An exploration of factors contributing to gender-based violence among university students in selected universities of South Africa
- Nobevu, luyolo Renald https://orcid.org/0000-0002-0494-2164
- Authors: Nobevu, luyolo Renald https://orcid.org/0000-0002-0494-2164
- Date: 2020-11
- Subjects: Gender-based violence , Sexual harassment in education , College students
- Language: English
- Type: Master'stheses , text
- Identifier: http://hdl.handle.net/10353/27050 , vital:66243
- Description: Gender-based violence among university students is a major problem in South Africa and the world at large. The incidence of gender-based violence among university students is increasing for both males and females. In South Africa, many university students are likely to be victims of both direct and indirect gender-based violence this brings to doubt the efficacy of policies to address gender-based violence. This study explored factors contributing to gender-based violence among university students in selected universities of South Africa. The study opted for a qualitative research approach to achieve its primary aim. The study used the case study research design. Furthermore, the study utilised a non-probability sampling method and purposive sampling technique to generate a sample size of 25 participants. Participants were selected based on the supposed value they would add to the study. The study employed in-depth interviews, focus group discussions, secondary data, and key informant interviews for the data collection method. There were three focus groups with 4 participants each, and two of the groups comprised university students and one of the key informants. The Modified lifestyle exposure model of personal victimisation and the Gender Role theory formed the theoretical framework that guided the study. The study established that even though many universities have develop policies to address gender-based violence there is poor implementation. This may be the result of not monitoring effectively which led the policy to be invisible to the students only appear on paper not into practice. In addition, many university students who are the victims of gender-based violence do not report their experiences to authorities in their institutions or to the police because of the fear that they can be victimised again or their perpetrators are those who are in authorities. Meanwhile, the universities do not have sufficient programs for GBV , Thesis (MSoc) -- Faculty of Social Sciences and Humanities, 2020
- Full Text:
- Date Issued: 2020-11
- Authors: Nobevu, luyolo Renald https://orcid.org/0000-0002-0494-2164
- Date: 2020-11
- Subjects: Gender-based violence , Sexual harassment in education , College students
- Language: English
- Type: Master'stheses , text
- Identifier: http://hdl.handle.net/10353/27050 , vital:66243
- Description: Gender-based violence among university students is a major problem in South Africa and the world at large. The incidence of gender-based violence among university students is increasing for both males and females. In South Africa, many university students are likely to be victims of both direct and indirect gender-based violence this brings to doubt the efficacy of policies to address gender-based violence. This study explored factors contributing to gender-based violence among university students in selected universities of South Africa. The study opted for a qualitative research approach to achieve its primary aim. The study used the case study research design. Furthermore, the study utilised a non-probability sampling method and purposive sampling technique to generate a sample size of 25 participants. Participants were selected based on the supposed value they would add to the study. The study employed in-depth interviews, focus group discussions, secondary data, and key informant interviews for the data collection method. There were three focus groups with 4 participants each, and two of the groups comprised university students and one of the key informants. The Modified lifestyle exposure model of personal victimisation and the Gender Role theory formed the theoretical framework that guided the study. The study established that even though many universities have develop policies to address gender-based violence there is poor implementation. This may be the result of not monitoring effectively which led the policy to be invisible to the students only appear on paper not into practice. In addition, many university students who are the victims of gender-based violence do not report their experiences to authorities in their institutions or to the police because of the fear that they can be victimised again or their perpetrators are those who are in authorities. Meanwhile, the universities do not have sufficient programs for GBV , Thesis (MSoc) -- Faculty of Social Sciences and Humanities, 2020
- Full Text:
- Date Issued: 2020-11
The exploration of influence as a leadership competency amongst emerging adult males
- Authors: Munyai, Pfarelo Pardon
- Date: 2015
- Subjects: Leadership , Leadership -- Psychological aspects , Influence (Psychology) , Control (Psychology) , Social media , Executives -- Training of , Executive ability , College students , Young adults , Educational leadership , Executive coaching , Male college students , Leadership -- Study and teaching (Higher) , College student government
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:852 , http://hdl.handle.net/10962/d1017520
- Description: The association between leadership, influence and power is well developed in the literature. However, there is a notable lack of research on youth leadership development, especially as it pertains to their exercise of influence. This paper was borne out of the need to explore how youth - emerging adults’ males in particular - exercise influence as a leadership competency within their voluntary leadership positions. Using semi-structured face-to-face interviews and the Critical Incident Technique (CIT), the research primarily focused on influence tactics and how they were employed. This included assessing the related power bases and principles of influence that were manifest, as well as the learning and development that occurred when reflecting on the outcome of the influence process. Data was analysed using an open coding procedure. Incidents explored in the study were primarily interpersonal in nature. This was reminiscent of lateral influence that characterised the peer to peer contextual environment of the study. The study found that in their influence pursuits, emerging adults followed a rational approach to influence. The distinguishable power bases and their relative importance in application were context dependent (Krause and Kearney, 2006:59-86). In addition, various proactive influence tactics were employed with a leaning towards those perceived as positive, honest and non-manipulative in application, which was congruent with Head Student role expectations and the culture of the organization. The utilization of social media as a communication platform from which various tactics could be launched was a novel and notable finding. Consequently, the results were presented primarily under two themes, exploring how tactics of influence are used face to face and via the social media platform. In addition, the study emphasised the ethical implications of the exercise of influence in both of these platforms and related to this, the challenge of influencing friends or close associates, without undermining leadership integrity. Overall, the various influence incidents presented and their outcomes, evidently shaped leadership development by reinforcing tactics which worked and stimulating continuous reflection and learning, adaptive strategies and the development of new means to deal with resistance and non-compliance. All of these are critical to shaping future influence behaviour. Primary recommendations include the need for a proactive approach to educating youth on leadership and influence through formal programmes, if they were to be empowered with tools to develop and maximize their leadership potential. Equally, practitioners need to be sensitized to the significance of their role as catalysts in nurturing youth leadership development. In addition, the novel use of social media as a leadership influence platform was recognised as significant and as such, a candidate for further research. Beyond the limited scope of this study, other angles worthy of further research include, factoring in elements such as gender, cross-cultural differences and the aspect of voluntary versus incentivised (or paid) leadership positions. The research is presented in an academic paper format, and is structured in three sections. These sections are written up as relatively independent sections, but are complementary in covering the full scope of the research. Section One, which is essentially a paper in a format of an academic journal article, represent the primary section and covers the results of the study, together with discussions and recommendations. This is followed by a literature review (i.e. Section Two), which delves into all the relevant literature explored. Section Three covers the methodology, research design and research procedure pursued. As part of the addendum, a comprehensive summary of the incidents explored is presented. This gives insight into the nature of the various incidents, the influence tactics preferred, power bases and influence principles manifested, together with the outcomes of the incidents. Furthermore, lessons drawn in reflection are noted, which participants viewed as critical, in that they shaped the way they now intend to exercise influence and thereby reflects their personal leadership development.
- Full Text:
- Date Issued: 2015
- Authors: Munyai, Pfarelo Pardon
- Date: 2015
- Subjects: Leadership , Leadership -- Psychological aspects , Influence (Psychology) , Control (Psychology) , Social media , Executives -- Training of , Executive ability , College students , Young adults , Educational leadership , Executive coaching , Male college students , Leadership -- Study and teaching (Higher) , College student government
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:852 , http://hdl.handle.net/10962/d1017520
- Description: The association between leadership, influence and power is well developed in the literature. However, there is a notable lack of research on youth leadership development, especially as it pertains to their exercise of influence. This paper was borne out of the need to explore how youth - emerging adults’ males in particular - exercise influence as a leadership competency within their voluntary leadership positions. Using semi-structured face-to-face interviews and the Critical Incident Technique (CIT), the research primarily focused on influence tactics and how they were employed. This included assessing the related power bases and principles of influence that were manifest, as well as the learning and development that occurred when reflecting on the outcome of the influence process. Data was analysed using an open coding procedure. Incidents explored in the study were primarily interpersonal in nature. This was reminiscent of lateral influence that characterised the peer to peer contextual environment of the study. The study found that in their influence pursuits, emerging adults followed a rational approach to influence. The distinguishable power bases and their relative importance in application were context dependent (Krause and Kearney, 2006:59-86). In addition, various proactive influence tactics were employed with a leaning towards those perceived as positive, honest and non-manipulative in application, which was congruent with Head Student role expectations and the culture of the organization. The utilization of social media as a communication platform from which various tactics could be launched was a novel and notable finding. Consequently, the results were presented primarily under two themes, exploring how tactics of influence are used face to face and via the social media platform. In addition, the study emphasised the ethical implications of the exercise of influence in both of these platforms and related to this, the challenge of influencing friends or close associates, without undermining leadership integrity. Overall, the various influence incidents presented and their outcomes, evidently shaped leadership development by reinforcing tactics which worked and stimulating continuous reflection and learning, adaptive strategies and the development of new means to deal with resistance and non-compliance. All of these are critical to shaping future influence behaviour. Primary recommendations include the need for a proactive approach to educating youth on leadership and influence through formal programmes, if they were to be empowered with tools to develop and maximize their leadership potential. Equally, practitioners need to be sensitized to the significance of their role as catalysts in nurturing youth leadership development. In addition, the novel use of social media as a leadership influence platform was recognised as significant and as such, a candidate for further research. Beyond the limited scope of this study, other angles worthy of further research include, factoring in elements such as gender, cross-cultural differences and the aspect of voluntary versus incentivised (or paid) leadership positions. The research is presented in an academic paper format, and is structured in three sections. These sections are written up as relatively independent sections, but are complementary in covering the full scope of the research. Section One, which is essentially a paper in a format of an academic journal article, represent the primary section and covers the results of the study, together with discussions and recommendations. This is followed by a literature review (i.e. Section Two), which delves into all the relevant literature explored. Section Three covers the methodology, research design and research procedure pursued. As part of the addendum, a comprehensive summary of the incidents explored is presented. This gives insight into the nature of the various incidents, the influence tactics preferred, power bases and influence principles manifested, together with the outcomes of the incidents. Furthermore, lessons drawn in reflection are noted, which participants viewed as critical, in that they shaped the way they now intend to exercise influence and thereby reflects their personal leadership development.
- Full Text:
- Date Issued: 2015
Unravelling the myths about unplanned pregnancy among female students at University of Fort Hare East London Campus, South Africa
- Authors: Chukwunyere , Amadi P
- Date: 2015
- Subjects: Unwanted pregnancy , Women college students , College students
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10353/25415 , vital:64237
- Description: This research study examined: 1. the attitudes and perceptions of female university students towards unplanned pregnancies, their (pregnancies’) associated influences and their social economic consequences on the participants and their family. 2. The level of knowledge, the sources thereof, and the girls’ attitudes and perceptions toward contraception, abortion and their actual use as possible barriers in the prevention of unplanned pregnancies. 3. The possible interventions in curbing the phenomenon of unplanned pregnancies. Data for the study was gathered through in-depth-interviews with ten female undergraduate students at the University of Fort Hare in East London campus, who had the experience of unplanned pregnancy while studying. Selection of participants was done through snowball sampling. A number of factors responsible for the unplanned pregnancy are revealed, including: Inadequate and inconsistent use of contraceptives, ignorance about contraception or rejection of contraceptive use due to religious beliefs. Influential factors regarding unplanned child bearing include: The role of the mother and the boyfriend, traditional and religious beliefs, and the desire for child bearing and motherhood. Although the majority of the girls are knowledgeable about contraception, and their right to abortion, a number of barriers hinder them from putting this knowledge into practical use. Some of the most highlighted consequences of unplanned/unwanted pregnancy are the financial burden on the family and loss of study time. , Thesis (MSoc) -- Faculty of Social Sciences and Humanities, 2015
- Full Text:
- Date Issued: 2015
- Authors: Chukwunyere , Amadi P
- Date: 2015
- Subjects: Unwanted pregnancy , Women college students , College students
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10353/25415 , vital:64237
- Description: This research study examined: 1. the attitudes and perceptions of female university students towards unplanned pregnancies, their (pregnancies’) associated influences and their social economic consequences on the participants and their family. 2. The level of knowledge, the sources thereof, and the girls’ attitudes and perceptions toward contraception, abortion and their actual use as possible barriers in the prevention of unplanned pregnancies. 3. The possible interventions in curbing the phenomenon of unplanned pregnancies. Data for the study was gathered through in-depth-interviews with ten female undergraduate students at the University of Fort Hare in East London campus, who had the experience of unplanned pregnancy while studying. Selection of participants was done through snowball sampling. A number of factors responsible for the unplanned pregnancy are revealed, including: Inadequate and inconsistent use of contraceptives, ignorance about contraception or rejection of contraceptive use due to religious beliefs. Influential factors regarding unplanned child bearing include: The role of the mother and the boyfriend, traditional and religious beliefs, and the desire for child bearing and motherhood. Although the majority of the girls are knowledgeable about contraception, and their right to abortion, a number of barriers hinder them from putting this knowledge into practical use. Some of the most highlighted consequences of unplanned/unwanted pregnancy are the financial burden on the family and loss of study time. , Thesis (MSoc) -- Faculty of Social Sciences and Humanities, 2015
- Full Text:
- Date Issued: 2015
The use of Blackboard as a tool for the teaching and assessment of large classes in mathematics education: a case study of second year level Bachelor of Education students in one university in South Africa
- Authors: Riley, Alanna
- Date: 2013
- Subjects: Blackboards , Blackboard drawing , Mathematics -- Study and teaching , College students , Educational change , Information technology , Teaching -- Aids and devices , College teaching , Assessment , Blended learning
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16182 , http://hdl.handle.net/10353/d1006237 , Blackboards , Blackboard drawing , Mathematics -- Study and teaching , College students , Educational change , Information technology , Teaching -- Aids and devices , College teaching , Assessment , Blended learning
- Description: This study locates the Blackboard Learning Management System as a Technology Enhanced Learning tool within the bounds of the discipline of eLearning and aimed to interrogate the use of Blackboard for the purposes of teaching, learning and assessment in large classes. It is evident from the literature reviewed that changes in both Higher Education in the South Africa with regards to policy and legislation in addition to international shifts towards increased access and participation in a fast paced, ever-evolving knowledge-based economy, providing the context for this work. The theoretical framework for this study is not unidimensional due to the fact that the educational field of eLearning as an area of specialisation draws on a multitude of theories in terms of their utility value for instructional design of courses utilising Information and Communications Technology as a mode of delivery. This study was conducted within the bounds of an interpretivist paradigm as the researcher sought to focus on the use of Blackboard and the experiences of the lecturers and students involved in the implementation thereof. The research design for this study took the form of a case study and a multiple case method was employed. The researcher collected data through personal interviews conducted with participating lecturers, while student data was collected by means of a qualitative survey which was conducted through the Blackboard Learning Management System. The data was analyzed by means of a thematic analysis, consistent with the interpretive paradigm chosen for this study. The findings of this study revealed that Blackboard was utilised effectively in order to facilitate communication, access to course resources and promoted more efficient assessment processes. The implementation was however not without challenges many of which were systemic and focused on the lack of resources available to the students. The implications of using Blackboard for teaching and assessment of large classes include the use of the Learning Management System as part of a multimodal method of course delivery in an effort to reach the multitude of registered students both conceptually as well as electronically. The recommendations arising from this study include consideration on the part of the faculty for a unified approach in the use of Blackboard for communication as well as deployment of resources. Additionally, this study may form the foundation of further studies in this field, with a focus on the active engagement and training of lecturers in order to integrate traditional teaching methods with blended learning opportunities.
- Full Text:
- Date Issued: 2013
- Authors: Riley, Alanna
- Date: 2013
- Subjects: Blackboards , Blackboard drawing , Mathematics -- Study and teaching , College students , Educational change , Information technology , Teaching -- Aids and devices , College teaching , Assessment , Blended learning
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16182 , http://hdl.handle.net/10353/d1006237 , Blackboards , Blackboard drawing , Mathematics -- Study and teaching , College students , Educational change , Information technology , Teaching -- Aids and devices , College teaching , Assessment , Blended learning
- Description: This study locates the Blackboard Learning Management System as a Technology Enhanced Learning tool within the bounds of the discipline of eLearning and aimed to interrogate the use of Blackboard for the purposes of teaching, learning and assessment in large classes. It is evident from the literature reviewed that changes in both Higher Education in the South Africa with regards to policy and legislation in addition to international shifts towards increased access and participation in a fast paced, ever-evolving knowledge-based economy, providing the context for this work. The theoretical framework for this study is not unidimensional due to the fact that the educational field of eLearning as an area of specialisation draws on a multitude of theories in terms of their utility value for instructional design of courses utilising Information and Communications Technology as a mode of delivery. This study was conducted within the bounds of an interpretivist paradigm as the researcher sought to focus on the use of Blackboard and the experiences of the lecturers and students involved in the implementation thereof. The research design for this study took the form of a case study and a multiple case method was employed. The researcher collected data through personal interviews conducted with participating lecturers, while student data was collected by means of a qualitative survey which was conducted through the Blackboard Learning Management System. The data was analyzed by means of a thematic analysis, consistent with the interpretive paradigm chosen for this study. The findings of this study revealed that Blackboard was utilised effectively in order to facilitate communication, access to course resources and promoted more efficient assessment processes. The implementation was however not without challenges many of which were systemic and focused on the lack of resources available to the students. The implications of using Blackboard for teaching and assessment of large classes include the use of the Learning Management System as part of a multimodal method of course delivery in an effort to reach the multitude of registered students both conceptually as well as electronically. The recommendations arising from this study include consideration on the part of the faculty for a unified approach in the use of Blackboard for communication as well as deployment of resources. Additionally, this study may form the foundation of further studies in this field, with a focus on the active engagement and training of lecturers in order to integrate traditional teaching methods with blended learning opportunities.
- Full Text:
- Date Issued: 2013
Factors influencing university students' use of HIV voluntary counselling and testing services : an analysis using the health belief model
- Authors: Musemwa, Shingisai
- Date: 2011
- Subjects: Health Belief Model , AIDS (Disease) , College students
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9867 , http://hdl.handle.net/10948/1448 , Health Belief Model , AIDS (Disease) , College students
- Description: Human Immune Virus (HI)V /Acquired Immune Deficiency Syndrome (AIDS) has emerged as the most devastating epidemic that the world has experienced. Voluntary counselling and testing (VCT) has proven to be an effective way of preventing and controlling HIV. South African universities provide free VCT services on their campuses; however, these facilities are underused. The study’s objectives were to use the components of the health belief model (HBM) to explore and describe the factors that influenced the decision made by university students who have gone for VCT. The sample consisted of five male students. Data was collected through one-on-one in depth interviews, which were recorded. Data was analysed using thematic analysis, and the components of the HBM were used as codes for the data. Themes were generated for each component. The results indicated that perceived severity, perceived benefits and cues to action played a role in influencing the participants’ decision to go for VCT. In addition, results show that perceived susceptibility had little influence on their decision to go for VCT. Even though participants acknowledged barriers to VCT, they reported that the perceived benefits for VCT outweighed the barriers, and the decision to go for VCT was made. Participants suggested that to increase uptake of VCT on their campus, the university could improve current VCT campaigns, introduce rewards for VCT and introduce couples VCT.
- Full Text:
- Date Issued: 2011
- Authors: Musemwa, Shingisai
- Date: 2011
- Subjects: Health Belief Model , AIDS (Disease) , College students
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9867 , http://hdl.handle.net/10948/1448 , Health Belief Model , AIDS (Disease) , College students
- Description: Human Immune Virus (HI)V /Acquired Immune Deficiency Syndrome (AIDS) has emerged as the most devastating epidemic that the world has experienced. Voluntary counselling and testing (VCT) has proven to be an effective way of preventing and controlling HIV. South African universities provide free VCT services on their campuses; however, these facilities are underused. The study’s objectives were to use the components of the health belief model (HBM) to explore and describe the factors that influenced the decision made by university students who have gone for VCT. The sample consisted of five male students. Data was collected through one-on-one in depth interviews, which were recorded. Data was analysed using thematic analysis, and the components of the HBM were used as codes for the data. Themes were generated for each component. The results indicated that perceived severity, perceived benefits and cues to action played a role in influencing the participants’ decision to go for VCT. In addition, results show that perceived susceptibility had little influence on their decision to go for VCT. Even though participants acknowledged barriers to VCT, they reported that the perceived benefits for VCT outweighed the barriers, and the decision to go for VCT was made. Participants suggested that to increase uptake of VCT on their campus, the university could improve current VCT campaigns, introduce rewards for VCT and introduce couples VCT.
- Full Text:
- Date Issued: 2011
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