An assessment of the implementation of peer academic support programmes at higher education institutions in South Africa: a case study of one university
- Authors: Tangwe, Magdaline Nji
- Date: 2013
- Subjects: Peer teaching -- South Africa , Education, Higher -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16203 , http://hdl.handle.net/10353/d1016084 , Peer teaching -- South Africa , Education, Higher -- South Africa
- Description: The purpose of the study was to assess the implementation of peer academic support programmes which are Language and Writing Advancement and Supplemental Instruction programmes in one University in South Africa. The study adopted a qualitative approach that used face-to-face interviews, focus group interviews and document analysis to collect data. Purposive sampling was used to select those who participated in the study. The participants were two coordinators of the programmes, ten facilitators working in the programmes for in-depth interviews and ten students who have been receiving services from the programmes for two focus group discussions. The study revealed that there was a general trend whereby peer facilitators of the programmes were recruited and trained. However, it was found that some facilitators abandoned the position immediately after the training which made it difficult for coordinators and Human Resource Staff (HR) to start the process of recruitment and retraining. In this regard, Teaching and Learning Centre, (TLC) and HR simply appointed other untrained facilitators to replace those who had deserted the positions. Also, some facilitators were unable to attend some of the regular trainings because of clashes with their classes. All these have a negative impact on the implementation of the programmes. The results also reveal that some of the facilitators were frustrated with students’ poor attendance in the sessions, and even those who attended their sessions, did not participate much in the discussions. It was found that most lecturers and students did not know the differences between supplemental instruction (SI) and tutorials. Neither did lecturers encourage their students to seek help from the TLC services. Reviewing of assignments from different disciplines by TLC facilitators was another burning issue that came up. Some facilitators reviewed assignments from different disciplines, because the disciplines were not represented and this is because they want to claim for more hours, which affects the quality of the programmes. The findings also show that some students did not like to take their assignment to the TLC for review because facilitators make unnecessary and harsh comments. On the contrary, some students acknowledged that they were fine with the way facilitators review assignments because it involves one-on-one consultation, and they always pass the assignments reviewed by PASS facilitators. The study also revealed that the coordinators monitored and evaluated facilitators through observation and the checking of attendance registers. Coordinators ware also monitored by senior colleagues of the department such as the manager of the TLC. Furthermore TLC has instituted a mentorship programme whereby senior facilitators mentor newly recruited facilitators. However not every facilitator had a mentor. The study also exposed the fact that the TLC venue was usually closed during examination periods to allow facilitators to prepare for their examinations. The findings show that some departments were not represented by facilitators and to remedy this situation, it is recommended that all departments be represented and lecturers encourage the students to get help from TLC. Most facilitators were undergraduate students, but they needed to be replaced by post graduates who did not have course work that will clash with PASS activities. The strategies used by facilitators were fairly good but more should be done to encourage students to participate in sessions. Finally, the monitoring and support mechanisms put in place were very functional but the TLC should make sure every facilitator is being monitored especially concerning the review of assignments. The significance of the findings of this study cannot be overemphasised. The strengths and challenges regarding the implementation of these programmes at this particular university have been revealed. Through the recommendations, it is hoped that the institution and the TLC would effect some changes in the implementation of these peer academic support programmes in order to better serve the students so as to achieve satisfactory throughput and retention rates.
- Full Text:
- Date Issued: 2013
- Authors: Tangwe, Magdaline Nji
- Date: 2013
- Subjects: Peer teaching -- South Africa , Education, Higher -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16203 , http://hdl.handle.net/10353/d1016084 , Peer teaching -- South Africa , Education, Higher -- South Africa
- Description: The purpose of the study was to assess the implementation of peer academic support programmes which are Language and Writing Advancement and Supplemental Instruction programmes in one University in South Africa. The study adopted a qualitative approach that used face-to-face interviews, focus group interviews and document analysis to collect data. Purposive sampling was used to select those who participated in the study. The participants were two coordinators of the programmes, ten facilitators working in the programmes for in-depth interviews and ten students who have been receiving services from the programmes for two focus group discussions. The study revealed that there was a general trend whereby peer facilitators of the programmes were recruited and trained. However, it was found that some facilitators abandoned the position immediately after the training which made it difficult for coordinators and Human Resource Staff (HR) to start the process of recruitment and retraining. In this regard, Teaching and Learning Centre, (TLC) and HR simply appointed other untrained facilitators to replace those who had deserted the positions. Also, some facilitators were unable to attend some of the regular trainings because of clashes with their classes. All these have a negative impact on the implementation of the programmes. The results also reveal that some of the facilitators were frustrated with students’ poor attendance in the sessions, and even those who attended their sessions, did not participate much in the discussions. It was found that most lecturers and students did not know the differences between supplemental instruction (SI) and tutorials. Neither did lecturers encourage their students to seek help from the TLC services. Reviewing of assignments from different disciplines by TLC facilitators was another burning issue that came up. Some facilitators reviewed assignments from different disciplines, because the disciplines were not represented and this is because they want to claim for more hours, which affects the quality of the programmes. The findings also show that some students did not like to take their assignment to the TLC for review because facilitators make unnecessary and harsh comments. On the contrary, some students acknowledged that they were fine with the way facilitators review assignments because it involves one-on-one consultation, and they always pass the assignments reviewed by PASS facilitators. The study also revealed that the coordinators monitored and evaluated facilitators through observation and the checking of attendance registers. Coordinators ware also monitored by senior colleagues of the department such as the manager of the TLC. Furthermore TLC has instituted a mentorship programme whereby senior facilitators mentor newly recruited facilitators. However not every facilitator had a mentor. The study also exposed the fact that the TLC venue was usually closed during examination periods to allow facilitators to prepare for their examinations. The findings show that some departments were not represented by facilitators and to remedy this situation, it is recommended that all departments be represented and lecturers encourage the students to get help from TLC. Most facilitators were undergraduate students, but they needed to be replaced by post graduates who did not have course work that will clash with PASS activities. The strategies used by facilitators were fairly good but more should be done to encourage students to participate in sessions. Finally, the monitoring and support mechanisms put in place were very functional but the TLC should make sure every facilitator is being monitored especially concerning the review of assignments. The significance of the findings of this study cannot be overemphasised. The strengths and challenges regarding the implementation of these programmes at this particular university have been revealed. Through the recommendations, it is hoped that the institution and the TLC would effect some changes in the implementation of these peer academic support programmes in order to better serve the students so as to achieve satisfactory throughput and retention rates.
- Full Text:
- Date Issued: 2013
School stakeholders’ perceptions on the mainstreaming of pregnant learners in two East London secondary schools
- Mahlambeni, Ntombikayise Sylvia
- Authors: Mahlambeni, Ntombikayise Sylvia
- Date: 2013
- Subjects: Education, Secondary -- South Africa -- Eastern Cape , Teenage pregnancy -- South Africa -- Eastern Cape , Pregnant teenagers -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Mainstreaming in education -- South Africa -- Eastern Cape , Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16181 , http://hdl.handle.net/10353/d1006236 , Education, Secondary -- South Africa -- Eastern Cape , Teenage pregnancy -- South Africa -- Eastern Cape , Pregnant teenagers -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Mainstreaming in education -- South Africa -- Eastern Cape , Eastern Cape -- South Africa
- Description: Teenage pregnancy is one of the major factors leading to girls dropping out of school especially in developing countries such as South Africa. To address the problem, the South African government has put forward policies which allow for the continued enrolment of learners who could fall pregnant while at school. However, there is evidence that pregnant learners drop out of school even though these policies are in place. Hence this study investigated the perceptions of the school stakeholders on the mainstreaming of pregnant learners and one of the stakeholders is the pregnant learners themselves. This study also aimed to investigate the way pregnant learners were perceived and treated in their schools and the views of the stakeholders on supporting the pregnant learners academically. It also aimed to explore leadership and management implications of the school stakeholders’ perceptions. This study revealed that some of the stakeholders were not aware of the existence of the policy that allows for the mainstreaming of pregnant learners in public schools. Those that indicated that they were aware of it reported to have a fuzzy idea of the policy. It seemed there was no shared understanding of the policy among the stakeholders; as a result the policy was not effectively implemented in the schools. This could also be the reason for the negative attitude shown by some of the school stakeholders to the policy. However, all stakeholders voiced out their opinions about this policy. With regards to the policy implementation they expressed fears that the educators may not be capacitated enough to deal with learner pregnancy and also that the pregnant learners may have a negative influence on other learners. Cultural beliefs and stereotypes seemed to play a role on how the stakeholders perceived the policy that legislated the mainstreaming of pregnant learners.
- Full Text:
- Date Issued: 2013
- Authors: Mahlambeni, Ntombikayise Sylvia
- Date: 2013
- Subjects: Education, Secondary -- South Africa -- Eastern Cape , Teenage pregnancy -- South Africa -- Eastern Cape , Pregnant teenagers -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Mainstreaming in education -- South Africa -- Eastern Cape , Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16181 , http://hdl.handle.net/10353/d1006236 , Education, Secondary -- South Africa -- Eastern Cape , Teenage pregnancy -- South Africa -- Eastern Cape , Pregnant teenagers -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Mainstreaming in education -- South Africa -- Eastern Cape , Eastern Cape -- South Africa
- Description: Teenage pregnancy is one of the major factors leading to girls dropping out of school especially in developing countries such as South Africa. To address the problem, the South African government has put forward policies which allow for the continued enrolment of learners who could fall pregnant while at school. However, there is evidence that pregnant learners drop out of school even though these policies are in place. Hence this study investigated the perceptions of the school stakeholders on the mainstreaming of pregnant learners and one of the stakeholders is the pregnant learners themselves. This study also aimed to investigate the way pregnant learners were perceived and treated in their schools and the views of the stakeholders on supporting the pregnant learners academically. It also aimed to explore leadership and management implications of the school stakeholders’ perceptions. This study revealed that some of the stakeholders were not aware of the existence of the policy that allows for the mainstreaming of pregnant learners in public schools. Those that indicated that they were aware of it reported to have a fuzzy idea of the policy. It seemed there was no shared understanding of the policy among the stakeholders; as a result the policy was not effectively implemented in the schools. This could also be the reason for the negative attitude shown by some of the school stakeholders to the policy. However, all stakeholders voiced out their opinions about this policy. With regards to the policy implementation they expressed fears that the educators may not be capacitated enough to deal with learner pregnancy and also that the pregnant learners may have a negative influence on other learners. Cultural beliefs and stereotypes seemed to play a role on how the stakeholders perceived the policy that legislated the mainstreaming of pregnant learners.
- Full Text:
- Date Issued: 2013
The impact of technological marketing on Porter's competitive forces model and SMEs' performance
- Authors: Hove, Progress
- Date: 2012
- Subjects: Small business -- South Africa -- Eastern Cape , Marketing -- Mathematical models , Marketing -- South Africa -- Eastern Cape -- Technique , Telemarketing -- South Africa -- Eastern Cape , Competition -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Com (Business Management)
- Identifier: vital:11323 , http://hdl.handle.net/10353/d1007120 , Small business -- South Africa -- Eastern Cape , Marketing -- Mathematical models , Marketing -- South Africa -- Eastern Cape -- Technique , Telemarketing -- South Africa -- Eastern Cape , Competition -- South Africa -- Eastern Cape
- Description: It is commonly understood that the adoption and development of technological marketing capabilities by firms provides them with immense opportunities to transform their business practices and strategies, so as to strategically position themselves in the market and enhance firm performance. Nevertheless, little attention has, thus far, been given to the empirical investigation of the impact of adopting and developing the technological marketing on Porter‟s five competitive forces and firm performance of SMEs. The principal objective of this study was to fill this void by investigating the influence of the technological marketing on Porter‟s five competitive forces model (industry structure) of SMEs in the Buffalo City Metropolitan Municipality. Secondarily, the study sought to determine the influence of technological marketing capability on firm performance of SMEs in the Buffalo City Metropolitan Municipality; in order to ascertain whether or not the competitiveness of SMEs impacts on their firm performance; to determine whether or not SMEs adopt new and advanced technological capabilities when marketing their products/services and to examine whether or not SMEs adopt new and advanced technological capabilities in order to enhance their performance. The study employs a quantitative method in data collection. Sample data from 211 SME owners/managers in the retail and manufacturing sectors of Buffalo City Metropolitan Municipality was collected for the final data analysis of this project. The sample data was analysed by performing a Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) using AMOS 7 Statistical Analysis software. The principal finding of this study reveals that technological marketing has no significant impact on Porter‟s five forces. In addition, the results showed that technological marketing capability has a positive and significant influence on firm performance. The findings also revealed that SMEs adopt new and advanced technologies when marketing their products and services. The conclusions and implications of the research findings are provided and recommendations are suggested. The researcher recommended non technological strategies for improving SMEs‟ competitiveness and the following technological strategies to boost performance: creating a customer-centric e-commerce strategy, embracing outsourcing, joining e-business community and integrating information management into new marketing technologies. Strategies were also recommended to the government as the policy maker. These include introducing e-business finance arrangement, marketing hubs for SMEs and promoting synergies between technology vendor companies and the small enterprises. The study tried to address marketing technologies‟ policy deficiencies on the side of both SMEs and the government.
- Full Text:
- Date Issued: 2012
- Authors: Hove, Progress
- Date: 2012
- Subjects: Small business -- South Africa -- Eastern Cape , Marketing -- Mathematical models , Marketing -- South Africa -- Eastern Cape -- Technique , Telemarketing -- South Africa -- Eastern Cape , Competition -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Com (Business Management)
- Identifier: vital:11323 , http://hdl.handle.net/10353/d1007120 , Small business -- South Africa -- Eastern Cape , Marketing -- Mathematical models , Marketing -- South Africa -- Eastern Cape -- Technique , Telemarketing -- South Africa -- Eastern Cape , Competition -- South Africa -- Eastern Cape
- Description: It is commonly understood that the adoption and development of technological marketing capabilities by firms provides them with immense opportunities to transform their business practices and strategies, so as to strategically position themselves in the market and enhance firm performance. Nevertheless, little attention has, thus far, been given to the empirical investigation of the impact of adopting and developing the technological marketing on Porter‟s five competitive forces and firm performance of SMEs. The principal objective of this study was to fill this void by investigating the influence of the technological marketing on Porter‟s five competitive forces model (industry structure) of SMEs in the Buffalo City Metropolitan Municipality. Secondarily, the study sought to determine the influence of technological marketing capability on firm performance of SMEs in the Buffalo City Metropolitan Municipality; in order to ascertain whether or not the competitiveness of SMEs impacts on their firm performance; to determine whether or not SMEs adopt new and advanced technological capabilities when marketing their products/services and to examine whether or not SMEs adopt new and advanced technological capabilities in order to enhance their performance. The study employs a quantitative method in data collection. Sample data from 211 SME owners/managers in the retail and manufacturing sectors of Buffalo City Metropolitan Municipality was collected for the final data analysis of this project. The sample data was analysed by performing a Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) using AMOS 7 Statistical Analysis software. The principal finding of this study reveals that technological marketing has no significant impact on Porter‟s five forces. In addition, the results showed that technological marketing capability has a positive and significant influence on firm performance. The findings also revealed that SMEs adopt new and advanced technologies when marketing their products and services. The conclusions and implications of the research findings are provided and recommendations are suggested. The researcher recommended non technological strategies for improving SMEs‟ competitiveness and the following technological strategies to boost performance: creating a customer-centric e-commerce strategy, embracing outsourcing, joining e-business community and integrating information management into new marketing technologies. Strategies were also recommended to the government as the policy maker. These include introducing e-business finance arrangement, marketing hubs for SMEs and promoting synergies between technology vendor companies and the small enterprises. The study tried to address marketing technologies‟ policy deficiencies on the side of both SMEs and the government.
- Full Text:
- Date Issued: 2012
The role played by business development services providers (BDSs) in improving access to finance by start-up SMEs in the Buffalo City Municipality
- Authors: Musara, Mazanai
- Date: 2010
- Subjects: Small business -- Finance , New business enterprises , Business enterprises -- Finance , Corporations -- Finance , Small business marketing
- Language: English
- Type: Thesis , Masters , M Com (Business Management)
- Identifier: vital:11315 , http://hdl.handle.net/10353/359 , Small business -- Finance , New business enterprises , Business enterprises -- Finance , Corporations -- Finance , Small business marketing
- Description: Small and medium enterprises (SMEs) are very important to employment creation, poverty alleviation and the sustainable economic development of a nation. Encouraging SMEs, especially start-ups is crucial for sustainable economic growth. However, the failure rate of start-up SMEs in South Africa is one of the highest in the world. In reviewing the literature of the causes of the failure of start-up SMEs, access to finance emerged as a prime challenge. Start-up SMEs find it very difficult to obtain external finance from commercial banks and venture capitalists. The national and provincial governments in South Africa have realised that access to finance is a major constraint to the growth and survival of start-up SMEs and have put in place certain measures to improve access to finance by start-up SMEs. One of the primary measures put in place by government to improve access to finance by start-up SMEs is the provision of Business Development Service by some government agencies. This research investigates the role of Business Development Services Providers (BDSs) in improving access to finance for start-up SMEs. Questions arise as to why the failure rate of start-up SMEs is high in South Africa despite all these government measures aimed at assisting start-ups to access finance. Empirical research was conducted to investigate the role of BDS in improving access to finance by start-up SMEs. The instrument used for data collection was the self-administered questionnaire. The statistical analyses included descriptive statistics, T-test, ANOVA, correlation and regression analysis. The Cronbach‟s alpha was used as a measure of reliability. The results of the study revealed that: Access to finance is still a major problem hindering the survival of start-up SMEs. There is a lack of awareness of BDS providers and their services by the majority of start-up SMEs. There is a significant positive relationship between the use of BDS by start-up SMEs and success in accessing finance. Start-up SMEs that are aware of BDS do make use of the services. The results suggest that BDS are important to improving access to finance by start-up SMEs. However, there is a need to build awareness and encourage the use of BDS by start-up SMEs to improve their access to finance and ultimately increase their chances of survival.
- Full Text:
- Date Issued: 2010
- Authors: Musara, Mazanai
- Date: 2010
- Subjects: Small business -- Finance , New business enterprises , Business enterprises -- Finance , Corporations -- Finance , Small business marketing
- Language: English
- Type: Thesis , Masters , M Com (Business Management)
- Identifier: vital:11315 , http://hdl.handle.net/10353/359 , Small business -- Finance , New business enterprises , Business enterprises -- Finance , Corporations -- Finance , Small business marketing
- Description: Small and medium enterprises (SMEs) are very important to employment creation, poverty alleviation and the sustainable economic development of a nation. Encouraging SMEs, especially start-ups is crucial for sustainable economic growth. However, the failure rate of start-up SMEs in South Africa is one of the highest in the world. In reviewing the literature of the causes of the failure of start-up SMEs, access to finance emerged as a prime challenge. Start-up SMEs find it very difficult to obtain external finance from commercial banks and venture capitalists. The national and provincial governments in South Africa have realised that access to finance is a major constraint to the growth and survival of start-up SMEs and have put in place certain measures to improve access to finance by start-up SMEs. One of the primary measures put in place by government to improve access to finance by start-up SMEs is the provision of Business Development Service by some government agencies. This research investigates the role of Business Development Services Providers (BDSs) in improving access to finance for start-up SMEs. Questions arise as to why the failure rate of start-up SMEs is high in South Africa despite all these government measures aimed at assisting start-ups to access finance. Empirical research was conducted to investigate the role of BDS in improving access to finance by start-up SMEs. The instrument used for data collection was the self-administered questionnaire. The statistical analyses included descriptive statistics, T-test, ANOVA, correlation and regression analysis. The Cronbach‟s alpha was used as a measure of reliability. The results of the study revealed that: Access to finance is still a major problem hindering the survival of start-up SMEs. There is a lack of awareness of BDS providers and their services by the majority of start-up SMEs. There is a significant positive relationship between the use of BDS by start-up SMEs and success in accessing finance. Start-up SMEs that are aware of BDS do make use of the services. The results suggest that BDS are important to improving access to finance by start-up SMEs. However, there is a need to build awareness and encourage the use of BDS by start-up SMEs to improve their access to finance and ultimately increase their chances of survival.
- Full Text:
- Date Issued: 2010
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