Perceptions relating to students performance in small business management at further education and training colleges
- Authors: Kiewiets, Winifred Margaret
- Date: 2005
- Subjects: Small business -- Management -- Study and teaching -- South Africa , College teachers -- South Africa -- Attitudes , College students -- Rating of -- South Africa , College students -- South Africa -- Attitudes
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9558 , http://hdl.handle.net/10948/463 , http://hdl.handle.net/10948/d1011916 , Small business -- Management -- Study and teaching -- South Africa , College teachers -- South Africa -- Attitudes , College students -- Rating of -- South Africa , College students -- South Africa -- Attitudes
- Description: The perceptions of both students and teachers are vital to improve performance and to ensure a positive teaching and learning climate at a college. This study examines the perceptions of staff at three recently merged campuses and students regarding student performance. The research focuses specifically on the performance of students registered for the Small Business Management N3 and NSC (National Senior Certificate) curriculum. A combination of quantitative and qualitative research methods was employed to investigate the desired result. Staff teaching the subject (Small Business Management) were given semi-structured interviews, while students who are currently studying the subject were given questionnaires to complete. Data was collected and analysed. This study reveals amongst other findings that management in FET institutions needs to take cognisance of the perceptions of staff and students regarding the improvement of student performance. Opinions, attitudes, insights and recommendations expressed concerning student performance can help institutions improve their culture of teaching and learning.
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- Date Issued: 2005
Positioning 'the self': comparative case studies of first generation students' academic identities when home meets campus in a rapidly transforming higher education context
- Authors: Alcock, Andrea
- Date: 2017
- Subjects: First-generation college students -- South Africa , First-generation college students -- South Africa -- Case studies , Social perception -- South Africa , Educational equalization -- South Africa , College students -- South Africa -- Attitudes , College students, Black -- South Africa -- Attitudes , College students, Black -- South Africa -- Psychology
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/6897 , vital:21198
- Description: This research offers an in-depth view of the self-positioning of a sample of seven first generation students in an extended curriculum programme for Arts and Design at the Durban University of Technology. This comparative case study aims to examine how these participants took up, held or resisted positions, during the transitional process of entering a university. The students' responses were elicited in order to explore the development of student academic identity in this stage of late adolescence. Using positioning theory as an analytical framework, a visual methodology was employed to generate data during photo-elicitation interviews. For these, participants were invited to take metaphorical and non-mimetic photographs, in response to the prompt "Take photographs that show you as a student at home and on campus". Themes that surfaced were examined using positioning theory where the storylines, speech acts and rights and duties form the apex points of the positioning triangle that acts as a framework to analyse the participants' narratives. The study revealed the ways in which participants positioned their home communities and thereby developed their own agency. The majority of the participants used their self-positioning in relation to these home communities to build their academic identities. It was evident in the data that certain role models and peers played a significant part in such self-positioning. The rural to urban migration described by some of the participants indicated that the transition students navigated as they developed their academic identities was profound. The university was often perceived in this process as a powerful structure which offered opportunities but could simultaneously be experienced as alienating. Financial challenges added to the complexity of this experience. The development of student academic identity was evident in positioning statements of the participants and, in some cases, a professional identity was revealed. The analysis indicated that the participants were able to use their self-positioning to overcome many of their challenges through the creation of agential power and resilience. Furthermore the emergence of academic identity seemed to give rise to a positive view of 'the self' in relation to the period of transition to university.
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- Date Issued: 2017