The central aim of this study was to conduct a qualitative exploration of the prosocial inclinations possessed by young South African students. The literature review argues that traditional approaches to moral responding separate the individual from the social. An alternative approach that reinstates language and ideology is delineated. It is argued that such a paradigm is most appropriate to a study of prosocial responding during a period of social change. Hypothetical moral dilemmas were administered to twenty-nine students. Six students were selected and each was interviewed on two separate occasions. In this way six case studies were developed. The methodological traditions of phenomenology and hermeneutics were employed to analyze the protocols and subsequent interviews. Seven themes descriptive of a moral response were identified. These consisted of moral reasoning, empathy, mood, guilt, alienation, a sense of group-identity, and ambiguity regarding the relative interests of self versus other. These themes are fully discussed in terms of the literature. It is concluded that moral reasoning may be insufficient to motivate prosocial behaviour. Conventional moral narratives may be appropriated in order to make sense of conflicting emotions. Empathy was identified as a necessary but not sufficient condition for a prosocial response. Empathy might translate into either sympathy or personal distress. Mood was found to largely dictate attentional focus. Alienation was found to be a defensive formulation that inhibits the emergence of sympathy. Guilt might precipitate an alienated posture. It was found that guilt might be attributed to group-identity and thereby denied. Tension between a self- and other-oriented response, or between blame and sympathy, was common. It is suggested that this ambiguity reflects ideological contradictions that have been internalized. It is postulated that during periods of social change such contradictions are accentuated.

The compilation of information on the incidence of eating disorders in South African university residence women has been identified as an urgent matter by the National Eating Disorders Coordinating Committee (NEDCC). This study was undertaken to determine the degree of eating disordered behaviour across cultures in female university residence students from the University of Natal, Durban and Pietermaritzburg campuses, and the University of Durban Westville. The Eating Disorder Inventory (EDI) was completed by 39 black, 41 white, 6 Indian and 4 Coloured students. It was hypothesised that white women would show higher rates of disordered eating; that black women in more advanced years of study ie. those who are more acculturated, would show more disordered eating behaviour than first year black students; that black females would demonstrate higher Body Mass Index (BMI) scores than white students; and that a positive relationship would be found between Socio-economic status (SES) and disordered eating. The results of this study indicated that there was no significant difference in disordered eating among black and white female students. Degree of disordered eating did not increase with year of study. Although black students demonstrated significantly higher BMI scores than white students, there was no difference in body dissatisfaction scores. Furthermore there was no relationship found between SES and degree of disordered eating behaviour. An attempt is made to explain these results by exploring the role of acculturation to Western appearance standards.

The research assumes a narrative constructionist and feminist perspective in order to explore stories concerning men and women's first sexual experience. Such a metatheoretical stance is concerned with the ways that lives are constructed and storied through language. There is a concern for the myriad voices, both personal and social, that speaks through individuals' stories and for the manner in which these voices are represented. Three men and three women were interviewed to elicit narratives of first sexual experience. The analysis of interview transcripts tells first sexual experience as a rite of passage described in terms of certain mythic elements. That is, the experience of first sex concerns three stages. Firstly the individual is detached from the experience of sex while still a virgin. Secondly the experience itself is one that is ineffable and diffuse. Thirdly the individual must make sense of the experience. Participants' experience could be characterised as containing elements of demonic, heavenly or earthly myths about sexual relationships: demonic elements concerned the base , physical and painful experiences of first sex; the myth of heavenly love emphasises the mental and emotional connection between partners; an earthly myth tells sex as a predestined meeting of two partners. The manner in which stories were constructed was different for male and for female participants, and these differences have implications for the power dynamics at play between genders in the context of sexual interaction, especially first sex. Further the research's storied and ritualised approach to these gender differences suggests the performative aspect of gender. / KMBT_363 / Adobe Acrobat 9.54 Paper Capture Plug-in

In order to continue their contribution to the profession of psychology in South Africa the selection committees of psychology departments of higher education institutions are faced with the difficult task of selecting the most suitable candidates to fill their Clinical, Counselling, Educational and Industrial Psychology masters coursework programmes. Selection committees have traditionally made use of several admission criteria and procedures ranging from academic performance to personality assessment to a combination of methods. Admission criteria vary greatly across Higher Education Institutions. The selection committee at the selected participating institution of higher education takes into account the prospective students' academic performance, relevant work or practical experience, research experience, active participation in the classroom, active involvement outside of the classroom (participation in and engagement with community activities), and personality. Currently the institution of higher education that provided the sample for the current study employs the NEO PI-R as well as the MMPI-2 to assess masters applicants’ personality traits. A study by Britz (1994) recommended that the MBTI® be included in the assessment battery for psychology masters students. The primary aim of the proposed study is to identify, explore and describe the personality preferences of a group of prospective psychology masters applicants and a group of successfully selected psychology masters students at a South African Higher Education Institution utilising the Myers-Briggs Type Indicator® (MBTI®). The study was exploratory descriptive in nature and was based on the quantitative research approach. Non-probability convenience sampling and the survey method was utilised to identify and approach prospective participants. Participants were requested to complete the MBTI® questionnaire. The MBTI® protocols were hand-scored and the findings analysed utilising frequency distributions and inferential statistics, that is, means and standard deviations. The MBTI® was found to be valid and reliable in a variety of populations and contexts. xi Results indicated that the ISTJ (15 percent), INTP (15 percent) and ESFJ (15 percent) personality types were the three most common personality types amongst participants from the group of prospective psychology masters applicants. The ENFP (13 percent), INTP (13 percent) and ISFJ (13 percent) personality types were the three most common personality types amongst participants from the group of successfully selected masters students. The majority (14 percent) of participants from the total sample displayed a preference for the INTP personality type. An examination of the dichotomous personality types of the participants revealed that the majority of participants preferred the Extraversion attitude, Sensing and Thinking functions, and Judgement attitude.

Cell-phones and the Short Message Service (SMS) have become an important part of people's lives, with significant implications for communication and information transmission. The SMS, based on its versatility as a personal and direct medium of communication, provides an excellent means of marketing and also a possible avenue to the Nelson Mandela Metropolitan University (NMMU) for marketing its programmes. However, the success of such mobile (SMS) marketing depends largely on its acceptance by high school learners. The objective of this study was to determine whether Port Elizabeth’s high school learners are likely to accept marketing messages of the NMMU via SMS. This objective was achieved with the relevant literature study and empirical study. The literature study provided an overview of mobile marketing, mobile advertising and a detailed discussion of the SMS as a marketing tool. The various factors that might influence cell-phone users’ acceptance of mobile marketing were also reviewed. The relevance of these factors to mobile (SMS) marketing was tested using a model developed by Bauer, Barnes, Reichardt and Neumann (2005: 186) as the basis. (ii) The empirical data were collected by means of a survey, and using a self-administered questionnaire. Based on a systematic sampling, 480 respondents from 17 feeder schools of the NMMU in Port Elizabeth were selected, 417 completed the questionnaire. The empirical findings showed that most Port Elizabeth’s high school learners owned a cell-phone, their most used form of SMS was text messaging and that they are keen to receive study information from the NMMU. The data of the current study did not fit the model proposed by Bauer et al (2005: 186, as shown in Figure 1.1), and also did not fit a modified model (see Figure 3.1). Hence, further analysis and manipulation of the data resulted in a more appropriate model (see Figure 5.7). The study proposes that, Port Elizabeth’s high school learners currently display some acceptance of mobile marketing. The NMMU can consider developing and using mobile (SMS) marketing for promoting its study programmes to high school learners, although it can still not be used as the major marketing instrument. It should be effective if used with push advertising, in conjunction with other media and through capitalizing on the influence of reference groups.

The main purpose of this study is to explore the factors that contribute to occupational stress as experienced by the Student Support staff in a Further Education and Training (FET) College in the Southern Cape. The Student Support staff has displayed many symptoms of stress over the past few years. This in turn has led to absenteeism, change in staff temperament, their feelings towards the College, motivation levels and a significant change in the staff’s day to day operations. Although the Head of Department for Student Support Services has engaged with the staff on numerous occasions to discuss the reasons for their experience of stress, no substantial reasons could be established in order to make the necessary changes in the department. No interventions that have been implemented to date have relieved the staff’s experience of stress. The researcher chose to use a qualitative, exploratory, descriptive and contextual research design to gain insight into the situation or phenomenon in order to identify the factors contributing to occupational stress and to identify measures that can be implemented to reduce occupational stress in the Student Support staff. The participants in this research included at least 10 Student Support staff within the Student Support Services Department at a Further Education and Training College in the Southern Cape. Purposive sampling was used in this research study. Interviews will continue until data saturation is achieved. The staff members must have been employed for at least one year in the Student Support Services Department. The researcher will make use of semi-structured interviews, observations and field notes. The data will be systematically collected and meanings, themes and general descriptions of the experience analysed within the specific context (de Vos, Strydom, Fouche & Delport, 2005). The researcher will make use of Tesch’s method of analysis, and use Guba’s strategies for ensuring Trustworthiness. The researcher will apply the ethical considerations of confidentiality, informed consent, ethical approval from relevant institutions, avoidance of harm to participants, truthfulness and the debriefing of participants when conducting this study. The findings were reported as three major themes and subthemes. The three major themes were; Student support staff identified several factors that contributed to occupational stress, Student support staff identified the effect that occupational stress has on them, Student support staff offered suggestions that the college could implement to reduce occupational stress. These themes were discussed and analysed in-depth.

To improve and develop South Africa’s entrepreneurial activity, it is vital that the population acquires certain attributes which are common among individuals who exhibit entrepreneurial behaviour. As the occurrence of entrepreneurial attributes increases in the population, so too will the probability of entrepreneurial behaviour and entrepreneurial activity. A possible first step in ensuring that a population possesses the necessary attributes is to assess the current levels of development of these entrepreneurial attributes among students of business. Underdeveloped attributes can then be identified, and steps taken to bring about improvements. The primary objective of this study was to assess the entrepreneurial attributes of undergraduate business students at the Nelson Mandela Metropolitan University. In order to achieve this objective an in-depth analysis of secondary sources was conducted. The nature of entrepreneurship was defined and its importance highlighted. Furthermore, the status of entrepreneurship both globally and nationally was elaborated on. Entrepreneurship education was also addressed, and its role in developing entrepreneurial attributes was discussed. The 16 entrepreneurial attributes associated with successful entrepreneurs were described. The most commonly used intentions-based models were also discussed. In line with the intentions-based theories, the greater the perception of possessing the attributes associated with a successful entrepreneur by an individual, the greater the belief by that individual that he or she has the capacity and competence to become an entrepreneur, which in turn will influence their entrepreneurial intentions. Against the background of the literature overview, several hypotheses were formulated and subjected to empirical testing. A quantitative research approach was selected, the sample consisting of all undergraduate business students studying at three South African universities as well as two international universities. Convenience sampling was implemented in this study. The validity of the measuring instrument was determined by means of a factor analysis, and the reliability by means of calculating Cronbach alpha coefficients. The statistical techniques used to analyse the data included calculating descriptive statistics (the mean, standard deviation and frequency distributions), t-tests and Cohen’s d, a multivariate analysis of variance (MANOVA), an analysis of variance (ANOVA), Chi-squared statistic, and Cramer’s V. The results of the study show that NMMU students regarded the attributes Commitment, High energy level, Planning and perseverance and Overcoming failure as the four most-developed attributes, while they regarded Continuous learning, Knowledge-seeking, Initiative and responsibility and Communication ability as the least-developed. With the exception of the attributes Commitment and Overcoming failure, the level of development of the entrepreneurial attributes of NMMU students showed significant improvement between the 2001 and the 2010 studies. With the exception of Continuous learning, no significant differences were reported in the levels of development of the various entrepreneurial attributes between students at NMMU and students at the other South African universities participating in the study. When comparing the significant differences in the level of development of the 16 entrepreneurial attributes between NMMU and the international universities, a large practical significance was found for the attributes High energy level, Continuous learning and Knowledge seeking. For the attributes Planning and perseverance, Communication ability, Overcoming failure, Initiative and responsibility, High energy level, Creativity and flexibility, Knowledge seeking, Continuous learning, Financial proficiency and Business knowledge, students with entrepreneurial intentions reported significantly higher mean scores than students without entrepreneurial intentions. In other words, students with higher levels of development of these attributes are more likely to have entrepreneurial intentions. It was also found that significant differences in the levels of development of entrepreneurial attributes were reported for the demographic variables Levels of study, Gender and Age. No significant differences were found to exist between the demographic variables Level of study, Gender and Self-employment status of parents and the Entrepreneurial intention of NMMU students. This study has contributed to the field of entrepreneurship research by identifying several entrepreneurial attributes that are more likely to be found in students with entrepreneurial intentions than those without them. This study has also shown that certain demographic factors are related to the levels of development of certain entrepreneurial attributes, as well as to entrepreneurial intentions. Furthermore, through the assessment of entrepreneurial attributes of NMMU students and by making comparisons with other universities, this study has contributed to entrepreneurship education at NMMU as well as to entrepreneurship education in South Africa and abroad. Educators of entrepreneurship have been given insights into the levels of development of several entrepreneurial attributes among their students. In addition, recommendations have been made on how to improve the levels of development of the attributes investigated in this study.

The transition period from student nurses to professional nurses has been acknowledged as being very stressful, particularly in the military health service due to the dual transition. The phase is marked as final year nursing students try to consolidate the experience and knowledge gained during their four year training period with clinical decision making and problem solving skills being applied in the work environment. The students require support and guidance to effect a successful transition from being a student to being a professional nurse. The transition of students in the military health setting might be experienced differently due to the context that is vastly different from the other health care settings (Moore, 2006:541). The aim of the research was to explore the experiences of role transition of final year nursing students, particularly their preparedness to take up the role of a professional nurse in the military health setting in order to assist managers and educators to support and facilitate this professional adjustment appropriately. A qualitative, descriptive, contextual design was employed for the study and followed a three-phase approach. Phase one comprised a qualitative approach, where semi-structured and focus group interviews were conducted to gather the data. Nurse managers, nurse educators, final year nursing students and novice professional nurses formed part of the population for the study. Creswell’s method of data analysis was employed in analysing the data. The second phase dealt with the integrative review of literature on the transition of final year nursing students into professional nurses. Data extracted from the guidelines formed themes that were triangulated to form phase three of the study. Lastly, a best practice guideline was developed to facilitate the transition period of final year nursing students to professional nurses. Principles of trustworthiness were adhered to, participants were treated in a fair manner and confidential information was not divulged without the consent of the participants. Participants were asked to take part voluntarily and without coercion. Ethical approval was requested to give consent for the study to be undertaken and ethical principles were adhered to throughout the study. Findings were then disseminated after the conclusion of the study.

The 21st century has seen nations becoming more competitive yet ironically more interdependent as their future becomes even more dependent on the knowledge, skills, and resourcefulness of its people, creating new opportunities and difficulties for education, (Power, 2000). The education-work-society interdependency has therefore become more important now than ever. It is also because of this triad-interdependency that tertiary education‟s relevance to industry needs has become a crucial issue in societal development. The ever changing needs of South Africa, the unemployment rate, introduction of new technologies and many other ripple effects of globalization have seen more and more pressure mounting on the South African education system as more and more people try to ensure that the education system answers the crucial challenges of the country today and tomorrow.The discussion below provides a detailed account of the context, in which this discourse on curriculum relevance takes place, highlighting some relevant cornerstones of the Reconstruction and Development Programme, (RDP, 1994). Furthermore, this chapter exposes the key research questions and significance of the study. The subsequent chapter 2 gives an account of what other scholars have said on issues of curriculum relevance, development and the South African Higher Education system. Chapter 3 explains the research methodology as a research process used to investigate the problem in question. In this research study the researcher uses both quantitative and qualitative design (online surveys of three groups, these are the graduates, prospective employers and the lecturers). The analysis is based on quantitative data and further substantiated through qualitative data analysis. The subsequent chapter tabulates and lays out the results according to the surveys. The final chapter discusses the findings and makes future recommendations.

This study assessed the prevalence of unwanted early sexual experiences (UESE), of the first year psychology students at the University of Fort Hare, in East London. Of the participants, 65 (31 percent) indicated that they had been exposed to some form of non-contact (56.9percent) or contact (22.3 prercent) UESE before the age of 16 years. It was found that more male (42.5 percent) than female (25.2 percent) students reported being exposed to an UESE. The most common perpetrator reported by the majority of the participants were friends (52.4 percent). Most respondents reported that they were only exposed to the UESE once (55.6 percent). The study found that females were significantly more bothered than males both at the time of the UESE and at the time of completing the questionnaire. Both male and female participants were more bothered by the UESE at the time of the event than they were at the time of completing the questionnaire, which indicates an abatement of symptoms over time. The results indicate that flashbacks of the UESE were the most bothersome experience for both male and female participants at the time of completing the questionnaire.