Praktiese onderwys is onderrig aan leerders by skole. Die onderrigleier is die persoon wat die verantwoordelikheid vir die onderwysstudente by die skool aanvaar. Die doel van die navorsing is om vas te stel wat die rol van die onderrigleier in die opleiding van onderwysstudente by die skool is. As ‘n kwalitatiewe benadering is ‘n etnografiese ontwerp gebruik om vas te stel watter leierskaprol die geskikste sou wees vir die begeleiding van onderwysstudente by skole. Dienslewerende leierskap is as konseptuele raamwerk gebruik. In die navorsing van dienslewerende leierskap word die “SERVE”-model gebruik om die toepassing van dienslewerende leierskap te evalueer. Daar is gevind dat onderrigleiers wat dienslewerende leierskap toepas die onderwysstudene die beste dien deur hulle toekomsgerig voor te berei en deur professionele opleiding te bied wat gerig is op moontlike veranderinge en aanpassings in die onderwys. Die onderwysstudente moet voldoen aan die hoë verwagtinge wat gestel word deur die personeel by die skool. Dienslewerende onderrigleiers stel self die voorbeeld deur hulle leefwyse en professionele optrede in en buite die skool. Die onderrigleiers voldoen aan die verwagtinge van die universiteite en die Departement van Basiese Onderwys (DBO) deur dienslewerende leierskap aan te wend tot voordeel van die onderwysstudente. Die rol van die onderrigleiers is dus om die onderwysstudente te dien op alle vlakke van die onderwys. Die onderrigleiers moet in vennootskap tree met die universiteite en die universiteite adviseer oor tekortkominge en veranderinge in die voorgeskrewe kurrikulum wat die opleiding van onderwysstudente kan verbeter. Die onderrigleiers moet die verantwoordelikheid wat deur die DBO aan hulle opgedra is, nakom deur mentoronderwysers op te lei en te bemagtig sodat hulle saam met die onderrigleiers die onderwysstudente beter tot diens kan wees. / ENGLISH : Practical teacher training is the short-term “in-service training” (exposure to the teaching profession’s day-to-day tasks and responsibilities) of education students at schools. Practical teacher training is the responsibility of a specifically appointed instructional leader at a school. The purpose of the research is to determine what the role of the instructional leader should be in the practical training of education students at schools. As a qualitative approach an ethnographic design was used to determine what kind of leadership model would be most suitable for the instructional leader to utilise in the guidance of education students at the school during in-service training. Four case studies were used to assess the utilisation of the “SERVE” model (Blanchard en Miller, 1994) in the application of servant leadership by the instructional leaders during the practical teaching process at school. It was found that instructional leaders who use the “SERVE” model for the application of servant leadership serve their educational students best by preparing them for the future with a shared vision and through professional training and teaching them to be flexible so as to adapt to any changes and alterations in education. The education students will be able to satisfy the high expectations that are set by the staff at the school. Servant-instructional leaders set the example through their own way of life and their professional conduct in and outside the school. The instructional leaders are able to satisfy the expectations of the universities and the Department of Basic Education (DBE) through the application of servant leadership to the benefit of the education students. Therefore the role of the instructional leader at the school is to serve the education students on all levels of teaching. The instructional leaders must enter into a partnership with the universities to advise them about shortcomings and changes that can improve the practical teaching of education students. The instructional leaders must take up the responsibilities that the Department of Basic Education bestows on them by appointing mentor teachers who have been trained and empowered to assist the instructional leaders to best serve the education students. / Dissertation (MEd)--University of Pretoria, 2011. / Education Management and Policy Studies / unrestricted

Hyatt, Jennifer Leigh. Women Chief Housing Officers at State Universities in the Northwest United States. Doctor of Education (Higher Education), December 2016, 89 pp., 1 table, 3 figures, 48 references, titles. This qualitative study explored the experiences of women chief housing officers (CHOs) at state universities within the northwest region of the United States. The study used narrative inquiry methodology with a thematic analysis approach to investigate how seven female CHOs experience and make meaning of their professional career progression and journey toward becoming and remaining a CHO. Five core themes emerged from the study: (a) understanding housing operations, (b) self-efficacy, (c) gender inequities, (d) relationships with staff, and (e) mentorship. The theme of gender identity suggests that gender does influence how these female CHOs make meaning of their professional experience. The overall results suggest that although the perception of many is that the field of student affairs is wide open to women, in some senior-level positions, such as CHO, gender inequity is prevalent. A factor that may contribute to this inequity is the privatization of housing which calls for a greater understanding of business and housing operations, areas dominated by males. An implication from this study is that an increase in the number of women in the CHO position may only occur when university housing personnel expand professional preparation for mid-level housing positions to include more business-related practices. The mid-level position could then be seen as a step toward desired CHO competencies and toward making the position of CHO more inclusive.

South Africa, in general, is plagued by high unemployment, especially among the youth. The study explores how mentorship can be employed to foster youth entrepreneurship at Telkom, South Africa. The primary focus of the investigation was to establish whether mentorship could be the answer to the declining youth entrepreneurship in the city of Tshwane. The study was done by conducting a qualitative research, using the Telkom mentorship programme as the sample. The sample consisted of mentors and youth mentees from the Telkom mentorship database. Data was collected using semi-structured open-ended interviews. Data analysis was done using thematic analysis with Atlas Ti 8.0. The literature showed that mentoring has benefits for both mentors and entrepreneur mentees. It also showed that the government and private sectors can play a key role in youth entrepreneur mentorship. The findings of the study have proven that mentorship yields positive results for youth entrepreneurs, which supports the literature in this study. The findings of the study yielded five themes, which were: success factors for mentorship, inhibiting factors for mentorship, role of government in mentorship, role of private sector in mentorship and influence of mentorship on successful youth entrepreneurship. In addressing the objectives of this study, the findings have proven that there is a relationship between mentorship and successful youth entrepreneurship, as per the first objective. The role of government and the private sector were identified as key in the mentorship of youth entrepreneurs. The recommendations made in this study include improvements in the mentorship programme for mentees and mentors, initiatives by government that include more mentorship programmes and better communication as well as providing funding for mentorship programmes. Additionally, the private sector needs initiatives to make their programmes more accessible to the public. Further research to establish the correlation between mentorship and successful entrepreneurship is recommended / Business Management / M. Com. (Business Management)

Local employers believe the lack of prerequisite soft skills is inhibiting the graduates from a local community college from securing employment. The rationale of this phenomenological study was to investigate the perceptions of students and employers related to the soft skills needed to be successful in future employment. The theoretical framework was based on Mezirow's transformational and Daloz's mentorship theories. Individual face-to-face, semistructured interviews were used to gather data from 12 business and computer students and 7 employers (N=19) who were selected using purposeful random sampling. The typewritten transcripts of participants' responses were imported in MAXQDA 11, then were open coded and analyzed for emergent themes. According to emergent findings among these 19 participants, for entry-level jobs, communication was the most important and the most lacking soft skill. The recommendations informed the creation of a mandatory 3-day professional development training program, which was developed to help students enhance their soft skills before entering their future careers. This study directly affects positive social change by enhancing the quality of soft skills for future employees who enter the local work force.

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Der Forschungsbericht beinhaltet die Ergebnisse der Studie „Erfahrungsraum praktische Pflegeausbildung“ (ERPP-Studie Sachsen 2023). Es handelt sich dabei um eine Begleitstudie, welche in der ersten Phase des Modellprojektes „Beratungsstelle Pflegeausbildung Sachsen“ vom September 2022 bis August 2023 durchgeführt wurde. Dieses Projekt war an der Technischen Universität Dresden an der Professur Gesundheit und Pflege/Berufliche Didaktik angesiedelt und wurde vom Sächsischen Staatsministerium für Soziales und Gesellschaftlichen Zusammenhalt gefördert. Die Studie beinhaltete eine multiperspektivische Analyse in Bezug auf verschiedene Themenkomplexe der praktischen Pflegeausbildung in Sachsen. Es werden die Hintergründe für Ausbildungsabbrüche im Pflegeberuf 1.), die speziellen Herausforderungen der Praxisanleitung 2.), die Formen und Probleme der Lernortkooperation 3.) sowie die Bedarfe an Unterstützungs- und Beratungsangeboten 4.), in Bezug auf die Akteursgruppen der Auszubildenden, Praxisanleitenden, Pflegelehrenden und Pflegedienstleitenden, untersucht. Das Vorgehen der Forschung ist von einer Methodentriangulation gekennzeichnet, weshalb im Bericht sowohl qualitative und quantitative Forschungsergebnisse präsentiert werden. Der vorliegende Forschungsbericht bietet eine multiperspektivische Darstellung zentraler Herausforderungen und Gestaltungsmöglichkeiten der praktischen Pflegeausbildung in Sachsen. Neben der Präsentation und Diskussion der Ergebnisse werden zudem praxisnahe Empfehlungen formuliert. Der Bericht richtet sich damit gleichermaßen an Pflegedienstleitende, Praxisanleitende, Pflegelehrende und Auszubildende im Pflegeberuf.:GELEITWORT 2 VORWORT 4 1. ZUSAMMENFASSUNG DER STUDIE 10 1.1 Themenkomplex: Ausbildungsabbrüchen begegnen 10 1.2 Themenkomplex: Herausforderungen und Gelingensbedingungen der Praxisanleitung ..12 1.3 Themenkomplex: Lernortkooperationen ausgestalten und Schnittstellenprobleme identifizieren 13 1.4 Themenkomplex: Beratungs- und Unterstützungsangebote zielgruppengerecht auf- und ausbauen 14 2. HINTERGRUND DER FORSCHUNG 16 3. AKTUELLER ERKENNTNISSTAND DER FORSCHUNG 18 4. FORSCHUNGSDESIGN UND METHODISCHES VORGEHEN 22 4.1 Erkenntnisinteressen und Untersuchungsdesign 22 4.2 Qualitatives Forschungsdesign 24 4.3 Quantitatives Forschungsdesign 31 4.4 Datenschutz und forschungsethische Aspekte 43 5. ERGEBNISSE DER QUALITATIVEN INTERVIEWSTUDIE 45 5.1 Gründe und Bedingungsfaktoren für Ausbildungsabbrüche im Pflegeberuf 50 5.2 Derzeitige Herausforderungen der praktischen Pflegeausbildung 74 5.3 Gelingensbedingungen der praktischen Pflegeausbildung 107 5.4 Beratungs- und Unterstützungsangebote in der praktischen Pflegeausbildung 137 5.5 Limitationen der qualitativen Forschung 149 6. ERGEBNISSE DER QUANTITATIVEN ONLINEUMFRAGE 152 6.1. Soziodemografische Merkmale der Stichproben und Selektionsfehler 153 6.2 Themenbezogene und multiperspektivische Präsentation der Ergebnisse 170 7. ABSCHLUSS UND AUSBLICK 247 8. LITERATUR 249

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In this study a contextual training model for developing leaders in ministry to children is investigated. The training model offers a dynamic training process for the development of effective leadership for the African Church and other Christian organizations in the field of children's ministries. The aim of these children's ministries would be to see holistically developed God fearing children in Africa. This study provided an opportunity to ask deeper questions about one's assumptions on prevailing concepts about children, children ministries, leadership training, African philosophy and what is meant by contextual training models. The complexity of Africa, its people and the challenges for the future are evident from this study. It can be concluded that it is possible and necessary to train effective Christian leadership for children's ministries. To develop effective leadership in the field of children's ministries could prove to be one of the long term answers to the pressing needs of Africa and its people. The model serves the statement "equipped to impact the continent" / Practical Theology / M.Th. (Practical Theology)

Text in English / There is increasing reliance on youth mentoring in South Africa to help the young person better negotiate life's difficulties. Within the framework of Social Cognitive and Social Learning theories, mentoring is viewed as a learning process in which modelling, scaffolding and cooperative dialogue are key to behavioural change and improved academic performance. However, little research has assessed the efficacy of South African mentoring programmes. This study aimed to examine the effect of the Educhange Research Foundation mentorship programme on the behaviour and academic performance of mentees over a six (6) month period. Mentees in Grades 9 to 12 (n = 18), parents/guardians (n = 18), and mentors (n=19) participated in the study. Parents/guardians reported significantly decreased numbers of behavioural problems (Z = -2.087, p = .037) amongst mentees but academic performance fell significantly (Z-3.661, p=.000). The variability in reports of behavioural change is accounted for by using Social Cognitive and Social Learning constructs including the conditions under which modelling took place as well as expectancy bias and the quality of cooperative dialogue. / Psychology / M.A. (Psychology)