Masters Degrees (School of Higher Education Studies)

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Open Access
Guidelines to ensure market-driven further education and training programmes in the Free State
(University of the Free State, 2004) Jacobsz, Geonella L.; Hay, H. R.
This research concentrates on the establishment of guidelines in various fields to provide needs driven programmes. The vision, mission and target markets of a transformed Further Education and Training sector (FET) were highlighted. Furthermore this research concentrated on the role the FET sector can play in addressing the social and economic needs of the institutions specific regions. With regard to this function of the FET sector, practical ways to make contact with stakeholders, responsive programmes, rural development and issues relating to the needs of regions have been discussed. An important focus for this research was to provide practical models on the research and management of curriculum for needs driven programmes. The different types of providers, accreditation, quality assurance and the training of different types of skills have been addressed in detail. Education and skills development legislation were discussed with respect to their contribution and involvement in the transformation of the FET sector in South Africa.
Open Access
The performance management system for educational staff at Motheo College: an evaluative case study
(University of the Free State, 2006-05) Venter, Helouise; Holtzhausen, S. M.; Wilkinson, A. C.
English: Worldwide, including in South Africa, Performance Management (PM) has become paramount within knowledge-producing institutions – not only to survive the extremely competitive and interconnected world we live in, but also to meet the demands for quality, accountability and high-level people power. Performance Management, embedded in human resource management and development (HRMD), has become critical in guiding and supporting the strategic (re-) planning of such institutions. The PM Project (of which this study forms part, with special reference to Motheo Further Education and Training (FET) College cluster) of the Centre for Higher Education Studies and Development (CHESD) at the University of the Free State was initiated with the purpose of addressing the shortcomings of current PM processes within South African further and higher education institutions. This is particularly significant since PM practices is a relatively recent phenomenon in further and higher education and also because HRMD in South Africa is an underdeveloped and poorly resourced function. In order to address the above-mentioned complex challenges, the aim of this study was to develop an effective and efficient performance management system (PMS) for the Motheo FET College cluster by: • undertaking a comprehensive literature and policy review on PM in the higher and further education and training sectors; and • investigating and critically analysing the existing PMS at the Motheo FET College cluster. Findings of the above-mentioned formative evaluative case study approach were based on qualitative (i.e. eleven semi-structured interviews with educators) and quantitative (i.e. a questionnaire survey targeting 157 educators) investigations. The main findings and conclusions from these investigations indicated an urgent need to formally implement an effective and efficient PMS at this institution for human and social development as well as for transformation purposes (where team-building amongst campuses and preparation of staff will be required). In addition, a structured PMS could then guide these educators by ensuring that they are able to keep abreast of developments in their own fields of teaching, as well as of changes in environment, teaching methods and technologies (especially since the merger, and because of multiple legislative demands). From the literature it has become evident that PM is normally a complicated and delicate matter. In this study the lack of communication between educators and management in terms of performance-related information was identified. In the light of this it is crucial to inject additional resources into management development (alongside the existing staff development and training), in order to prepare members of management to cope with change. It is also essential for educators to increase and enhance their performance and to prevent the loss of quality educators to other institutions. The perspectives and insights gained from the evaluative case study could guide the managers of the Motheo FET College cluster to develop an effective and efficient PMS, and indirectly to improve the educators’ knowledge and skills in becoming and remaining professionals in their respective fields.
Open Access
Designing of a capacity development system for educational staff at Further Education and Training (FET) colleges in the Free State
(University of the Free State, 2006-05) Phutsisi, Marianna Dipilwane Monyadiwa; Monnapula-Mapesela, M. L. E.; Strydom, A. H.
English: The notion of capacity building has recently incorporated various dimensions, which go beyond the human resources issue. An organisation may have suitably trained personnel but if it lacks a clear mission and strategic goals, and has inadequate governance and management structures to support those personnel, it is unlikely that it will function optimally [Centre for Higher Education Transformation (CHET) 2002:1]. It is against this background that the study conducted an investigation regarding a capacity development system as part of Human Resource Management and Development for educational staff at FET colleges. This is a qualitative study, where a collective case-study approach was followed (McMillan and Schumacher, 2001:24). The research commenced with an in-depth review of existing literature on capacity building in general. Subsequent to that, specific focus was given to the international, African and national perspectives on capacity development within the FET college sector. With regard to national perspectives, focus was on the South African literature and policy framework regarding capacity building such as the following pieces of legislation: the White Paper on Public Service Training and Education of 1997 (RSA DoPSA, 1997); the Public Service Regulations of 1999 (RSA DoPSA, 1999); the National Skills Development Strategy of April 2005 - March 2010 (RSA DoL, 2005); The Skills Development Act 97 of 1998 (RSA DoL, 1998); and The Skills Levies Act of 1999 (RSA DoL, 1999). This policy formulation emanates from the need for a major investment in skills development and capacity development to improve performance and productivity, quality and cost-effectiveness of the Public Service in South Africa (RSA DoPSA 1997). The review of literature gave evidence on how capacity development is perceived, as well as the expectations dictated by the policy framework. It further indicated the policy imperatives and their influence on analysis and implementation with regard to capacity development. Structured interviews were also conducted with the Management of the Motheo and the Goldfields FET colleges as a result of their involvement in policy development and implementation, and a representative but purposefully selected group of the educational staff as recipients of training and development. In addition, focus group discussions were conducted as a means of clarifying issues raised during interviews and to validate the responses. To ensure validity of the study, verbatim accounts of participants were recorded as per the consent of the participants, in order to obtain literal and precise statements from the participants. With sufficient data and consultations made during interviews, impact assessment of the institutional policies, practices, provision and criteria applied during capacity development of the educational staff was possible. Finally, recommendations on how to design a capacity development system, based on the outcomes of the study were communicated to relevant stakeholders through a power point presentation made to the two participating colleges.
Open Access
An analysis of the adjustment problems of international students in a South African university
(University of the Free State, 2006-12) Dzansi, Dennis Yao; Wilkinson, A. C.; Alt, H.
English: The literature on international student adjustment problem is replete with studies done in universities in the West. This skews the understanding of the international student adjustment phenomenon in favour of developed countries at the expense of the less developed ones and thus creates an obvious gap in the student adjustment literature. The purpose of this study was to fill this apparent gap by exploring the nature of adjustment problems encountered by international students at the Central University of Technology (CUT), a typical developing world university, located in Bloemfontein, in the Free State Province of South Africa. The empirical study was preceded by an extensive literature survey that led to the conclusion that while international students’ adjustment problems are numerous and similar in many respects, they differ significantly across countries, and according to a number of demographic factors. This means that in part, adjustment problems are contextual. The implication is that any wholesale use of existing measurement instruments that were specifically designed for Western country conditions would be inappropriate for use in the South African context. Consequently, a custom made measurement instrument was developed for this study. Validity and reliability issues that naturally emerge with custom made instruments were thoroughly dealt with. Among others, the empirical investigation revealed that: 1. International students at CUT encounter many adjustment problems. 2. International students at CUT regard their adjustment experiences as problematic. 3. The adjustment problems of international students at CUT differ significantly according to country/region of origin, age, and gender of students. The study identified the following as the ten most difficult adjustment problems international students at CUT have to contend with in their order of difficulty starting with the most difficult to the least difficult: 1. High cost of living in South Africa 2. Cost of food 3. Cost of health insurance 4. Getting visa extensions 5. Feel comfortable visiting immigration office 6. Work restrictions 7. Becoming a citizen of South Africa 8. Understanding immigration rules 9. Sufficiency of funds to meet expenses The study raises issues which, if attended to, could help ameliorate adjustment problems international students encounter at CUT. The expectation is that, by reducing the number and severity of adjustment problems, international students would live in harmony with their educational and social environment at CUT. This in turn would make CUT very attractive to international students.
Open Access
Community profile analysis of the Free State and the identification of the information infrastructure: a higher education community engagement project
(University of the Free State, 2007-05) Ackerman, Doraliza Reinetta; Rensleigh, C. W.; Wilkinson, A. C.; Pretorius, E.
The overarching purpose of the study is: to compile a comprehensive database of the information infrastructures in the Free State province and investigate/determine how information from the database can be utilised by Library Information Services at Higher Education Institutions in response to what is regarded as their social responsibility towards the community, through possible community engagement projects. In realising the purpose of the study, the following objectives were pursued: To undertake a literature review in order to investigate the following aspects: o The HEIs’ social responsibility in terms of the South African legislation and other policy documents, with special reference to the community engagement role of the LIS of the HEIs. The principle of community development, with special reference to people-centred development in the South African context, as well as the role of LIS in community development. o The various LIS sectors functioning in South Africa within the social systems of government, education, health, economic and the legal systems. The changing role of information, within the post-1994 legislation, in community development, with special reference to the non-traditional information dissemination service points in South Africa. To gather comprehensive data from various resources, including databases, for example the Free State Department of Education’s Education Management Information System (EMIS), annual reports and strategic plans of the relevant government departments of the Free State province, as well as other LIS related journals, for example the Free State Provincial Library Services, quarterly journal (Free State Libraries), making use of all possible means to identify the various information infrastructures functioning within the Free State province, including a questionnaire-survey to acquire supplementary information, that will be captured in a database. To utilise the database as part of a community profile analysis to be able to identify which communities lack which information infrastructure(s). The information infrastructures will be used in conjunction with the Census 2001 population statistics and the number of learners in the schools, according to the Free State Department of Education’s EMIS system will be able to do the analysis. The results will then be used to identify possible community engagement project(s) for the LIS of the HEIs. The major conclusions of the study revealed the following: That LIS of HEIs have a social responsibility towards society and therefore must engage in community projects. That LIS can contribute towards community development, thereby providing better access to information, which will lead to empowerment of communities in general, but especially empowered individuals. The database compiled is presented on a CD-ROM with the 1729 identified information infrastructures in the Free State province, including Library and Information Services, as well as other non-traditional information dissemination service points. The recommendations spell out possible ways in which the Library and Information Centre of the CUT can contribute to community responsibility through possible community engagement projects, for example to facilitate workshops to conscientise the various Library and Information Services to the amount of people with disabilities in their communities, as well as suggesting technologies that can the aid the above-mentioned group or train-the-trainer workshops for information literacy, thereby enhancing life-long learning.
Open Access
An evaluation of the engineering studies curriculum at Ikhala Public Further Education and Training College
(University of the Free State, 2009-12) Nyaba, Mkululi Kaizer; Van Schoor, J. H.; Combrinck, G. P.
English: Further Education and Training (FET) colleges have the task of educating and training young people for entry into the workplace, for self-employment, for higher education studies and for up skilling and re-skilling competence levels (Nzimande 2009). This means that the FET curricula and their close link to the professional world make it a sector that contributes to most of the training of a sufficiently skilled workforce that would meet the labour market demands. Technical and vocational education and training is essential in this regard because no country can meet its economic and social demands without a skilled work/labour force. The purpose of this study, therefore, is to evaluate the National Education (NATED) Engineering curriculum at the Ezibeleni Engineering Campus to determine whether the curriculum is appropriate in preparing the students sufficiently for a career in engineering opportunities. Certain shortcomings in the NATED curricula are identified in this study and innovations are recommended with the aim of contributing to the establishment of a consistent engineering curriculum which will be able to meet the technological developments and inculcate the skills required in the world of work. With the inception of the new National Certificate (Vocational) (NC (V)) curriculum in 2007 and the phasing out of the NATED curriculum by the end of 2009, more areas for research are created in the FET college sector. Only the future will tell whether the new NC (V) curricula will be an improvement on the NATED curriculum. In an attempt to evaluate the Engineering curriculum and to determine the appropriateness thereof, the researcher employed qualitative and quantitative research methodologies. Valuable insights were derived from the literature study which served as a basis for the questions that were asked during the interviews and for the questions that were included in the questionnaire survey that were distributed among the academic staff. By mixing qualitative and quantitative methods the researcher aimed to triangulate the findings from the interviews and the questionnaire survey to enhance the validity and reliability of the study (Maree 2007:80). The findings of the interviews and survey were finally interpreted in terms of responses pertaining to the problem that was investigated. Despite the fact that the NATED curriculum is currently being phased out, critical shortcomings have been identified such as, interalia, the non-alignment of the engineering curriculum with the professional world, theory and practice that are not linked, inability to accommodate apprentices, and non-compliance with the SAQA (South African Qualifications Authority) requirements. The study concluded by recommending that FET College engineering programmes should be taken to a new level to make them acceptable to universities, universities of technology and to the industry in South Africa. FET colleges should begin to take the responsibility for arranging work placement for their students. The Department of education, FET colleges and industry should form collaborative partnerships to develop colleges as specialist or niche centres for vocational and technical excellence.
Open Access
An innovative approach to the teaching and learning of Hellenistic Greek as a classical language: planning and validation
(University of the Free State, 2011-05) Machin, Annéli; Wilkinson, A. C.; Cilliers, J. F. G.
“Teaching is the purposeful creation of situations from which motivated learners should not be able to escape without learning or developing.” (Cowan 2006:100) Four educational action research questions directed the study. The first two questions relate to the concerning issue I wanted to research and the reasons why I was interested in researching the issue. The definition of Cowan encouraged me to evaluate my own teaching values and the current teaching and learning context of Hellenistic Greek at the University of the Free State (UFS). As lecturer of Hellenistic Greek at this institution, I became aware of contradictions between my personal values and the expression of these values in practice. I realised that students who registered for the course were often unmotivated to study the language and experienced certain levels of anxiety towards the study of Greek, especially the first-year students. Reasons for students‟ lack of motivation were therefore investigated and my reflection on the findings led to the realisation that innovation in the teaching and learning context of Hellenistic Greek was necessary to alter students‟ perceptions and to enhance their performance. In order to address the third educational action research question – what kind of evidence can be gathered to show my interest in this issue – I performed an extensive literature review as well as an empirical investigation. The aim was to gather evidence relating to the following aspects: the importance and relevance of the teaching and learning of Hellenistic Greek for theology studies; and possible shortcomings in the teaching and learning context of Hellenistic Greek that necessitate innovation. Reflection on the collected evidence raised the question of what I can and/or will do (fourth educational action research question) to address the need for an innovative approach and the findings that emerged from the collected evidence. I set out to explore Fink‟s taxonomy for significant learning (Fink 2003a:30), other selected innovative approaches presented in literature and student suggestions to improve the teaching and learning context of Hellenistic Greek. The aim of this xvi exploration was to determine if elements/suggestions from these sources are applicable to the teaching and learning context of Hellenistic Greek. All the evidence that emerged during the study was used to compile directives that characterised an innovative approach to the teaching and learning of Hellenistic Greek. These directives contributed to recommendations for the actualisation of this approach. An action plan was also drafted to guide the process of implementing the directives and the innovative approach to the teaching and learning of Hellenistic Greek. The final step in the study was to have the proposed set of directives and action plan validated by role players and other experts in the field of Hellenistic Greek and New Testament studies.
Open Access
The relationship between the emotional intelligence domains and driver behaviour in ESKOM : an adult education perpective
(University of the Free State, 2012-06) Du Preez, Johannes G. A.; Niemann, S. M.
English: Emotions are one of the factors that define us as human yet, many people do not truly understand the extent to which our emotions are influenced by the external environment and how we allow emotions to control our behaviour which often translates into physiological and physical risk. The ability to recognise and manage our emotions is central to how we perceive and react to everyday life. Eskom as an organisation is totally committed to providing a safe environment for all their employees and no cost is spared in provided what they believe to be the best education and training to support their ZERO HARM philosophy. The question is however, with the unquestionable commitment to safety from management and staff alike; why is the vehicle incident rate (VIR) remaining at unacceptably high levels? This study was intended to identify the degree to which emotional intelligence, with specific reference to self-awareness, self-management, social awareness and managing relationship’s impact on driver specific attitude and behaviour. Emotional self-awareness allows individuals to start understanding how and why they react to specific external stimuli. Only once individuals recognise and acknowledge their emotions, will they be in a position to control how they react to these emotions. Understanding one’s emotions is only the starting point in learning how to control your emotions but without this first step, no meaningful change will be possible. Emotional self-management is more of a process than a change in one’s personality. It is the ability to accept one’s shortcomings and manage the observable external responses to stimuli for the benefit of self and others. self-management is essentially a skill and as such, must be learned and practiced before it can be perfected Social awareness and managing relationships are possibly the more difficult emotional domains to master from a driver perspective, as it may be considered strange to think of social reactions with other road users as one’s own responsibility. The social domains however, do have serious implications as to how these incidental relationships ultimately affect the behaviour of road users. It is clearly documented that road rage is common place in our driving culture. Analysis of the qualitative and quantitative data clearly indicates that emotional inelegance has a significant impact on driver behaviour. The participants in this study sited driver related emotional behaviour to include characteristics associated with road rage and general emotional incompetence. The quantitative data was less significant in determining the impact of emotional intelligence (EI) and driver behaviour in regard to age, gender and race; the fact remains however that the data identified a significant relationship between persons with a low EI and vehicle incidents. The analysis of the quantitative data relating to group, age, gender and race, when viewed against the same participant’s qualitative response, as well as the theoretical arguments presented in this study, would suggest that the qualitative data may be influenced by response bias. The degree to which response bias may have contaminated the quantitative data will need to be established through further research. The recommendations in this study should be addressed in order to test the theories discussed in the study with the view of authenticating how customised education and training can positively impact on driver behaviour and how such education and training should be structured.
Open Access
A support programme for first-year chemistry students: a campus case study
(University of the Free State, 2012-12) Moji, Rantooa Goodchild; Holtzhausen, S. M.; Meintjes, R.
Chemistry is often regarded as a difficult subject, which is reflected in the high failure rates of university first-year students. These students are faced by diverse challenges such as the difficult and abstract nature of the subject, lack of interest in and motivation for this subject, irrelevant prior knowledge or misconceptions, large classes, and the application in the world of work. The success rate of first-year Chemistry students at the UFS (Qwaqwa campus) has also been unsatisfactory for some years and that adversely affected the through-put rates of the Faculty of Natural and Agricultural Sciences. This made it necessary to embark on a study to establish what could be the root causes of this problem and propose a possible way to remedy the situation. In order to address this problem, this study was designed to address the following main research question: What are first-year students’ and lecturers’ experiences of the teaching, learning and assessment employed in the Chemistry subject (i.e. CEM104) and how can possible shortcomings be addressed? This study used an adapted explanatory mixed methods design to address the main research question, using qualitative findings (from focus groups and semi-structured interviews) to explain the quantitative findings from the self-constructed questionnaire. Hundred and thirteen first-year Chemistry students (UFS, QwaQwa campus) participated in the questionnaire survey, while two focus groups were conducted and two lecturers were interviewed. In essence, the data revealed that both first-year Chemistry students and lecturers at the UFS (QwaQwa campus) perceived learning, teaching and assessment deficiencies, but the determinant factors/reasons for these were diverse. The participants, however, recognised the need for a support programme as well as various additional facilities (e.g. computers, e-mail, internet, library services and textbooks, academic support and a departmental manual) to improve the academic performance of first-year Chemistry students.
Open Access
The formative evaluation of a HIV/AIDS module for first-year teacher education students at the Central University of Technology, Free State
(University of the Free State, 2014) Nel, C. C.; Viljoen, M.; Holtzhausen, S. M.
English: This study presents the embodiment of an evaluation of a compulsory HIV and AIDS modular (pilot) training programme for first-year Teacher Education students at the CUT: FS. The study focussed extensively on the evaluation of the HIV/AIDS module content with comparative norms and dimensions identified from contemporary literature on HIV and AIDS. Living positively with HIV and AIDS was evaluated in terms of the following: • How to prevent the spread of the disease: bio-medical knowledge base • How to care and support people living with HIV and AIDS • How to handle grief caused by the deaths of loved ones, and • How to support orphans and vulnerable children. Data were obtained from a group of (n=90) Teacher Education students that completed the modular course during the latter part of 2011. An appropriate questionnaire covering the respective dimensions was completed by 90 out of 200 students under controlled conditions. The data collected were professionally analysed by the Department of Statistics at the University of the Free State. The results obtained provided sufficient information reflecting that the module was not successful in altering the respondents’ attitudes, knowledge or skills regarding people living with HIV/AIDS, or that the retention of what was learned was not lasting.
Open Access
Die integrasie van rekenaarondersteunde tekeninge as hulpmiddel in die onderrig van onderwysstudente in ingenieursgrafika en –ontwerp
(University of the Free State, 2014-01) Viljoen, Wynand Johannes; Van Schoor, J. H.; Combrinck, G. P.
English: This study was undertaken to determine which changes CAD, as new technology, brought to hand-made drawings. CAD is the drawing instrument with which engineering drawing in future will be done on the computer. CAD as drawing instrument ensures neat, accurate drawings of photo and video quality. These quality drawings can be sent within minutes to almost any place in the world. A 3DP can be made from a 3D CAD drawing, which allows a designer’s imagination free reins. The problem which was investigated in this study is the integration of computer-aided drawing (CAD) as an essential aid in the teaching-learning of EGD teacher students in a B.Ed. programme at the Central University of Technology. The literature study was aimed at determining what computer-aided drawing (CAD) is. A qualitative and quantitative research method was used in action research to address the research problem. Data were collected by means of questionnaires, interviews and observation. During the empirical investigation respondents had to answer questions regarding questions about how the teaching in CAD contributed to the effective training of EGD teacher students at the CUT, which challenges stood in the way of integration of CAD in the B.Ed.Technology programme, what were the experiences of the EGD students in terms of CAD teaching-learning, and what contribution CAD could make to the training of future EGD teachers. With the study the importance of the integration of CAD in the curriculum of EGD is emphasised, and the role 3DP can play in EGD and in schools was investigated. In the study it is recommended that CAD should be integrated with EGD and that the EGD curricula for schools and universities should be reviewed.
Open Access
Conceptualising the redesign of the office administration and management curriculum at a polytechnic in Lesotho
(University of the Free State, 2014-01) Theko, Nthati Rose; Du Toit, G. F.
The Higher Education Sub-sector in Lesotho is governed by the Lesotho Higher Education Act 2004 which provides for the regulation of higher education; the establishment, composition and functions of Council for Higher Education (CHE); the governance and funding of higher education public institutions; registration of higher education private institutions; and for quality assurance. The importance of Technical Vocational education is to prepare workers for skilled positions in the workplace through a public system of pre-employment; on-the-job training; skills-upgrading; and worker-retraining programs. In order for career and technical education to meet its obligations to society, to the education community, to business and industry, and to its student-clients, identification of employability and workplace skills must be transmitted to students. Polytechnic A is classified as an institution of higher learning in Lesotho. Therefore, it has to provide programmes that meet the requirements set by the Council of Higher Education (CHE). The purpose of this study was to determine to what extends the curriculum of the Office Administration and Management Programme (OAMP) at Polytechnic A in Lesotho was conceptualized from a theoretical and a practical perspective to address the needs of the local, regional and international demands. The research methodology that the researcher used was qualitative research. Semi-structured interviews and the analysis of documents were used to collect data from the lecturers who are curriculum developers; the alumni of the programme, and the Ministry of Public Service which represents the employment sector. The research findings indicated that there is a need for curriculum improvement of the programme of Office Administration and Management Programme (OAMP) with emphasis on technological education, and professionalism of learners when they enter the realm of work. The labour market needs must be considered when a new curriculum is developed. The improvement should also include the qualification of the programme from diploma to degree level.
Open Access
Improving my professional practice by infusing values of social justice as a teacher educator
(University of the Free State, 2014-01) Mdunge, Percivale Mondli; Le Roux, A.; Francis, D.
English: My dissertation is a reflection on the first cycle of a journey in which I seek to make my practice a living theory by answering the question: How do I improve my professional practice as a teacher educator by infusing it with values of social justice? In undertaking this study I identified four guiding questions: • What is my own understanding of social justice and its values? • Why is it important to influence my practice so as not to be a living contradiction? • How do I improve my own professional practice as a social justice educator for the benefit of my professional growth and development, and that of my students and colleagues? • How can I open up spaces for my students and colleagues to engage in issues of social justice? I employed a living theory approach in conducting this study because it created a space for me in which to improve my practice by embedding it with the values that I cherish. The data collection methods I used included video and audio recordings of my lessons, document analysis, validation group and a journal for personal reflection throughout this process of seeking to improve my practice. The first chapter begins with mapping out some of the concerns and the rationale that led me to conduct this study, while also reflecting on the process of deepening my understanding of social justice. Chapter 2 details my research design and methodology, providing arguments for selecting a living theory approach to improve my practice. In the third chapter, I deconstruct my own socialisation with the aim of understanding the role it plays in shaping both my personal and professional identity. Chapter 3 concludes with a reflection on how my socialisation was contested and how I identified contestation as one of the reasons why I began to value social justice and, eventually, to undertake this study. In the fourth chapter, I contextualise my practice by reviewing various policy documents that inform curriculum development within teacher training and schooling. I further discuss the vision and mission of the University of the Free State as my current employer and explain the implications they have for my practice and curriculum development for the Faculty of Education. Within chapter 4 I also extend my understanding of what it means to teach for social justice by discussing its frameworks and components. The chapter concludes with the argument that teaching is a conscious act that engages students in the type of learning that equips them with knowledge to be specialists in their chosen field of study, while enabling them to realise their citizenry responsibility to become active change agents. Finally, chapter 5 reflects on my first action cycle by identifying concerns regarding my practice, reflecting for action, planning for action and implementing my plan. The chapter concludes by reflecting on the implementation of my first cycle before alluding to some of the implications for teacher education, staff development and schooling.
Open Access
An appreciative inquiry of selected elements of staff well-being at a higher education institution
(University of the Free State, 2014-06) Van Straaten, Laurika; Du Plessis, A.; Van Tonde, S. P.
English: This study explored identified elements of well-being of support services staff of a South African higher education institution (HEI), and ways of optimising their well-being by means of Appreciative Inquiry (AI). The study was underpinned by the research paradigm of social constructionism and the belief that reality is socially constructed through our language. The principles of social constructionism entail that people determine their own destiny by envisioning their desired future. The same principle of dreaming about a desired future is supported by AI – hence this theme was strengthened by both the social constructionism paradigm that underpinned the study, and the research method that was followed (AI). The institution under research has gone through a process of institutional restructuring from 2007 to 2011. It became evident from an institutional climate survey conducted at the institution in 2013 that elements related to staff well-being had been affected, either through the restructuring or by other factors. A literature review of well-being revealed that very little research has been done relating to the well-being of support services staff of HEIs, and particularly so in the South African higher education (HE) context. This study was aimed at addressing that gap. The literature review included a study of current perspectives and theories on staff well-being and the research method of Appreciative Inquiry (AI). During the empirical phase of the study the strengths of the HEI were identified, as well as some positive developments that support services staff members of the institution would like to see in order to enhance their well-being. The research participants‟ social world was interpreted in an attempt to understand their own reality in terms of the language they used during an AI workshop. A qualitative research design was followed, and action research was conducted by means of an AI process. The study identified the positive core of the organisation to be its hard-working and dedicated staff, positive relations between colleagues, supervisors and subordinates, a willingness of staff to adapt to change, good remuneration and benefits offered to staff, job security and a supportive work environment. It transpired that through its positive core, the institution could enhance the well-being of support services staff by valuing and acknowledging contributions made by support services staff, by establishing equality between support services and academic staff, appointing adequate support services staff to do the work, ensuring manageable workloads, creating opportunities for promotion for support services staff, and by doing more to address the overall well-being (physical, psychological and emotional well-being) of support services staff. As there are limited studies available pertaining to the well-being of support services staff at HEIs, this study will make a contribution to the body of knowledge in that field. It is hoped that the institution will realise the importance of the role of support services staff as the gears that keep the machine running, and that their well-being should be a matter of high priority. The applicability of AI as research method in such a study was illustrated, as the statement of positive, provocative propositions rather than problems created a positive context or climate for the participants within which to work, which resulted in positive findings rather than complaints as often is found to be the case with other types of staff surveys.
Open Access
The influence of compulsory class attendance on module success rates: The University of the Free State case
(University of the Free State, 2014-07) Gadinger, Beate; Brüssow, S. M.
Abstract not available
Open Access
A Bourdieuen analysis of learners’ expectations of sexuality education: implications for teacher education
(University of the Free State, 2014-07) Botha, Maria Gertruida; Francis, D.
English: Much research has been done on Sexuality Education because of the importance of this topic. In South Africa Sexuality Education forms part of the Life Orientation curriculum and falls under the personal well-being outcome (Department of Basic Education, 2008:8). Life Orientation promotes the development of skills, knowledge and attitudes that learners can use to respond to life’s challenges. Learners should be taught what sexuality is, which includes their attitudes, values and beliefs regarding this topic. They should be assisted in understanding their attitudes towards sexuality and in taking control of their sexual behaviour. School-based Sexuality Education programmes are an effective vehicle to improve young people’s sexual health through the development of sexual competence. The effectiveness of these programmes depends largely on how comfortable and confident the teacher is with sexual learning content. During training LO teachers are not equipped to teach Sexuality Education with confidence, which influences the effectiveness of Sexuality Education programmes. It is widely recognised that not enough attention is paid to Sexuality Education in tertiary institutions because there exists no mandated national curriculum for Sexuality Education. Each tertiary institution decides to what degree it wants to include Sexuality Education in its pre- service training curriculum. To improve the efficacy of Sexuality Education programmes the voices of those being taught should be heard. The most significant and relevant background to sexual behaviour are the teenagers’ own sexual beliefs, attitudes and skills. Young people should be acknowledged as good judges of what content they need. This will empower them with the ability to make positive sexual decisions. Young people want Sexuality Education to move away from a sex-negative approach to a sex- positive one. In this regard numerous studies criticise the preventative slant of sexuality programmes and appeal for programmes that take learners’ needs into consideration.
Open Access
The experiences of black women undertaking doctoral studies at a South African University
(University of the Free State, 2014-10) Ts’ephe, Lifutso; Walker, Melanie; Loots, Sonja
English: This dissertation builds on and contributes to work in the fields of higher education and the capabilities approach. Specifically, it investigates the educational biographies of a small number (n=7) of black women who were either in their final year of doctoral study or had graduated recently at the time of the interviews. Although a number of studies (e.g. Acker, 1980; Magano, 2011; Pillay, 2009; Prozesky, 2008) have investigated women in academia, there has not been a strong focus on the experiences of black women in doctoral studies, and even less so on South African students. The available studies show that students leave doctoral programmes prematurely due to a number of reasons, for example, an inability to manage time effectively, financial constraints, demotivation and depression, and poor supervision (Magano, 2011). Pillay (2009) adds that the balancing of two lives, being a mother and an employee, generates further challenges. As part of its National Development Plan, South Africa’s National Planning Commission aims to not only rapidly increase the number of doctoral graduates, but to also promote postgraduate education for marginalised groups within the next 15 years. In 2012, black women represented 2 294 (16.4%) of all doctoral enrolments in the country, which is a significant increase from the 468 (7.5%) who enrolled for doctoral studies in the year 2000. The current research draws conceptually on the capabilities approach, developed by Amartya Sen and Martha Nussbaum. This framework was chosen because it is used mainly to evaluate and assess an individual’s well-being, as well as the social arrangements that foster or hinder this well-being. The capabilities approach, therefore, includes issues such as the design of policies and proposals for social change within societies (Robeyns, 2005) and relates the evaluation of the quality of life to the assessment of the capability to function; that is, to be and do in ways which are valued by an individual. A qualitative approach was adopted for the study as the most suitable method. A case study design allows the researcher to emphasise the experiences of the individual, as well as the social arrangements which help or hinder each individual’s success. In-depth information regarding the participants’ social experiences was also gathered. The issue that was explored in this study was black women’s experience of doctoral study – the highs, the lows, and the challenges. The assumption was that gender plays a significant role in shaping the educational lives of these women. In the study, gender is understood as the social organisation of the relations between the sexes, differentiating the social meaning that is attributed to sexual differences from the sexual differences themselves (Robeyns, 2005). Exploring these women’s experiences revealed the developmental outcomes of doctoral education they value, the opportunities to reach these outcomes they appreciated, and the personal, social and environmental factors which influenced their ability to use the developmental opportunities. The findings from this study could lead to recommendations to higher education institutions with regard to increasing the enrolment and retention of this marginalised group. These recommendations could also contribute to improving policies which attract and retain more black women doctoral students in higher education.
Open Access
The experiences of black women undertaking doctoral studies at a South African university
(University of the Free State, 2014-10) Ts’ephe, Lifutso; Walker, Melanie; Loots, Sonja
English: This dissertation builds on and contributes to work in the fields of higher education and the capabilities approach. Specifically, it investigates the educational biographies of a small number (n=7) of black women who were either in their final year of doctoral study or had graduated recently at the time of the interviews. Although a number of studies (e.g. Acker, 1980; Magano, 2011; Pillay, 2009; Prozesky, 2008) have investigated women in academia, there has not been a strong focus on the experiences of black women in doctoral studies, and even less so on South African students. The available studies show that students leave doctoral programmes prematurely due to a number of reasons, for example, an inability to manage time effectively, financial constraints, demotivation and depression, and poor supervision (Magano, 2011). Pillay (2009) adds that the balancing of two lives, being a mother and an employee, generates further challenges. As part of its National Development Plan, South Africa’s National Planning Commission aims to not only rapidly increase the number of doctoral graduates, but to also promote postgraduate education for marginalised groups within the next 15 years. In 2012, black women represented 2 294 (16.4%) of all doctoral enrolments in the country, which is a significant increase from the 468 (7.5%) who enrolled for doctoral studies in the year 2000. The current research draws conceptually on the capabilities approach, developed by Amartya Sen and Martha Nussbaum. This framework was chosen because it is used mainly to evaluate and assess an individual’s well-being, as well as the social arrangements that foster or hinder this well-being. The capabilities approach, therefore, includes issues such as the design of policies and proposals for social change within societies (Robeyns, 2005) and relates the evaluation of the quality of life to the assessment of the capability to function; that is, to be and do in ways which are valued by an individual. A qualitative approach was adopted for the study as the most suitable method. A case study design allows the researcher to emphasise the experiences of the individual, as well as the social arrangements which help or hinder each individual’s success. In-depth information regarding the participants’ social experiences was also gathered. The issue that was explored in this study was black women’s experience of doctoral study – the highs, the lows, and the challenges. The assumption was that gender plays a significant role in shaping the educational lives of these women. In the study, gender is understood as the social organisation of the relations between the sexes, differentiating the social meaning that is attributed to sexual differences from the sexual differences themselves (Robeyns, 2005). Exploring these women’s experiences revealed the developmental outcomes of doctoral education they value, the opportunities to reach these outcomes they appreciated, and the personal, social and environmental factors which influenced their ability to use the developmental opportunities. The findings from this study could lead to recommendations to higher education institutions with regard to increasing the enrolment and retention of this marginalised group. These recommendations could also contribute to improving policies which attract and retain more black women doctoral students in higher education.
Open Access
Exploring higher education capabilities of black women graduates towards personal and professional development
(University of the Free State, 2014-10) Mahlaha, Nteboheng Theresia; Walker, Melanie; Loots, Sonja
English: Student success does not cease to be important after students have graduated, but extends to how employable graduates are and what they can do with their lives. Even though more than half of students enrolled in South African higher education institutes are women, men still hold the majority of positions in the labour market. The number of black women enrolled in higher education institutions has more than doubled in the last 19 years, according to a 2014 report by Higher Education South Africa (HESA). However; this seems insufficient progress when compared with the national demographics. Of the total black population, only 3.2% have access to higher education. Local and international literature shows a significant number of policies that attempt to establish gender and racial equality. However, in most cases, black women in both higher education and the workplace are experiencing unfair treatment. Statistics are unable to bring insight into gender and racial inequalities in order to ensure the same quality of higher education for both men and women. This study investigated the life trajectories of black woman graduates in South Africa, and how and if, in anyway, higher education has equipped them with the capabilities to succeed both professionally and personally. The life experiences of women in higher education and the workplace were investigated by the capabilities approach, which is a normative framework developed by Sen (1992) and Nussbaum (2003). This framework aids the understanding of what people want to do and be, which freedoms or capabilities enable them to pursue these doings and beings, and which factors prevent them from achieving their being and doings. Thus, this approach allowed me to move from statistical findings to insight into what a group of black women graduates’ value to be and whether they have the freedom to achieve well-being. This study was framed by the following research questions: 1) What contribution has higher education made to the capabilities and valued functionings of selected black women graduates regarding the professional and personal lives they have reason to value?2) How do gender and race enable or constrain black women graduates’ capability for work, including their career development, over time? 3) Do black women graduates have the agency and freedom to achieve what they value both professionally and personally? Although studies in feminist research have investigated the life histories of black women, not much work has been done on the capabilities of black women graduates. A feminist methodology was employed in this study, supported by life-history and narrative methods. These two methods focus mainly on how individuals choose to shape their own lives, whereas the life-history method enables an understanding of people’s stories against the wider background of society, in this case, gender equality and social justice. All lives are different; thus, the life-history method draws on both the differences and the similarities of participants’ experience. In this study, narratives of nine black women were drawn from to explore the experiences of black women in higher education and the labour market. The selected women had graduated from South African higher education institutions from various fields of study and socio-economic backgrounds. The capabilities approach allowed the analysis of each woman’s narrative and the mapping of the similarities. The capabilities of these women, as generated through higher education, included cross-cultural exposure; communication and interpersonal skills; knowledge, imagination and critical thinking; empowerment; respect, dignity and social consciousness; practical reasoning; lifelong learning; resilience and bodily integrity. The findings shed light, firstly, on how these women are acting as active agents in converting the capabilities into valued beings and doings beyond graduation and, secondly, on how race and gender proved to be both positive and negative social factors that influenced the women. Owing to the fact that the study is embedded in gender issues and the capabilities approach, which are both concerned with the well-being and agency of women in higher education and the labour market, the research contributes to higher-education research concerned with empowering black women. Furthermore, the study can provide a knowledge base for gender empowerment and fill a significant research gap in South Africa.
Open Access
Exploring higher education capabilities of black women graduates towards personal and professional development
(University of the Free State, 2014-10) Mahlaha, Nteboheng Theresia; Walker, Melanie; Loots, Sonja
English: Student success does not cease to be important after students have graduated, but extends to how employable graduates are and what they can do with their lives. Even though more than half of students enrolled in South African higher education institutes are women, men still hold the majority of positions in the labour market. The number of black women enrolled in higher education institutions has more than doubled in the last 19 years, according to a 2014 report by Higher Education South Africa (HESA). However; this seems insufficient progress when compared with the national demographics. Of the total black population, only 3.2% have access to higher education. Local and international literature shows a significant number of policies that attempt to establish gender and racial equality. However, in most cases, black women in both higher education and the workplace are experiencing unfair treatment. Statistics are unable to bring insight into gender and racial inequalities in order to ensure the same quality of higher education for both men and women. This study investigated the life trajectories of black woman graduates in South Africa, and how and if, in anyway, higher education has equipped them with the capabilities to succeed both professionally and personally. The life experiences of women in higher education and the workplace were investigated by the capabilities approach, which is a normative framework developed by Sen (1992) and Nussbaum (2003). This framework aids the understanding of what people want to do and be, which freedoms or capabilities enable them to pursue these doings and beings, and which factors prevent them from achieving their being and doings. Thus, this approach allowed me to move from statistical findings to insight into what a group of black women graduates’ value to be and whether they have the freedom to achieve well-being. This study was framed by the following research questions: 1) What contribution has higher education made to the capabilities and valued functionings of selected black women graduates regarding the professional and personal lives they have reason to value?2) How do gender and race enable or constrain black women graduates’ capability for work, including their career development, over time? 3) Do black women graduates have the agency and freedom to achieve what they value both professionally and personally? Although studies in feminist research have investigated the life histories of black women, not much work has been done on the capabilities of black women graduates. A feminist methodology was employed in this study, supported by life-history and narrative methods. These two methods focus mainly on how individuals choose to shape their own lives, whereas the life-history method enables an understanding of people’s stories against the wider background of society, in this case, gender equality and social justice. All lives are different; thus, the life-history method draws on both the differences and the similarities of participants’ experience. In this study, narratives of nine black women were drawn from to explore the experiences of black women in higher education and the labour market. The selected women had graduated from South African higher education institutions from various fields of study and socio-economic backgrounds. The capabilities approach allowed the analysis of each woman’s narrative and the mapping of the similarities. The capabilities of these women, as generated through higher education, included cross-cultural exposure; communication and interpersonal skills; knowledge, imagination and critical thinking; empowerment; respect, dignity and social consciousness; practical reasoning; lifelong learning; resilience and bodily integrity. The findings shed light, firstly, on how these women are acting as active agents in converting the capabilities into valued beings and doings beyond graduation and, secondly, on how race and gender proved to be both positive and negative social factors that influenced the women. Owing to the fact that the study is embedded in gender issues and the capabilities approach, which are both concerned with the well-being and agency of women in higher education and the labour market, the research contributes to higher-education research concerned with empowering black women. Furthermore, the study can provide a knowledge base for gender empowerment and fill a significant research gap in South Africa.