeastern region of the United States, which had not previously been evaluated. Guided by Kolb's experiential learning theory, the purpose of the evaluation in this study was to examine whether the peer-mentoring experience was perceived as helpful to new students and how students thought the program could be improved. The sequential mixed-method design consisted of a survey of 179 students and interviews of 8 students. A thematic analysis of qualitative data was completed using a constant comparative approach. The qualitative data revealed that students perceived the program as having had a positive effect on their confidence in succeeding in school. They felt more committed to completing school, were more likely to use resources, and reported that peer-mentoring positively affected their learning. The findings also provided recommendations for program refinement related to the selection process, increased opportunities for individual mentoring, systematic documentation for study strategies, and additional group activities. These recommendations were included in the evaluation report. Evaluation results have important implications for positive social change at the local college of medicine that include peer support to ensure retention, facilitated discussion on coping strategies and sources of support, and academic success for students.

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Text in English / The nursing profession is premised on the moral and ethical maxim: do unto others as you would they do unto you. Advanced beginner nurses progress to become fully fledged professional nurses as a result of the socialisation, support and nurturing by the proficient and expert counterparts. Socialisation engenders a spirit of brotherhood and sisterhood within the nursing profession. However, there is evidence to suggest that nurses ‘eat their young’. In the event that advanced nurses consider themselves as dinner for the expert nurses, they are inclined to leave the profession due to their real or perceived unpalatable experiences of suffering under the tutelage of the expert nurses. Proceeding from the grounded theory paradigm, the purpose of the study is to explore and describe the extent (if any) to which the role of the clinical resource nurse affects staff retention. The study was conducted at two SEHA (Abu Dhabi Health Service Company) facilities in Abu Dhabi. The study followed a qualitative design that is explorative, descriptive and contextual in nature, with some quantitative aspects developed by means of questionnaires. The purposive non-probability sampling technique was employed in the study, with the sample size comprised of 1 Assistant Director of Nursing; 1 Acting Assistant Director of Nursing; 5 Unit Managers; 3 Clinical Nurse Coordinators; 16 Clinical Resource Nurses; 11 Graduate Nurse Interns; and 14 Registered Nurses. Quantitative data will be collected using semi-structured interviews, as well as open-ended surveys. Data was analysed qualitatively. Guba’s model in Polit & Beck (2012:582) was utilised to ensure trustworthiness of the study. Ethical requirements were considered throughout the study. Findings showed that the responsibility of peer mentoring does not rest solely on the shoulders of the CRN (Clinical Resource Nurse) but is a team effort is a team effort between senior leadership unit managers, CNCs (Clinical Nurse Coordinators) and external stakeholders such as HAAD (Health Authority Abu Dhabi), SEHA, NMC (Nursing and Midwifery Council) and higher education. / Health Studies / D.Litt. et Phil. (Health Studies)

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This randomized, controlled study examined the effectiveness of two mentoring programs, child mentor relationship training (CMRT) and peer assistance and leadership (PAL®), on high school mentor empathic behaviors and child mentee behavior problems. Participants were 60 young, at-risk students (61.7% male; 38.3% Hispanic/Latino/a, 31.7% Caucasian, 21.7% African American, 8.3% biracial) and 30 high school students (53.3% male; 66.7% Caucasian, 26.7% Hispanic/Latino/a, 0.03% African American, 0.03% Asian). Mentors and mentees were randomly assigned to CMRT or PAL®, which was treatment as usual in the participating school district. Results from 2 (group) by 2 (time) repeated measures ANOVAs indicated compared to the PAL® treatment group over time, mentors in the CMRT group demonstrated statistically significant improvement in empathic behaviors with a large treatment effect, as rated by independent observers. Analysis revealed a moderate treatment effect with CMRT group mentee behavior problems, but the difference was not statistically significant between treatment groups over time. Further analysis revealed the CMRT group demonstrated statistically significant reductions in behavior problems from pre- to post-test with a very large treatment effect. Overall, findings support CMRT as a promising school-based intervention for at-risk young children that potentially increases school counselor efficiency.

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