An assessment of the strategies for implementing inclusive education in teacher education in Zimbabwe
- Authors: Makiwa, Ellen
- Date: 2017
- Subjects: Inclusive education -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/5025 , vital:29013
- Description: Inclusive education has become a global trend in the 21st century and is seen as a way of addressing barriers to learning for children with diverse backgrounds, needs, abilities and learning styles. The key to the success of the implementation of inclusive education lies in teacher education as this is where teachers are trained. Teacher education is thus expected to equip pre-service teacher trainees with relevant and effective strategies to enable them to implement inclusive education effectively in the schools in response to learner diversity. This study therefore focused on assessing the strategies for implementing inclusive education that teacher educators equip their pre-service trainees with in the primary teacher training colleges in Zimbabwe. The research was grounded in the pragmatist paradigm and the mixed method approach was employed. Data were collected from two primary teacher training colleges in Zimbabwe and in primary schools in the Harare Metropolitan Province. The participants were lecturers (teacher educators), pre-service trainees in the final phase of the course and qualified teachers who trained with the two colleges and are teaching in the Mbare-Hatfield District of the Harare Metropolitan Province. The study found out that most of the lecturers, pre-service teacher trainees and qualified teachers knew about inclusive education although some had a narrow view of the extent to which learner diversity entails. Therefore, this could affect the way these educators perceive inclusive teaching strategies in the implementation of inclusive education. The main finding was that the teaching strategies that pre-service trainees were equipped with were not quite effective for inclusive classrooms. The study also unveiled that lecturers in the primary teacher training colleges were aware of different teaching strategies with which pre-service trainees can be equipped and exposed to in order for effective teaching and learning to take place. They, however, did not differentiate between those strategies for regular classes and those for inclusive ones. Although the lecturers were aware of inclusive teaching strategies, they did not do much to equip their trainees with these due to challenges which include lack of coordinated programmes in lecturing in the different subject areas; lack of integration in topics taught in the different subject areas; loaded timetables in the teacher education curriculum; the nature of the teacher education curriculum which is not flexible as it focuses on examinations; inadequate resources and high lecturer-student ratio in the colleges; and high teacher-pupil ratio in the primary schools where the pre-service trainees do their teaching practice. The researcher made some recommendations from the conclusions drawn from the research findings. The recommendations included that there is need for adequate teacher preparation and training to enable teachers to be flexible, accommodative and reflective in their practice in terms of employing teaching strategies. The researcher also recommended a review of the primary teacher education curriculum in its entirety to accommodate fully the teaching of inclusive education.
- Full Text:
- Date Issued: 2017
- Authors: Makiwa, Ellen
- Date: 2017
- Subjects: Inclusive education -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/5025 , vital:29013
- Description: Inclusive education has become a global trend in the 21st century and is seen as a way of addressing barriers to learning for children with diverse backgrounds, needs, abilities and learning styles. The key to the success of the implementation of inclusive education lies in teacher education as this is where teachers are trained. Teacher education is thus expected to equip pre-service teacher trainees with relevant and effective strategies to enable them to implement inclusive education effectively in the schools in response to learner diversity. This study therefore focused on assessing the strategies for implementing inclusive education that teacher educators equip their pre-service trainees with in the primary teacher training colleges in Zimbabwe. The research was grounded in the pragmatist paradigm and the mixed method approach was employed. Data were collected from two primary teacher training colleges in Zimbabwe and in primary schools in the Harare Metropolitan Province. The participants were lecturers (teacher educators), pre-service trainees in the final phase of the course and qualified teachers who trained with the two colleges and are teaching in the Mbare-Hatfield District of the Harare Metropolitan Province. The study found out that most of the lecturers, pre-service teacher trainees and qualified teachers knew about inclusive education although some had a narrow view of the extent to which learner diversity entails. Therefore, this could affect the way these educators perceive inclusive teaching strategies in the implementation of inclusive education. The main finding was that the teaching strategies that pre-service trainees were equipped with were not quite effective for inclusive classrooms. The study also unveiled that lecturers in the primary teacher training colleges were aware of different teaching strategies with which pre-service trainees can be equipped and exposed to in order for effective teaching and learning to take place. They, however, did not differentiate between those strategies for regular classes and those for inclusive ones. Although the lecturers were aware of inclusive teaching strategies, they did not do much to equip their trainees with these due to challenges which include lack of coordinated programmes in lecturing in the different subject areas; lack of integration in topics taught in the different subject areas; loaded timetables in the teacher education curriculum; the nature of the teacher education curriculum which is not flexible as it focuses on examinations; inadequate resources and high lecturer-student ratio in the colleges; and high teacher-pupil ratio in the primary schools where the pre-service trainees do their teaching practice. The researcher made some recommendations from the conclusions drawn from the research findings. The recommendations included that there is need for adequate teacher preparation and training to enable teachers to be flexible, accommodative and reflective in their practice in terms of employing teaching strategies. The researcher also recommended a review of the primary teacher education curriculum in its entirety to accommodate fully the teaching of inclusive education.
- Full Text:
- Date Issued: 2017
Assessment of student satisfaction on institutional factors influencing student retention in one comprehensive university in the Eastern Cape Province of South Africa
- Authors: Stofile, Regina N
- Date: 2017
- Subjects: Education, Higher -- South Africa College dropouts Dropouts -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9450 , vital:34353
- Description: In all higher education institutions across the world, the student retention and success is an issue of concern and a pressing one. Students invest heavily in their higher education, while institutions in turn, lose a considerable sum of money for each student that drops out due to dissatisfaction with institutional services. The purpose of this quantitative methods research study, employing a survey design, was to assess student satisfaction with institutional factors that influence student satisfaction in higher education. The research questions focused on student satisfaction factors namely; academic advising, academic support, teaching approaches, assessment techniques, learning facilities, student funding services, student accommodation and administrative services. The study used structured questionnaire, with Likert scale type of question items, to collect data from the respondents These were hand delivered to 650 students in four campuses of the selected university. SPSS was used for data analysis. Major findings revealed that the selected institutional factors significantly impacted on student satisfaction, and their decisions to stay within the institution. Based on the results of the study, a framework to assist the institution ensure that student are receiving the services that they need from the institution as early as possible, was proposed. The study provided therefore the useful data for institutions to use in their quality enhancement activities. The result of the study can be incorporated into enrolment management planning and the intervention strategies, to improve the success of students at the selected institution in Eastern Cape.
- Full Text:
- Date Issued: 2017
- Authors: Stofile, Regina N
- Date: 2017
- Subjects: Education, Higher -- South Africa College dropouts Dropouts -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9450 , vital:34353
- Description: In all higher education institutions across the world, the student retention and success is an issue of concern and a pressing one. Students invest heavily in their higher education, while institutions in turn, lose a considerable sum of money for each student that drops out due to dissatisfaction with institutional services. The purpose of this quantitative methods research study, employing a survey design, was to assess student satisfaction with institutional factors that influence student satisfaction in higher education. The research questions focused on student satisfaction factors namely; academic advising, academic support, teaching approaches, assessment techniques, learning facilities, student funding services, student accommodation and administrative services. The study used structured questionnaire, with Likert scale type of question items, to collect data from the respondents These were hand delivered to 650 students in four campuses of the selected university. SPSS was used for data analysis. Major findings revealed that the selected institutional factors significantly impacted on student satisfaction, and their decisions to stay within the institution. Based on the results of the study, a framework to assist the institution ensure that student are receiving the services that they need from the institution as early as possible, was proposed. The study provided therefore the useful data for institutions to use in their quality enhancement activities. The result of the study can be incorporated into enrolment management planning and the intervention strategies, to improve the success of students at the selected institution in Eastern Cape.
- Full Text:
- Date Issued: 2017
Walking the Spatial Triad: how do Rhodians experience Rhodes University as a place?
- Authors: Mtolo, Siyathokoza
- Date: 2017
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/36082 , vital:24476
- Description: Globally and locally the documentation of the experience of the tertiary education institution as a place in the human or cultural geography sense of the word is an under-utilised academic exercise. Locally, however, with the 2015 #RhodesMustFall moment which highlighted South Africa's tertiary education institutions as places of meaning and accompanying experience, the documentation of such overlooked place experience became ever more pressing. The purpose of this thesis is to document how some members of the population of one South African tertiary education, the Rhodians of Rhodes University, experience that university as the place that it is to them. This is a phenomenological documentation of experience as the thesis makes it a point to look at a selection of Rhodians and their experience of emplacement in the place that is Rhodes University. In-depth mobile interviews, closely related to transect walks, were conducted with 12 Rhodians randomly selected in the hope for maximum sample variation. The interviews were conducted with the aid of a camera recording each participant’s daily transit route through campus as they reflected on their experience of Rhodes University as the place it is for them. The thesis finds that the experience of Rhodes University as a place is highly informed by the university's built and decorated environment being a visual experience that is both walked through as part of living in the place, and wherein people find themselves engaging in social relations with other Rhodians. The thesis also finds that the experience of Rhodes University as a place is also highly informed by previous experiences of places as visual and social activity entities - that the participants bring other places with them into this place. The Rhodians who participated in this research experience the placeness of Rhodes University as an emplacement that is part old, part modern, part intrigue, and part contest. Socially the university is found to be both challenging and negotiable in line with what the individual Rhodian is and is not willing to do in accordance with their emplacement and its social demands. Ultimately, the experience of Rhodes University as a place is highly determined by the individual Rhodian's past experiences of emplacement and the expectations that they bring with them which shape what their present place is to them.
- Full Text:
- Date Issued: 2017
- Authors: Mtolo, Siyathokoza
- Date: 2017
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/36082 , vital:24476
- Description: Globally and locally the documentation of the experience of the tertiary education institution as a place in the human or cultural geography sense of the word is an under-utilised academic exercise. Locally, however, with the 2015 #RhodesMustFall moment which highlighted South Africa's tertiary education institutions as places of meaning and accompanying experience, the documentation of such overlooked place experience became ever more pressing. The purpose of this thesis is to document how some members of the population of one South African tertiary education, the Rhodians of Rhodes University, experience that university as the place that it is to them. This is a phenomenological documentation of experience as the thesis makes it a point to look at a selection of Rhodians and their experience of emplacement in the place that is Rhodes University. In-depth mobile interviews, closely related to transect walks, were conducted with 12 Rhodians randomly selected in the hope for maximum sample variation. The interviews were conducted with the aid of a camera recording each participant’s daily transit route through campus as they reflected on their experience of Rhodes University as the place it is for them. The thesis finds that the experience of Rhodes University as a place is highly informed by the university's built and decorated environment being a visual experience that is both walked through as part of living in the place, and wherein people find themselves engaging in social relations with other Rhodians. The thesis also finds that the experience of Rhodes University as a place is also highly informed by previous experiences of places as visual and social activity entities - that the participants bring other places with them into this place. The Rhodians who participated in this research experience the placeness of Rhodes University as an emplacement that is part old, part modern, part intrigue, and part contest. Socially the university is found to be both challenging and negotiable in line with what the individual Rhodian is and is not willing to do in accordance with their emplacement and its social demands. Ultimately, the experience of Rhodes University as a place is highly determined by the individual Rhodian's past experiences of emplacement and the expectations that they bring with them which shape what their present place is to them.
- Full Text:
- Date Issued: 2017
A narrative-discursive analysis of abortion decision-making in Zimbabwe
- Authors: Chiweshe, Malvern Tatenda
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/496 , vital:19964
- Description: Most research on abortion decision-making has looked at the factors or influences that are seen to affect abortion decision-making and thus take a health determinants approach. However, this approach is rarely able to account for the complex, multi-faceted nature of abortion decision-making, and it is often not located within a framework that can unpick the complex array of power relations that underpins the process of abortion decision-making. Research on abortion decision-making has rarely examined how women who undergo a termination of pregnancy (TOP) construct micro-narratives of the decision to terminate the pregnancy and also how these women are positioned by the service providers who interact with them. Using a Foucauldian postcolonial feminist approach and narrative-discursive analysis, this study explores abortion decision-making narratives in a Zimbabwean context where abortion laws are restrictive. In this study I elicited the narratives of women who had undergone an abortion about how they came to make the decision and proceeded to terminate the pregnancy. I highlight the discourses employed in constructing these narratives and how women position themselves in these narratives and discourses. These are then compared to the subject positions enabled in health service providers’ narratives on the same topic. These narratives are then linked to the social discourses and power relations that work to enable or constrain reproductive justice. The data were collected from three sites in Harare, Zimbabwe. The three sites were Harare Hospital, Epworth and Mufakose. An adapted version of Wengraf’s (2001) narrative interview was used to elicit narratives from 18 women who had terminated pregnancies (six at each site). Semi-structured interviews were conducted with six service providers (two nurses at Harare Hospital, two village health workers in Epworth and two nurses in Mufakose). All the service providers interviewed have experience working with women who have terminated pregnancies. In narrating their stories about their abortions, the women employed discursive resources around shame, stigma, religion, health and culture. These discursive resources were drawn upon in the construction of the women’s micro-narratives. The women spoke in a socially sanctioned manner where stories were enabled and constrained by particular religious, cultural and gendered discursive resources. In these stories, cultural constructions, gendered understandings of motherhood and femininity constrained reproductive justice for women who have terminated pregnancies. Comparisons of the way women positioned themselves and how they were positioned by health service providers point to the existence of social discourses and power relations that work to constrain reproductive justice. While the women saw themselves as having ‘unsupportable pregnancies’, the service providers positioned them as being evil, selfish and irresponsible. The negative positions deployed by the service providers point to the vilification and blaming of women who have undergone a termination of pregnancy. In these positions, the woman is at fault and there is silence on the role of men in abortion decision-making. In the women’s narratives and the health service providers positioning of the women a ‘reproductive rights’ discourse was absent. This was significant as much of the activism around abortion has centred on the woman’s rights to her body. Where rights were mentioned, it was in reference to foetal rights (using cultural, moralistic religious understandings of abortion as killing). The missing ‘reproductive rights’ discourse points to a need to move from a reproductive rights framework to a reproductive justice framework that can be applied through local understandings of hunhu/ubuntu. By doing this, abortion is not seen as a ‘choice’ that a woman makes but rather as involving broader social and environmental circumstances that make a pregnancy ‘unsupportable’.
- Full Text:
- Date Issued: 2016
- Authors: Chiweshe, Malvern Tatenda
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/496 , vital:19964
- Description: Most research on abortion decision-making has looked at the factors or influences that are seen to affect abortion decision-making and thus take a health determinants approach. However, this approach is rarely able to account for the complex, multi-faceted nature of abortion decision-making, and it is often not located within a framework that can unpick the complex array of power relations that underpins the process of abortion decision-making. Research on abortion decision-making has rarely examined how women who undergo a termination of pregnancy (TOP) construct micro-narratives of the decision to terminate the pregnancy and also how these women are positioned by the service providers who interact with them. Using a Foucauldian postcolonial feminist approach and narrative-discursive analysis, this study explores abortion decision-making narratives in a Zimbabwean context where abortion laws are restrictive. In this study I elicited the narratives of women who had undergone an abortion about how they came to make the decision and proceeded to terminate the pregnancy. I highlight the discourses employed in constructing these narratives and how women position themselves in these narratives and discourses. These are then compared to the subject positions enabled in health service providers’ narratives on the same topic. These narratives are then linked to the social discourses and power relations that work to enable or constrain reproductive justice. The data were collected from three sites in Harare, Zimbabwe. The three sites were Harare Hospital, Epworth and Mufakose. An adapted version of Wengraf’s (2001) narrative interview was used to elicit narratives from 18 women who had terminated pregnancies (six at each site). Semi-structured interviews were conducted with six service providers (two nurses at Harare Hospital, two village health workers in Epworth and two nurses in Mufakose). All the service providers interviewed have experience working with women who have terminated pregnancies. In narrating their stories about their abortions, the women employed discursive resources around shame, stigma, religion, health and culture. These discursive resources were drawn upon in the construction of the women’s micro-narratives. The women spoke in a socially sanctioned manner where stories were enabled and constrained by particular religious, cultural and gendered discursive resources. In these stories, cultural constructions, gendered understandings of motherhood and femininity constrained reproductive justice for women who have terminated pregnancies. Comparisons of the way women positioned themselves and how they were positioned by health service providers point to the existence of social discourses and power relations that work to constrain reproductive justice. While the women saw themselves as having ‘unsupportable pregnancies’, the service providers positioned them as being evil, selfish and irresponsible. The negative positions deployed by the service providers point to the vilification and blaming of women who have undergone a termination of pregnancy. In these positions, the woman is at fault and there is silence on the role of men in abortion decision-making. In the women’s narratives and the health service providers positioning of the women a ‘reproductive rights’ discourse was absent. This was significant as much of the activism around abortion has centred on the woman’s rights to her body. Where rights were mentioned, it was in reference to foetal rights (using cultural, moralistic religious understandings of abortion as killing). The missing ‘reproductive rights’ discourse points to a need to move from a reproductive rights framework to a reproductive justice framework that can be applied through local understandings of hunhu/ubuntu. By doing this, abortion is not seen as a ‘choice’ that a woman makes but rather as involving broader social and environmental circumstances that make a pregnancy ‘unsupportable’.
- Full Text:
- Date Issued: 2016
Synthetic and spectrometric studies of benzodioxepinone derivatives
- Authors: Gelebe, Aifheli Carlson
- Date: 1995
- Subjects: Benzodiazepines -- Research Flavonoids -- Research
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:4382 , http://hdl.handle.net/10962/d1005047
- Description: An extensive range of oxygen and sulphur substituted benzodiazepine analogues has been synthesised via Baeyer-Villiger and Schmidt reactions of specially prepared flavanone and N-acetyl-4-quinolone precursors. Alternative, cyclisation routes have also been used to prepare some of these compounds. Ring-opening reactions of 1,5-benzodioxepinones have been investigated and a detailed kinetic-mechanistic study of the Baeyer-Villiger reaction of flavanones has been carried out using 1 H NMR spectroscopy to explain the observed regiochemistry of oxygen insertion. The electron-impact mass spectrometric fragmentation patterns of series of 4-aryl-l ,5-benzoxathiepinones, 3-aryl-4, I-benzoxathiepinones and 3-aryl-4,1-benzoxathiepines have been studied using a combination of low-resolution, highresolution and metastable-peak analyses. The 170 NMR spectroscopic properties of various oxygenated analogues have also been studied. The binding affinities of selected benzodiazepine analogues for rat brain benzodiazepine receptors have been evaluated using a radioreceptor assay technique; at certain concentrations, some of test compounds exhibited remarkable potentiation of diazepam binding, others the ability to displace diazepam from benzodiazepine receptors. A conformational analysis of the 7-membered ring systems has been undertaken, using lH NMR spectroscopic, computer modelling and x-ray crystallographic techniques, and certain conformational preferences have been identified.
- Full Text:
- Date Issued: 1995
- Authors: Gelebe, Aifheli Carlson
- Date: 1995
- Subjects: Benzodiazepines -- Research Flavonoids -- Research
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:4382 , http://hdl.handle.net/10962/d1005047
- Description: An extensive range of oxygen and sulphur substituted benzodiazepine analogues has been synthesised via Baeyer-Villiger and Schmidt reactions of specially prepared flavanone and N-acetyl-4-quinolone precursors. Alternative, cyclisation routes have also been used to prepare some of these compounds. Ring-opening reactions of 1,5-benzodioxepinones have been investigated and a detailed kinetic-mechanistic study of the Baeyer-Villiger reaction of flavanones has been carried out using 1 H NMR spectroscopy to explain the observed regiochemistry of oxygen insertion. The electron-impact mass spectrometric fragmentation patterns of series of 4-aryl-l ,5-benzoxathiepinones, 3-aryl-4, I-benzoxathiepinones and 3-aryl-4,1-benzoxathiepines have been studied using a combination of low-resolution, highresolution and metastable-peak analyses. The 170 NMR spectroscopic properties of various oxygenated analogues have also been studied. The binding affinities of selected benzodiazepine analogues for rat brain benzodiazepine receptors have been evaluated using a radioreceptor assay technique; at certain concentrations, some of test compounds exhibited remarkable potentiation of diazepam binding, others the ability to displace diazepam from benzodiazepine receptors. A conformational analysis of the 7-membered ring systems has been undertaken, using lH NMR spectroscopic, computer modelling and x-ray crystallographic techniques, and certain conformational preferences have been identified.
- Full Text:
- Date Issued: 1995
Secondary effects of oral contraceptives
- Authors: Yuen, E Ho
- Date: 1978
- Subjects: Oral contraceptives , Oral contraceptives -- Side effects
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:3847 , http://hdl.handle.net/10962/d1012296
- Description: Norethynodrel, a common progestin in oral contraceptives, produces in female rats several significant physiological, cytological and biochemical changes at dose levels of 1 mg and 20 mg per kg: 1) a relative increase in liver mass 2) modification of appearance and extent of the endoplasmic reticulum 3) augmentation of the protein content of the liver 4) increase of the level of cytochrome P- 450 in the liver as determined by : a) difference spectroscopy b) increases in biotransformation of aniline and aminopyrine in vitro and c) reduction of sleeping times of rats dosed with phenobarbital The significance of these findings becomes evident when it is realized that norethynodrel affects and is affected by the same enzyme system which oxidizes medicaments in general in the body: induction of cytochrome P-450 by administration of norethynodrel may interfere with the action of other drugs . Ethinyl estradiol alone showed none of the inductive effects. At high dose levels (20 mg per kg) both norethynodrel and ethinyl estradiol caused a marked inhibition of growth of the animals, producing a net loss of body mass over the 30- day experimental period. Electron micrographic evidence implies that there is also a lowering of glycogen content and a chemical change in the lipids of adrenocortical and liver cells accompanying the use of these agents.
- Full Text:
- Date Issued: 1978
- Authors: Yuen, E Ho
- Date: 1978
- Subjects: Oral contraceptives , Oral contraceptives -- Side effects
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:3847 , http://hdl.handle.net/10962/d1012296
- Description: Norethynodrel, a common progestin in oral contraceptives, produces in female rats several significant physiological, cytological and biochemical changes at dose levels of 1 mg and 20 mg per kg: 1) a relative increase in liver mass 2) modification of appearance and extent of the endoplasmic reticulum 3) augmentation of the protein content of the liver 4) increase of the level of cytochrome P- 450 in the liver as determined by : a) difference spectroscopy b) increases in biotransformation of aniline and aminopyrine in vitro and c) reduction of sleeping times of rats dosed with phenobarbital The significance of these findings becomes evident when it is realized that norethynodrel affects and is affected by the same enzyme system which oxidizes medicaments in general in the body: induction of cytochrome P-450 by administration of norethynodrel may interfere with the action of other drugs . Ethinyl estradiol alone showed none of the inductive effects. At high dose levels (20 mg per kg) both norethynodrel and ethinyl estradiol caused a marked inhibition of growth of the animals, producing a net loss of body mass over the 30- day experimental period. Electron micrographic evidence implies that there is also a lowering of glycogen content and a chemical change in the lipids of adrenocortical and liver cells accompanying the use of these agents.
- Full Text:
- Date Issued: 1978
The nature and measurement of labour turnover
- Authors: Van der Merwe, Roux
- Date: 1970
- Subjects: Labor turnover -- South Africa , Industrial relations -- South Africa , Absenteeism (Labor) -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3385 , http://hdl.handle.net/10962/d1013421
- Description: From the Introduction, p. 1-2. The main purposes of this study are to examine the methods by which one particular aspect of industrial behaviour, namely that of the worker's final withdrawal from the work situation, can be measured; to offer a more refined technique for the measurement of such withdrawals, and thirdly to attempt to relate this measurable phenomenon of withdrawal, commonly known as Labour Turnover, to the less easily measurable phenomenon of the integration of the individual worker into his working group. Labour Turnover - or the loss, over time, of employees from an employing organisation - is normally regarded as a province of study appropriate to the field of Industrial Psychology, and to its related applied field of Personnel Management. To a large extent, however, (as will be illustrated in Chapter II of this work) the results of such studies have proved inconclusive, and contradictory, and there is little evidence of progress towards a comprehensive understanding of the subject. This is undoubtedly due to the fragmentary nature of most studies in this field. These have generally been limited to the narrow confines of one particular aspect of the phenomenon, and consequently it has not been viewed against a sufficiently broad background.
- Full Text:
- Date Issued: 1970
- Authors: Van der Merwe, Roux
- Date: 1970
- Subjects: Labor turnover -- South Africa , Industrial relations -- South Africa , Absenteeism (Labor) -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3385 , http://hdl.handle.net/10962/d1013421
- Description: From the Introduction, p. 1-2. The main purposes of this study are to examine the methods by which one particular aspect of industrial behaviour, namely that of the worker's final withdrawal from the work situation, can be measured; to offer a more refined technique for the measurement of such withdrawals, and thirdly to attempt to relate this measurable phenomenon of withdrawal, commonly known as Labour Turnover, to the less easily measurable phenomenon of the integration of the individual worker into his working group. Labour Turnover - or the loss, over time, of employees from an employing organisation - is normally regarded as a province of study appropriate to the field of Industrial Psychology, and to its related applied field of Personnel Management. To a large extent, however, (as will be illustrated in Chapter II of this work) the results of such studies have proved inconclusive, and contradictory, and there is little evidence of progress towards a comprehensive understanding of the subject. This is undoubtedly due to the fragmentary nature of most studies in this field. These have generally been limited to the narrow confines of one particular aspect of the phenomenon, and consequently it has not been viewed against a sufficiently broad background.
- Full Text:
- Date Issued: 1970
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