In this era of globalization, small medium-sized fast-growth enterprises are central and pivotal to economic growth and prosperity, and firms that grow are most likely to survive, become successful and be competitive. Significant variables have been identified to impact on the growth of SMEs. The key influential factors of business growth include elements drawn from the entrepreneur and their resource variables. However, the influence of the external environment relative to the growth of SMEs, though imperative in the academic inquiry, has not been studied extensively particularly in the case of developing economies. It is against this backdrop that this thesis seeks to fill this knowledge gap by inquiring into the factors that affect the development and growth of SMEs in the context of a developing African country, Ghana. The thesis draws mostly on three research approaches to SMEs growth organized on analytical distinctions between the entrepreneur and their resources, the business level and the business strategy. At the empirical level, the research makes use of 75 SMEs owner/managers in Ghana in investigating the subject in detail. The study uses thematic analysis to analyse the interview transcripts. Findings indicate that the development and growth of SMEs was greatly influenced by the level and cost of energy (electricity) supply. The erratic energy supply with its huge tariffs, and resulting in acute energy crisis constrains business performance and pushes a host of SMEs out of business. The findings further show that government policy on taxes greatly affects the development and growth of SMEs. Unfavourable tax policy where businesses are taxed at the local government level as well as the national level, and high customs duties constrain the development and growth of SMEs. The findings, again, unravel that competition influences the performance of SMEs; hostile competition from direct and indirect foreign activities (imports) adversely affect the entrepreneurial activities of local producers. The study also shows that economic factors greatly influence the development and growth of SMEs. Sustained inflation adversely affects the operations cost of businesses, suppresses profit levels and ultimately inhibits expansion through plough-back profit. The study disputes the influence of the adoption and use of web technology (e-commerce) identified in literatures, but affirms the influence of education, while new factors are identified, showing that context impacts on the development and growth of SMEs. The study recommends sustained and affordable energy supply, measures to control or defuse hostile competition, review lending and borrowing regulations, review tax policies and suppress sustained inflation. This study therefore enhances the ongoing development relative to the understanding of factors that affect the development and growth of SMEs. More significantly, the role of context is of essence in SMEs research and entrepreneurship as a whole.

No description available.

Master of Agribusiness / Department of Agricultural Economics / Keith Harris / Iowa State University’s Agricultural Entrepreneurship Initiative (AgEI) was founded in 2005 from a generous gift given by Roger and Connie Underwood of Ames, IA. The original mission for the initiative was to provide undergraduate students at Iowa State University, specifically in the College of Agriculture and Life Sciences (CALS), with practical business development and entrepreneurial experiences essential for their success in future careers and endeavors. A non-conventional case study structure will walk readers through the history of how the AgEI program came to be and introduce them to the present day, while acknowledging tribulations the program has faced along the way. The purpose of this study is to determine wether the addition of soft skills programming will strengthen the value of the program to Iowa State University CALS students and generate actionable ideas on how to do so. Further analysis will ascertain whether enticing additional participation in the program, while maintaining its original entrepreneurial goals, will allow the AgEI program to grow in value and size. Quantitative, as well as qualitative, means of analysis are utilized to understand the students’ needs for soft skills development and identify skills deemed necessary by entrepreneurs to find success in the marketplace. Results indicate that it is advantageous to add a focus in soft skills development for undergraduate students who have an interest in entrepreneurship and small business development. These skills compliment their technical skills nicely when considering all aspects of creating a successful startup business. By implementing soft skills development programming, the AgEI program will be able to produce more well-rounded individuals and enhance their likelihood to successfully start their own businesses.

This case study research was conducted to determine if three moderately priced iPad apps could assist children with autism in the area of social skill development. Five participants from Grades 6-12 were selected for this study. The researcher met with each participant three times. After being given a demonstration, each participant was observed using the apps and then asked questions relating to their experiences using them. The researcher and participants discussed the themes of the apps to determine whether the participant comprehended the social situations that were presented. The results of each case study varied based on the cognitive abilities of the participant. All participants had success with at least one app and indicated that they would continue using the apps in the future. More research is needed to determine the true potential of the iPad as a tool for children with autism to enhance their social skills. / May 2016

Increasingly, the health care field is utilizing information technology (IT) to help manage large volumes of medical data. This has created a need for health care workers to learn IT skills, which include information gathering skills (IGS), information analysis skills (IAS), and technology skills (TS). Research focused on medical students learning IT skills seems limited, while research focused on IT skills, age, and gender appear contradictory. Research suggests that physicians lack necessary health care industry specific IT skills. The survey instrument used the three aforementioned skills (IGS, IAS, & TS), based on the Learning Skills Profile (LSP), to measure IT skill competency of both entering osteopathic medical students (group 1) and those who graduated medical school (group 2). Careful examination of both groups allowed for such comparison as they had similar gender distribution and Medical College Admission Test (MCAT) scores. A systematic way to measure student learning is to compare student competencies at the beginning and end of their education experience, while time permits, or ensure the two groups are as similar as possible in their demographic characteristics. Data was collected from a sample of 430 students, 230 from Group 1, and 200 from group 2 at a private non-profit university in the southeastern United States. Data was analyzed from 102 participants who took the survey indicating a 24% response rate. Strong reliability was recorded for IGS, IAS, and TS with Cronbach's Alphas of .886, .934, and .937, respectively. Significant difference analysis was done using the non-parametric Mann Whitney U test and skills enhancements were plotted on star-graphs to demonstrate increases, if any, of the measured skills. Overall, IGS and IAS showed significant differences in skill enhancements, while TS did not demonstrate a significant skill enhancement between both groups. Additional attention should be given in current medical schools to enhance the TS of medical students, not just the enhancement of IGS and IAS. Gender testing resulted in a significant difference between the groups, while age did not. Limitations for the study were that both groups were surveyed during the same year from one osteopathic medical school. Future suggestions are presented.

Literacy is a 21st Century fundamental human right and children who struggle to break the code to literacy continue to be challenged in learning and to experience a poorer quality of life. In spite of a whole body of literature concluding that structured multisensory literacy instruction (SMSLI), which embraces basic linguistic knowledge, is effective in improving reading skills, early educators are either unaware or misinformed about explicit language knowledge they need to know in order to address early literacy in the classroom. When compared to studies on reading, little research on teachers’ knowledge and early literacy instruction has been done. Such research has never been addressed on a national scale. The author decided to undertake this research path following years of immersion in education in Malta and perceived lacunae in early educators’ knowledge. The purpose of this research is to explore early educators’ awareness and knowledge of SMSLI. A mixed methodology approach was employed in order to explore this issue on a national level (questionnaires), as well as investigate professionals’ experiences of the effect of SMSLI training on their professional development (focus groups). Descriptive statistics indicate an incomplete and incorrect body of knowledge. Results highlight marked deficits in basic language constructs knowledge and awareness of SMSLI, and indicate that exposure to training increases the required language constructs to address SMSLI. In theory, the conclusion from this research is that awareness of SMSLI leads to students’ increased reading success. Professionals indicating knowledge in SMSLI evidenced more confidence in knowledge and abilities to teach early reading skills than they actually have. Relevant recommendations for formal training, continued professional development and further research with professionals, parents and pupils’ literacy scores are suggested.

Thesis (Ph.D.), Faculty of Health Sciences, University of the Witwatersrand, 2009 / The purpose of this study was to assess the improvement of scissor skills after a graded scissor skills program in preschool children in South Africa (SA). A bilateral fine motor skills assessment tool was developed for use in this research. This task-based assessment included every day activities required at school as well as personal management items. This research phase included the development of the test items and test instructions, scoring as well as validity and reliability testing of the assessment. A suitable scissor skills program was then developed for Grade 0 children in South Africa. The program was validated by a pilot study and also by a focus group of occupational therapists. Some changes were made to the picture selection, the grading of the program, as well as to teacher instructions on how to present the program before it was finalised and ready for use in the implementation phase of the research study. The implementation phase of the study included the individual assessment of 149 learners (mean age of 5 years 6 months), from three different schools in South Africa. The main aim was to establish the effectiveness of the scissor skills program by measuring skill improvement, transferability of skills and skill retention. A further aim was to compare the difference of skill levels of learners from various socio-economic backgrounds in South Africa. The results showed statistically significant improvement in scissor skills in all groups from the three different schools, as well as an ability to retain the learnt skills. Participants from lower socio-economic backgrounds demonstrated the least skill initially but made the greatest gains during the program, at times decreasing the gap between themselves and other participants. It was concluded that children benefited from a graded scissor skills program, which allowed them to improve and retain their scissor skills but improvement did not transfer to other fine motor tasks.

Faculty of Humanities School of Human and Comminity Development 9611126v gs_mckenzie@hotmail.com / The primary aim of this study was to identify and assess the type of, and level of emotional and psychological support offered by home-based caregivers within a Home Community-Based Care Programme, and to explore the type of issues that home-based caregivers are dealing with on a day-to-day basis. A secondary aim of this study was to evaluate and determine the level of emotional and psychological support that is being offered and received by home-based caregivers themselves, as well as the type of training that they receive. Data was collected using the semi-structured interview method of data collection from a sample of 16 participants. The data was analysed using both quantitative and qualitative techniques. The main findings were that the emotional and psychological services being offered by the participating home-based caregivers to the beneficiaries/clients of the Tapologo HIV/AIDS Programme were adequate, and included the following services: providing emotional support, spiritual support, basic counselling skills such as active listening and empathy, providing pre and post-test counselling, and psychoeducation. These services are offered primarily on an individual basis, although evidence for group support being used was also indicated. Issues that the participating home-based caregivers are having to deal with on a day-to-day basis included addressing both the physical and emotional needs of clients, and helping patients to accept their illness and disease as well as dealing with the subsequent loss/losses. The type of emotional and psychological support received by the participating home-based caregivers themselves was suggested to be provided from both within and outside of the programme. The provision of support provided from within the programme was provided by the social worker/s, the sister/s in charge, the church, counsellors at Lifeline, supervisors, and colleagues. The types of emotional and psychological support received by these service providers included general counselling and emotional support, debriefing, supervision, psychoeducation, and spiritual support. Emotional support provided outside of the programme included support from family members and friends. Finally, a holistic approach to training was indicated from the data. The types of emotional and psychological training received include the provision of basic counselling skill, psychoeducational skills, and training in self-care.

No description available.

A thesis submitted to the Faculty of Science, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Doctor of Philosophy. Johannesburg, South Africa. 14 October 2014. / Research investigations indicate that note-taking and note-making are related to academic performance. This study investigated four factors, in a first-year biology course at a South African University, that influence student note-making practices, and determined whether the quality of notes is related to their approach to learning and their academic performance. The factors that were assessed included: the impact of social and cultural capital of first and second generation students on their expectations of the University academic environment; the students’ experience with their construction of notes at school; the level of detail on slides provided by lecturers, the access that students had to slides on the intranet, and the influence of English as a first or second language. The study commenced at the beginning of semester two 2009 and ended after semester one 2011. Student questionnaires, interviews of students and lecturers, assessment of notes made, and test and examination results were interrogated and sample lectures were video-recorded. The study identified that the students’ high school experience in constructing notes provided the platform for these practices when they entered University. Second-generation students had a more accurate expectation of their ownership for their notes and learning in first year, and of the grades that they received compared to the expectations held by first generation students. Additionally data analysis lead to the inference that self-regulated students, who personalised their notes, performed better than the underprepared students, who learnt solely from the lecturers’ slides; but this statement is not a blanket generalisation. Two lecturers from each semester were interviewed before they commenced lecturing, and one each of their lectures was video-recorded for analysis with student notes. Findings indicated that the amount of detail that lecturers provided on presentation slides stemmed from their conception of the students’ role in learning. When skeletal lecture slides (i.e. slides containing only keywords or key points) were presented then students perceived that they needed to take ownership in constructing their notes, whereas when slides appeared to be detailed they saw them as a ‘complete’ set of notes, and reported being less attentive in class. In both cases students hardly noted any information other than that presented on the slides. Students had access to slides on the intranet in the first semester of each year, but not in the second semester. Although students reported that they were more attentive in class when they did not have access to slides on the intranet, there was only a slight difference in the students’ grades between semesters. In the first study cohort (i.e. 2009), first-language students performed better than second-language students, but performance evened out when an intervention, which used writing as a means to promote critical thinking, was provided in 2010 and 2011. The findings presented in this study would be useful to lecturers who wish to understand how students’ use and reconstruct their class notes during the process of learning. The findings could also be of benefit to student support programmes that seek a practical tool (the writing intervention) to deepen the students’ approach to their learning.